Friday, February 26, 2016

In Process Recycled Grid Superheroes



Holy cow this year is flying by. My classes have been going so much smoother then the last and I think I am finally finding my rhythm at this school.

My students have been looking at recycled art artist, Jeff Ballard. They were super impressed with his superheroes and have been spending the last two weeks working on their own. We are taking time off on this project  next week until later so they can have fresh eyes while they are working on this because it takes A LOT of patience!




















Below is the lesson plan I created, along with the rubric which you are more than welcome to use!

Lesson Plan Objective:
Students will create a grid drawing of a super hero and then use magazines to collage the entire piece.


Washington State Content Standards addressed:

GLE: 1.1.1 Applies, analyzes, and creates the element line when producing a work of art.

GLE: 2.2.1 Applies a performance and/or presentation process to visual arts
GLE: 4.2.1 Analyzes and evaluates relationships between visual arts and other content areas.
GLE: 4.5.1 Analyzes and applies understanding of how the knowledge, skills, and work habits of visual arts are needed and used in the world of work, including careers in visual arts.

Vocabulary:
Grid Method- grid drawing transfers an image from one format in one set of proportions, to another format in different set of proportions
Collage- a piece of art made by sticking various different materials such as photographs and pieces of paper or fabric onto a backing.
  • the art of making collages.
  • a combination or collection of various things.
Value- The lightness or darkness of tones or colors. White is the lightest value; black is the darkest. The value halfway between these extremes is called middle gray

Prep:
Materials:
9 by 12 pieces of paper
12 by 16 pieces of paper
Comic book print outs (or a computer lab so students can choose their own images)
Magazines, books, recycled paper for collage
Glue bottles and Glue Sticks
Scissors

Procedure for Teaching/Learning Structure
Day 1
  • Introduce project, show artist examples and teacher examples.
  • Go to the computer lab, find a superhero (close up simple shapes work the best) that they like. Desaturate color in Pixlr (pixlr.com) and send it to the teacher via Google drive.
  • Using Google classroom, have them read through project description again and watch the YouTube video about the Grid Method.
Day 2
  • Class will go over rubric
  • Pass out printed superhero pictures on a 9 by 12 piece of paper, as well as a 12 by 16 piece of paper.
  • Demo how to make a 3 by 3 inch box and a 4 by 4 inch box, have students follow along and create their grid.
  • Re show you tube video for recall.
  • Create a 3 by 3 inch view finder with leftover card stock and demo how to use it.
  • Have students begin drawing their super heroes
Day 3-5
  • Students will continue drawing their super hero.
  • After they are finished students will outline their super hero with permanent marker and erase the grid
  • Teacher will explain the importance of keeping their collage pieces small and neat.
Day 6-10
  • Students will begin cutting out pieces of magazines and either using a glue bottle or glue stick will begin their collages.
  • Teacher will talk about using darker and light pieces of paper to create value in their work.
Day 11
  • Class will critique students work, fill out their rubric and hand their work in.


Magazine Superhero Grid inspired by Jeff Ballard

Name:

Date:
Assessment Rubric

Thing by Jeff Ballard
Great 10
Good 9
Basic 8
Needs Improvement 7 or below
Your Grade:
Teacher Grade:
Student created two grids, properly proportioned for their grid drawing.






Student’s magazine pieces were cut neatly and placed on the larger grid strategically leaving no white spaces. Using lighter and darker pieces of paper to show value.






Student had impeccable craftsmanship, worked hard and tried their best.






Each grid in the computer printable lined up with students finished painting.






Student participated in class critique.  and used class time efficiently.








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