Contemporary Art Box Lesson Plan: Visual Metaphors

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2 Contemporary Art Box Lesson Plan: Visual Metaphors Grade: Fifth Contemporary Artists: Beatrice Coron, Rob Ryan, & Anastasia Elias Time: Three to four 60 minute class periods Content Standard: RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Step-by-Step Photo Tutorial Available on the Website Objectives: o Students will create balance and contrast by layering black and white shapes to create silhouettes o Students will create visual representations of similes and metaphors, combining writing and art. Interdisciplinary Connections: _X_ Language Arts Math Science History Music Drama P.E. Other: Nevada Visual Art Standards 1.5.3_ 1.0 Knowledge: Create artworks using various media, techniques, and processes to communicate ideas _ 2.0 Application: Use elements and principles of design to create works of art Application: Describe various visual characteristics of art (e.g. sensory, formal, technical, and expressive) Application: Explain how visual characteristics, purposes, and/or functions of art may cause different responses. _ Content: Produce a work of art that demonstrates the ability to convey meaning by integrating subject matter and symbols with ideas. _ _4.0 Context: Create a work of art that is influenced by a particular historical period or culture Interpretation: State preferences for characteristics, merits, and meanings in art. Materials: 9x12 black and white paper, 9x12 or larger tracing paper, X- Acto knives, scissors, cutting boards, glue, tape, computer, and projector. Page 2

3 Introduction/Engager Show Jane Hirshfield s The Art of the Metaphor video (see resources for link), in order to introduce metaphors and provide examples of visual representations of phrases. Ask students to get into groups to brainstorm and write down as many metaphors or similes as they can. Share as a class, and discuss how this figurative language can be visual. Introduce students to the work of Rob Ryan, Anastasia Elias, and Beatrice Coron. Discuss how these artists create a sense of depth and balance in their works. Main Project For the main activity, students create their own visual representation of a metaphor using a layered paper technique inspired by the work of Beatrice Coron. 1. Before students begin their silhouettes, cover rules and safety procedures for using X-Acto knives. Hand out the knives at the beginning of each class, and be sure to collect and count each knife at the end of class. Remind students to cut slowly and carefully, always being aware of the location of their fingers. Circulate the room throughout this project and constantly observe student behavior and knife usage. Have a zero tolerance policy for any messing around; students can use scissors if any problems should arise. 2. Once students choose their metaphor, they each receive multiple sheets of black and white paper, as well as one sheet of tracing paper. The white paper serves as the background, while the tracing paper serves as the foreground. Students create a layered work by gluing the top two corners of the tracing paper to the top two corners of the white paper. They should use the X-Acto knives to cut shapes from the black paper. Advise students to draw sketches of their metaphors before they begin cutting. Page 3

4 5. Remind students that Anastasia Elias creates a sense of depth in her work by varying the size and location of her objects. Encourage students to fill their paper with shapes, creating a balanced arrangement. Test/Quiz Written Response Oral Presentation _X_ Project ( Rubric) Assignment Portfolio Formal Conclusion/Reflection Students finish the activity by filling out a self-critique form (see resources) following the four elements of art criticism: describing, analyzing, interpreting, and judging their artwork. Peer-Evaluation _X_ Self -Evaluation Assessment _X_ Choral Response _X_ Group Discussion _X_ Class Discussion _X_ Brainstorming Think-Pair-Share Informal Thumbs up/down Exit Ticket Special Education Accommodations: Provide samples of visual representations of the metaphors and similes to help inspire students. Allow students to cut their paper with scissors or draw their shapes with pencil instead of using the X-Acto knife. English Language Learner Accommodations: The group work, use of visual examples, and teacher demonstrations throughout the lesson provide the necessary support for ESL learners. Extension: Ask students to write their own haiku poems using similes and metaphors. Create a visual display to accompany and visually represent the poem. Resources: Page 4

5 Name: Date: Contemporary Art Box Rubric Lesson: Visual Metaphors Grade: Fifth Content Area: Visual Art, Lang. Arts Requirements Creativity ( Did not copy another s idea) 2 Effort ( Used time wisely) 3 Attitude (Considerate of self, artwork, and other students) 4 Quality and Presentation (Work is neat and tidy) 5 Fill up the entire page, using a background and foreground 6 Visually represent a metaphor or simile 7 Create a sense of depth and balance in the silhouette Comments: Final Grade: Grading Explanation Excellent (Exceeds Very Good (Meets All Good (Meets Most Developing (Meets Some Try Harder (Does Not Meet 5

6 Name: Self-Critique Form Date: Description: Describe your artwork. List what you see. Analysis: Circle the elements of art visible in this artwork: line, color, shape/form, texture, space, and color. Explain how and where these elements were used: Circle the principles of design visible in this artwork: pattern/repetition, movement/rhythm, contrast, emphasis, proportion, unity, variety, and balance. Explain how and where these principles were used: Interpretation: What is the message or meaning of your artwork? What is it about? Judgement: What do you think about your artwork? Why? Overall Judgment of artwork: Additional Comments: 6

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