Collaborative Flag
Art Educators: Jessica Grentz, Leah Marshall Ellert
Unit Title: On The Road: Exploring America Through Art
Project Title: Collaborative Flag on Fabric
Grade level: Middle Elementary
Estimated # of students: 22
Pennsylvania Visual Arts Standards:
9.1.3B- produce original work
9.1.3E-Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. (tell a story, depict a land through art)
9.1.3H-Use and maintain materials, equipment and tools safely at work and performance spaces. (fabric markers)
9.2.3A-Explain the historical, cultural and social context of an individual work in the arts.
9.2.3L-Identify, explain and analyze common themes, forms and techniques from works in the arts (pattern within the segmented areas)
9.3.3A-Identify critical processes in the examination of works in the arts and humanities. Compare and contrast, Analyze, Interpret.
9.3.3B-Describe works in the arts comparing similar and contrasting characteristics
(We will have the students look at the artist inspirations and encourage/prompt a conversation comparing the techniques and styles of these works).
9.4.3C-Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (learners travel experiences may influence works).
*PROJECT HYPOTHESIS AND SIGNIFICANCE:
-An introduction to the unit plan overall. Have learners discover what we will be doing for the duration of Saturday school.
Travel Tickets:
Students will create a physical ticket to show and represent where we will visit each week. It will help as a reminder tool of previous lessons, brief signifier of current lesson, and schedule of what is to come. The importance of this small project is that it will provide a ticket they can hold in their hands of the lessons we will be completing. The ticket will allow learners to embrace the theme to a greater extent by having a synthesized travel log.
Collaborative Flag:
Collaboration is a way for the learners to begin to have relationships with one another while working in conjunction with each other. They will be able to influence and inspire one another to create their individual squares of fabric. Learners will create a finished piece that they all participated in and can work together to make. It will be a way to have independent work brought together in a grid format to form the large image of an American flag. The project serves as an introduction to our overarching theme of a roadtrip across America. By having the large piece displayed in the room throughout the year will help create an environment of unity and teamwork. While creating, learners will be encouraged to use color, pattern, and shape to make their piece of the flag. We hope that by focusing on the works being less representational the final product will have an organized chaos. The students and teachers will work in unison to put together the final flag in order to show student teacher collaboration.
Mail Box Center:
The first week there will be a labeled center for students to visit when free time arises. The station will focus on postcards and sending and receiving mail from different regions of the U.S. This will be an ongoing center throughout the semester where students will feel free to read and reply to postcards, or create new mail art. The center will create a pen pal idea but from many different sources.
*LESSON AND LEARNER OUTCOMES:
What will learners experience through this lesson? What specific knowledge, skills, and/or attitudes should learners gain?
-Introduction- to lesson and of ourselves
-Travel ticket (short project)- Students will be given a half sheet of paper lengthwise. Students will write their names on ticket with regions we will be visiting (N.east, S.East, MidWest, West, S.west). Design a drawing to put on back.
-Learners will collaborate on a flag of the united states by each having a piece of the flag to decorate. Using fabric markers they will design on pieces of canvas to create a unique piece of artwork. When all pieces are combined learners will see and understand how everyone has their own way of artmaking.
- Learners will be encouraged to create using abstracted colors, shapes and designs to make up a piece of the flag.
-At the end of day learners will come together to put assemble their flag. Have a conversation about making a whole piece from pieces of each others work.
Mailbox center: introduce center as option when finished with flag
-learn to make and send postcards. teacher samples
-receive mail from different regions of the U.S. Have mail call, or learners check mailbox daily for new postcards
- Mailbox center will be a center where students will be able to read postcards and to respond. We intend to teach the learners about how the post office works and its history. The center will also have reference material on artist who work with postcards like Elizabeth Elsworth and Jamie Cruz.
- Ideas for sending a postcard will be suggested for inspiration. One option is that students can make a tourist postcard to represent State College. They can make the cards as a sort of advertisement for their own city. Another option could be to make up a fiction story about somewhere they wish to travel to.
*MATERIALS FOR LESSON:
Art Educator Materials:
-canvas or fabric for flag
-paint or fabric markers
-Giant map for class reference and decoration
-mailbox for center
-postcard materials- index cards, different mediums to draw (colored pencils, markers)
-Projector to show images, artists
-teacher examples
-sticky tac to put together large flag on board
Learner Materials:
-sketchbooks
- fabric square
-markers, paint pens, or fabric pens
-Projector and computer with dongle cord
-Books from the library
-Use of internet for powerpoint prep
-Pictures from Google Images
*PROJECT ORGANIZATION:
Pedagogical approaches:
-Direct instruction- to make the travel ticket. To explain what we will be doing over the next 8 weeks (brief)
-Sketchbook time- drawing time to answer sketchbook prompt
-Whole Group discussion- Before we start the flag we will discuss inspiration from artists who work with color and abstraction. While putting the collaborative map together, discuss whole project and individuals work.
-Group investigation- what do you see in these images (VTS- visual thinking
strategies)-working on flag squares and while assembling whole flag
-Independent brainstorming- during sketchbook time and while working on flag squares
-One on one instruction: for specific questions/ help
-facilitating clean-up- encourage specifics
Initiating the Project:
-We will begin the project by displaying artist images on the screen and give a brief talk on pattern and color by look at Matisse, as well as talking about collaboration with the image of the Harvard University collaborative flag. From there Jessi and Leah will display the teacher samples and pass out materials. After students comprehend the directions and the teachers have answered any questions the students will begin.
Project Sequence:
|
Teaching Approach/Teacher Actions: |
Learner Actions: |
Documentation Strategies: |
Environmental Designs: |
|
-Teachers will begin class with Introductions. Have students find their seats and sketchbooks by name.
-Introduction game. Going on a roadtrip and I’m bringing… Leah will bring Lollipopss, Jessi will bring Jump ropes. During the game Leah will facilitate the game, while Jessi helps any latecomers as well as move parents out of the room.
-A sketchbook prompt will be presented (by Jessi) for learners to work on for the first 15-25 minutes. Prompt: “draw in your sketchbook any and all places you have traveled in the U.S. If you have not draw a place you wish to travel to. Write a short story or description to go with drawing (1-2 sentences)”
- Class will move into a short project to create a travel ticket. Leah will present project while Jessi distributes half sheets of paper and drawing supplies (markers, colored pencils, crayons). Instruct learners what to write on tickets. Have teacher model and giant model. Show images of old or vintage tickets that may inspire what students design the back of their tickets with. -When tickets are complete collect and store in a folder to redistribute at the beginning of each weekly class. Jessica will bring students one at a time to the hall to take a picture that will be added to their travel ticket.
-Snack Time in whole group. During snack time we will show a transitional video into the large collaborative. When students are done with snack they will move to the carpet.
- Begin brief introduction into larger project: Bring up images on the projector of artists and allow students to observe them as a group on the carpet. -One teacher will prompt students with group discussion questions and call on them individually to answer: -”What kinds of things do you see in this artwork?” -”Find something that is similar in these works. What about something that is different?” -”Why did the artist choose these colors?” “What would have happened if they used the same color?” -Walk around the room, calling on different students who raise their hands, encouraging group involvement
-Introduce collaborative flag project with direct instruction and walking around showing teacher examples as well as the blank canvas squares, both visually and verbally explaining the day’s main activity (Jessi) (Leah may also begin placing fabric markers on each table, if not too distracting)
-Pass out materials (each child gets a piece of the flag as well as sharing fabric markers with table mates) teachers will collect any extra fabric squares to offer to students to complete their first one early and would like to do a second -encourage the use of sketchbooks to sketch out a rough idea before beginning the piece of fabric. We will encourage the use of the two mediums available, fabric paint and fabric markers. We will ask students to consider these mediums before they begin and to think of it while planning a final product. -Go around the room offering assistance and answering student questions about project guidelines. Begin conversations about student works: posing light prompts to students such as: -”Tell me about your project” -”How did you come up with this idea/pattern?” -Teachers will work with the students to take the completed canvas pieces to the board for a non-permanent construction of the flag. -The students will start construction at tables with fabric markers. Fabric paint will be offered in another area as an alternative. We will encourage use of both mediums.
-Once students have finished teachers may offer for them to work on a second square (if enough are available) or go to work at the mailbox center. They are also given the option to work in their sketchbooks on free art.
-Once the class time is winding down (final 15-20 min) teachers will instruct students of how to clean up: putting marker bins on counter, bringing artwork to collection bin in front, cleaning up paint and brushes. Then lead students through the routine and instruct them to go to the carpet at the front of the room when finished.
-Teachers will then give a brief intro into next week: telling about what region we will be covering and a snippet of clues to what the big lesson will entail the following class - During carpet time Jessi will have a conversation with students about their day, what they enjoyed, thought was good, bad, etc… During this time Leah will be working to greet parents at the door and get children out the door.
|
-Students will come in, receive a name tag and find their seats
-students will participate in introduction game (introducing themselves and use 1st letter of first name for roadtrip item)
-Work on sketchbook prompt and open drawing time
- receive paper and follow instructions to make travel ticket. Students will decorate the back of the ticket with what they wish
-Students will stay in their same seats and look at the images on the screen and participate in group discussion by raising their hands and either answering the prompted questions or making unique comments about their observations of the artworks.
-Students will listen to directions, observe teacher sample and blank canvas, and ask questions by raising their hands when teachers are finished
-Students will get materials and begin working
-Students will work on their canvas sections, engaging in conversations with table mates as well as teachers
-Will work with teachers to assemble large flag on the board using non-permanent adhesive
-Students will return to their seats to complete free art or another fabric square (picking up materials: sketchbook/ markers for free art) OR they can move over to the ‘mail call’ center and participate in that activity
-Students will stop work at the center or their seats and listen to clean up instructions, then following up with putting away supplies in specified areas
-Seated at tables: watch and listen to instructors as they give details and reminders for the next class |
- Teachers will have a camera as well as use of iphones to capture video, take pictures, and record sound.
- while circulating the room during sketchbook time, teachers will transcribe conversations when possible.
-After class teachers will upload videos, and pictures to an online blog. through the blog parents will be able to access student work.
-During class discussion while one teacher asks the questions, the other transcribes some answers that match up with pre-written and printed teacher questions
Teachers will take pictures, record video, and write in notebooks about students’ work and conversation
-Take pictures of the flag being assembled, one teacher working with students to hang the pieces
-Teachers will end class by uploading pictures and notes to the blog for parents and relatives to view |
- Map hung in the front of room with easy access to learners. Not hung too high
- sketchbooks and markers/ pencils
-Seats around the tables stay the same throughout the entire class, unless a problem arises and students need to be moved
-The large projector screen will be pulled down over the chalkboard and images will be shown large enough for all students to see. Those who are not facing the screen will be asked to turn their chairs around to participate and see
-Teachers will ensure that there is enough walking space to circulate the room properly and be able to access each student.
-Hanging pieces of the flag to be within students reach if possible, or use a step stool to reach the area of their flag location
-Bins for material collection will be located in central areas of the classroom for easy student and teacher access |
*ENDING THE PROJECT:
Closure: Thanking the students for their hard work and cooperation throughout the morning and inform them that when they return to class next week, the big flag will be mounted and hung up on the wall for them to look at and remember how they worked collaboratively to create a big class project and to use their classmates as partners in the future on art projects when appropriate. We may be individual students, but we are all going on this road trip together!
Transition: we will be transitioning into our first region of the U.S., the North East. Give a brief snippet of the following weeks lesson (mainly the region and the type of art we will be making: NYC-Statue of Liberty & Central Park plant extinction)
ASSESSMENT:
How do we KNOW learners have met goals?
Students engage in presentation group lecture by contributing with comments and questions, as well as looking at the screen and seeing the images of sample artworks displayed. we will know the students have met the goals of the projects by having conversations with students about their work on the tickets, flag, or even at the center. We can also observe students working together with classmates to ensure they are a part of the social aspects of the classroom.
REFERENCES:
Patterns of Matisse in his work
Harvard University: Currier House Collaborative Art
Images of old tickets -google images
Large variety of library books