Teacher: Erica Hicks Pendleton Grade: 5
Lesson Title: Collage Self-portraits Learning Objectives
Students will be able use images, text, and/or drawings to create a self-portrait, using collage components to represent elements that reflect a typical day in students’ lives
Standards
• VA5.CR.1: Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning
• VA5.CR.5: Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes
• VA5.RE.1: Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
Session 1: Introduction
• Explain to students that one's personal identity is built upon layers of life experiences and culture
• Share the following essential questions: 1. What is a collage?
2. What is portraiture?
• Inform students that Romare Bearden expressed himself and his identity through collages; discuss his brief biography and the inspiration for many of his works; discuss the premise/ intention of his collages and elements of personal story telling
• Tell students that creating the symbols and representations of one's life can be done through the arrangement of images, drawings, and text
• Tell students that a collage is a piece of art made by placing various materials such as photographs, pieces of paper, and other two- dimensional materials onto the same backing.
Explicit Instruction/Teacher modeling
• Display and discuss some of Romare Bearden's pictures: The Block (1971) and Pittsburg Memory (1964). Ask students what they see and what they think these images might mean.
The Block
Pittsburg Memory
• Explain to the class that they will be doing investigations into themselves. Tell students that they will need to cut out or draw pictures and/or words that they can identify with.
Brainstorming
Model responses based on the title of the project: A Day in the Life
• What do you do between the time you wake up and the time you leave for school? Who do you see or interact with before you arrive? How do you get to school? Who is with you on your commute?
• What is your morning school routine look like? What happens once you arrive at school? Who do you see and interact with before lunch? What are your tasks or activities?
• What happens during lunch? Who provides it? What is your afternoon routine until the school day ends? Who do you see and interact with? What are your tasks and activities? • What happens after school? How do you get home and who is with you on your
commute? Who do you see/ interact with when you arrive home? What are your tasks and activities?
Allow students to submit written answers on worksheet, and collect. Session 2
Review of the introduction; quick demonstration of collage techniques for the students to use. • Demonstrate how students can cut out images that represent parts of their daily lives-
objects, people, products, etc. from provided magazines. Arrange these items on 9 x 12 paper.
• Cut out a picture from a magazine that you identify with. Place this picture within the colored construction paper body. Explain to students why you placed the object where you did.
• Tell students to start thinking about their objects, as they will be evaluated on a written summary they create about their picture.
Requirements
1. Minimum of 12 images (including text, writings and drawings) for each collage, addressing at least 3 questions/ answers from each of the 4 brainstorming columns 2. Images/words only. No proper names
3. The space must be filled; gaps in the collage must be layered or covered with text, drawings, or images
4. Demonstrate consciousness in craftsmanship- evident through thoughtful, neat and organized composition
5. A short artist‘s statement of a minimum of 5 sentences must accompany their completed self-portrait collages; summarize the images chosen for their work, describe what the viewer is seeing, and briefly describe a typical day in their lives.
Independent working time
• Students may begin procuring images/ text for their collages and place in folders marked with their initials; may begin building their collages if time allows
• Folders will be collected by table group
Session 3
Composition of the collage portraits will begin/ continue.
• Students will use scissors, glue, and dry media (markers, pencils, sharpies, and crayon), to create their works
• After a brief review of the requirements, student will have 30- 40 mins to work on their portraits
• Students that complete their portraits within the allotted time will be given paper and pencils to draft and create their artists statement
Session 4 Review
• Collage/ artist statement completion • Use sketchbook with remaining time Differentiation
• Enrichment: Do research about Bearden and tie it to the images used in his artwork • Remediation: Struggling students may work in groups of two or have help finding
pictures to represent themselves. Assessment
• Check the artwork for an understanding of the concept of unity in the composition. • Check the written work for relationships between the images and the ideas of the student. Review and closing
• Have students discuss their artmaking process • Create gallery display of selected finished works
APPENDIX B
Collage Self-Portraits Classroom Teacher: __________
Brainstorming Sheet Your Initials: ___________
What do you do between the time you wake up and the time you leave for school?
Who do you see or interact with before you arrive?
How do you get to school? Who is with you on your commute?
What is your morning school routine look like?
What happens once you arrive at school?
Who do you see and interact with before lunch? What are your tasks or activities?
What happens during lunch? Who provides it?
What is your afternoon routine until the school day ends?
Who do you see and interact with?
What are your tasks and activities?
What happens after school?
How do you get home and who is with you on your commute?
Who do you see/ interact with when you arrive home?
APPENDIX C
Collage Self-Portraits Classroom Teacher: __________
Artist’s Statement Your Initials: ___________
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
APPENDIX D