THEMATIC UNITS
GRADE 8
TITLE: DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SOCIAL STUDIES, Project Two
TIME: Two 45 minute classes
OBJECTIVES:
Design a flag for a new country
Work as a group to select a color scheme and symbol to best represent the country
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Encyclopedia with flags of nations
If possible, find an old book of flags with countries that no longer exist
VOCABULARY:
MATERIALS:
12x18 white drawing paper
Pencils
Large craft paper on roll
Tempera paints
Styrofoam egg cartons (cup half) to hold paint
PROCEDURE:
1. Study and discuss flags from several countries.
2. Divide class into groups of four or five.
3. Assign each group an imaginary country. Tell them its general location, principle exports and standard of living.
4. Have each group design a flag for their country.
5. Everyone in the group should do one pencil sketch on drawing paper with an original idea.
6. After the ideas are all shown and discussed in the group, they can pick out one or combine ideas for the finished flag.
6. The flag should be drawn on large craft paper, then painted with tempera paint.
EVALUATION:
Hang the flags in the room or halls.
Have a group discussion about how well the flags identify the characteristics of the country.
TITLE: DESIGN AND PACKAGING
AUTHOR; Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
GRADE: 8
CONNECTION TO THE CURRICULUM: SOCIAL STUDIES, Project One
TIME: One 45-55 minute class
OBJECTIVES:
Design a new dollar coin for the United States
New design will be easily distinguishable from other money
New design will make a statement about the U.S. that is nationally acceptable
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
The Beginner's Guide to Coin Collecting by James Mackay
The Beauty and Lore of Coins Currency and Medals by Elvira and Vladimir Clain Stefanelli
Bring in several examples of money from other countries
VOCABULARY:
Relief sculpture
Symbol
MATERIALS:
Drawing paper
Compass
Pencil
Tape
White glue
Tooling foil or Heavy Weight Reynolds Aluminum Foil
Styrofoam meat trays
Lightweight cardboard (cereal boxes or any cardboard of about that weight)
PROCEDURE:
1. Have students examine real coins from several countries or look at pictures of them.
2. Talk about what information must be on the coin (date, country of origin and denomination).
3. Talk about design as it pertains to utility (cannot be square or it wouldn't work in machines).
4. Talk about what statement the coin should make about the country (country is stable).
5. Give students paper and have them draw a 4' circle to work in.
6. Working with pencil, each student should design a new dollar coin for the United States.
7. To make actual "silver"coin place the styrofoam flat on the desk, them cover with a 5" square of foil.
8. Cut out drawn design (4" circle).Place circle of paper with drawing on top of foil and tape at top and bottom to secure while working.
9. Use a dull pencil to press over the drawing lines into the foil.
10.When all lines have been transferred untape the paper and turn the foil over. Place on styrofoam and go over some areas again to push the foil out. You should finish with the foil slightly in a relief style.
11. Cut a four inch circle from the cardboard and brush it with white glue.
12. Place the foil over the cardboard and wrap the extra around to the back.
EVALUATION:
Teacher evaluates for:
Neatness and craftsmanship
Does the design show the date, denomination and country?
Originality
TITLE: REALITY VERSUS PERCEPTION:
AUTHOR: Toni Vacca
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SOCIAL STUDIES, Project Two
TIME: One 45-50 minute class
OBJECTIVES:
Students will learn about the design of battle memorials.
Students will learn to express the point of view of both victory and defeat in a visible way using drawing.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
The Third of May by Francisco Goya
The Death of General Wolfe by Benjamin West
The Battle of San Romano by Paolo Uccello
Greece Expiring on the Ruins of Missolonghi by Eugene Delacroix
The Battle of Hastings from the Bayeux Tapestry
Greek Temple Freizes
VOCABULARY:
Point of View
Memorial
Hatching
Cross Hatching
MATERIALS:
8x12" white drawing paper
Pencils
Fine point black markers
PROCEDURE:
1. Look at several examples of paintings and sculptures about battle.
2. Select a battle from a period you are studying.
3. Allow students to choose which side of the battle they wish to commemorate, the victors or the losers.
4. Use pencil to lightly sketch their idea for a memorial painting or sculpture.
5. After they have refined the sketch they may use black marker to outline and add shading with hatching and cross hatching.
EVALUATION:
Use a group critique.
Display all the drawings.
Have one student pick a drawing and tell why it does or does not show which side of the battle it commemorates.
The student whose work was critiqued then picks a drawing and critiques it, and so on, until all have been discussed, and all have been a part of the discussion.
TITLE: REALITY VERSUS PERCEPTION:
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SCIENCE, Project Two
TIME: Two 45-50 minute lessons
OBJECTIVES:
Learn about atmospheric perspective
Learn how to use watercolors to achieve distance in a landscape
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Claude Monet -Waterloo Bridge*
Gustave Caillebotte-Boating On The Yerres*
Jean-Leon Gerome-The Two Majesties*
*In the Milwaukee Art Museum Collection
RESOURCES:
Air Pollution by George Laycock
The Air We Live In; Air Pollution: What We Must Do About It by James Marshall
Enviornmental Awareness--Air Pollution by Mary Ellen Snodgrass
Our Dirty Air by Sarah M. Elliot
VOCABULARY:
Atmosphere
Atmospheric Perspective
Horizon Line
MATERIALS:
12x18" watercolor paper or heavy white drawing paper
Watercolors and brushes
Two container of water (one for rinsing, one to keep clean for wetting paper)
Masking tape
PROCEDURE:
1. Talk with students about how things look clearest when they are near and get hazy or fuzzy as they are seen at a distance. Make sure that students understand what causes this: vision decreases with distance and particles in the air cause haze. Talk about the horizon line, the line where the sky and land (or water) meet.
2. Have students look at landscape paintings that use this principle.
3. Tape paper to desk with masking tape at corners to prevent curling when wet.
7. Let this paper dry while still taped flat.
8. The next class use watercolors on this dry background to add sharp details to the foreground of the painting. Notice how the soft mixing of color at the horizon line adds to the illusion of distance, while the sharpness of the paint on dry paper makes things look closer.
EVALUATION:
Student Evaluation Form: Choose very good, OK, or not really
I followed directions......
I used the materials properly........
I created a nice finished painting........
What would you do differently next time? (one or two sentences)
TITLE: REALITY VERSUS PERCEPTION:
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SCIENCE, Project One
TIME: Two 40-45 minute lessons
OBJECTIVES:
Understand how our point of view changes the way we look at everyday items
See how a thing's size influences how a person determines its importance and value.
Enlarge and illustrate a small item in a manner similar to Georgia O'Keefe's painting style.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Books about, posters, note cards, calendars, U.S. 32 cent stamp, of Georgia O'Keefe paintings Work with microscope and magnifying glass Quote by O'Keefe
"Nobody sees a flower, really-it is so small-we haven't time, and to see takes time, like to have a friend takes time,"
VOCABULARY:
Abstract
Flat Edge Painting
Enlargement
MATERIALS:
12x14" tag board, watercolor paper or heavy white drawing paper
Craypas (oil pastels)
Can use tempera paints if craypas are not available
PROCEDURE:
| 1 | Explain how O'Keefe painted things so enlarged that she could see all the shades of color in them. She also overflowed the canvas edge so that the entire object was not seen, a style called flat edge painting. |
| 2 | Have the class look at examples of O'Keefe's work and discuss how a small object can be easily overlooked, and how the artists's point of view can change the viewer's perception. |
| 3 | Pass out magnifying glasses or microscopes and several small items to be examined |
| 4 | Have students pick one object and using pencil, lightly sketch it on the board so that it fills the entire surface like a flat edge painting |
| 5 | Students then use craypas to color in the entire surface. Students should work to create many ones and shades of color by layering the craypas and blending them together. Expect this to extend into a second class so that students can take their time and do a good job. |
EVALUATION:
Teacher should evaluate on the following:
1. how well colors were mixed
2. how pleasing the entire work is from a distance of at least ten feet
3. how well directions were followed.
Have students write what they learned from their work as reflected in the O'Keefe quote
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE LEVEL: EIGHT
OVERVIEW:
Perception of reality changes according to our viewpoint or perspective. By examining an issue from more than one viewpoint we gain a broader base to draw upon from our opinions. We must become aware of alternate viewpoints in order to fairly evaluate what we see, hear and study. These lessons encourage students to look at information from a variety of viewpoints. They will learn that no single view of reality is the only absolute.
CONNECTION TO THE CURRICULUM:
Art, Science, Math, Social Studies, Language Arts, Computer, Music
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Road
Big Bend, WI'
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: MUSIC, Project One
TIME: Two 45 minute lessons
OBJECTIVES:
Become aware of some of the sections of the orchestra (strings, horns, percussion)
See what role each section plays in a selected composition
Interpret a musical composition with color and line
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Boogie Woogie Blues by Piet Mondrian
Some music I like for this lesson:
Dance Rusee Trepak
Dance de la Fee- Dragee
Marche
Dance Chinoise
all from Nutcracker Suite by Tchaikowsky
Marche Slave by Tchaikowsky
Funeral March of a Marionette by Gounod
Triumphal March from Aida by Verdi
RESOURCES:
Meet The Orchestra by William W. Suggs
The Orchestra and Its Instruments by Christopher Headington
This Is An Orchestra byElsa Z. Posell
A Rainbow Of Sound; The Instruments Of The Orchestra and Their Music by Herbert Kupferberg
VOCABULARY:
Percussion
Horn Section
String Section
MATERIALS:
12x18 heavy white paper (or larger)
Tempera paints
Styrofoam egg cartons (cup half) to hold paint and keep colors separate
Brushes
PROCEDURE:
| 1 | Review sections of the orchestra (strings, horns and percussion). |
| 2 | Play short selections from different composers and have students listen for these sections. |
| 3 | Tell students they will be listening to a longer selection and should listen only for one assigned section. Then they will listen again while painting to the music. |
| 4 | Assign sections to listen for randomly. |
| 5 | Give everyone paper and paint supplies. Have them put their name and orchestra section on the back of their paper. |
| 6 | Play the section once with everyone listening only for their section. |
| 7 | Play the selection a second time and have students paint an interpretation of their assigned section. |
| 8 | Put the paintings aside to dry until the next class. |
| 9 | Display all the paintings grouped by section. Have them numbered (use post it notes or paper clip a number to each, don't write on the actual painting). |
| 10 | Play the music again and have students pick the painting they think best represents each section while they listen. |
| 11 | After the music ends tabulate the results on the board and have a group discussion of how the point of view of the listener resulted in different paintings. |
EVALUATION:
Discussion
Have students write a short paragraph telling how their painting was influenced by the music and the section they were assigned to listen for.
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930
Big Bend, WI
414 662-2737
CONNECTION TO THE CURRICULUM: MATH, Project One
TIME: One 45-50 MINUTE LESSON
OBJECTIVES:
Students will learn the principles of one point perspective.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
All of these paintings clearly show one point perspective:
Ore Freighter by Edmund Lewandowsk*
Bedroom In Arles by Vincent Van Gogh
Cafe Terrace At Night by Vincent Van Gogh
The All Night Cafe by Vincent Van Gogh
The Last Supper by Leonardo Da Vinci
Giovanni Arnolfina And His Bride by Jan Van Eyck
*in Milwaukee Art Museum Collection
RESOURCES:
Look in the library for drawing books. Some I found are:
Perspective Drawing Handbook by Joseph D'Amelio
Perspective Drawing by Ernest Ralph Norling
Perspective Drawing by Joseph Brahdy
Teach Yourself Perspective Drawing by Harold Francis Hollis
Perspective Simplified by Edwin Delos Hoyt
Learn To Draw 3-D by Doug DuBosque
VOCABULARY:
Perspective
One Point Perspective
Vanishing Point
MATERIALS:
8x12 white drawing paper
Pencil
Eraser
Ruler
PROCEDURE:
1. On the board, demonstrate one point perspective in the following manner:
Draw a large rectangle. Draw a horizontal line through it and place a dot in the middle of the line. This is the vanishing point, V.
Draw two angled lines from the vanishing point to the upper corners of the rectangle, call them AV and BV.
Draw two angled lines from the vanishing point to the upper corners, call them CV and DV.
If the rectangle is the view of a hallway, all horizontal lines between AV and BV are on the ceiling.
All horizontal lines between CV and DV are on the floor.
The walls are on the sides, between AV and CV, and BV and DV. All vertical lines on the walls, such as the sides of doors, lockers and windows are always parallel to the sides of the rectangle, while the tops and bottoms of these things always are drawn on an angle from the closest point to the vanishing point.
2. Have students go out into the hallway with their art materials and a folder or book to use as a drawing support.
3. While standing at one end of the hallway point out how the walls appear to get closer together as they get further away and the walls, ceiling and floor start to converge on the vanishing point. Tell students that they would indeed disappear if the hall was long enough. Encourage them to notice this the next time they are in a long hallway.
4. Have each student do a drawing of the hallway using one point perspective, remind them that while the walls angle to the vanishing point, the sides of doors and lockers (the verticals) all remain parallel to the sides of the paper, or vertical.
EVALUATION:
Teacher checks for:
Consistent vanishing point
All verticals parallel to sides of paper
Neatness
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: LANGUAGE ARTS, Project Two
TIME: One 45-55 minute class
OBJECTIVES:
Illustrate a poem for a predetermined audience (young child or adult)
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Copies of several illustrated poems from both the children's and adult library
Some that I found are:
The Raven, illustrated by Dore
Mother Goose, illustrated by Charles Adams
MATERIALS:
Copies of several poems you are studying
8x11 white tag board or drawing paper
Markers
PROCEDURE:
1. Show the illustrated poems and discuss how the same words could be made to seem too frightening for young children or quite harmless, depending on the interpretation. e.g. Rock-A- Bye Baby is a children's lullaby, but it could be interpreted as a horror story about child abuse.
2. Ask students to find examples of this in the poems you are studying.
3. Ask students to select a poem and illustrate it for either a young child or an adult. They must write their intended audience and poem on the back of the paper before they begin.
EVALUATION:
Ask the class to decide on the intended audience for each illustration.
Teacher judges on neatness and how well the illustration fits the intended poem.
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Road
Big Bend, WI
GRADE: 8
CONNECTION TO THE CURRICULUM: LANGUAGE ARTS, Project One
TIME: Three 45-50 minute lessons
OBJECTIVES:
Examine how perception is influenced by point of view.
Interpret a shared reality from a predetermined point of view and compare it with other interpretations.
Illustrate a short story according to a predetermined ethnic point of view, then examine students' illustrations for preconceived ideas of ethnic imagery
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Show a selection of children's illustrated storybooks. Choose selections that represent folk tales from African, Native American, Hispanic, and Asian cultures.
Some books I have found are:
AfFRICAN
Singing Tales Of Africa by Adjar Robinson
Mioso - Once Upon A Time Tales From Africa by Verna Aardema
Bringing The Rain To Kapiti by Verna Aardema
Anansi Finds A Fool by Verna Aardema
NATIVE AMERICAN
Native American Legends Series by Terri Cohlene, including:
Little Firefly
Quillworker
Clamshell Bay
Turquoise Boy
Last Leaf, First Snowflake To Fall by Leo Yerxa
Any books by Paul Goble, including:
Buffalo Woman
The Great Race of The Birds And Animals
Iktomi And The Berries
Star Boy
ASIAN
Lao Lao Of Dragon Mountain by Margaret Bateson-Hill
Japanese Tales And Legends by Helen and William McAlpine
The Tiger's Whisker, and Other Tales And Legends From Asia by Harold Courlander
Tales Of A Chinese Grandmother by Frances Carpenterdone
A Chinese Zoo by Demi
HISPANIC
Uncle Nacho's Hat by Harriet Rohmer
The Two Stonecutters by Eve Titus
Calling The Doves by Juan Felipe Herrera
Talk about the styles of illustration used, such as cut paper, line drawings, paint and crayon.
MATERIALS:
Copies of the prepared short story or fable (one per student)
Introduction page telling that story is based on an African tale (copies for 1/4 of the class)
Introduction page telling that story is based on a Native American tale (copies for 1/4 of the class)
Introduction page telling that story is based on an Asian tale (copies for 1/4 of the class)
Introduction page telling that story is based on a Hispanic tale (copies for 1/4 of the class)
8x11 white drawing paper or tag board
A selection of art materials such as: markers, paints, colored construction and tissue paper, glue, fine point black permanent markers, crayons, colored pencils
PROCEDURE:
1. Tell students they will be reading and illustrating different folk tales.
2. Show the library selections and talk about different uses of art materials.
3. Randomly hand out the copies of the story with one of the cover sheets(assemble them before hand).
4. All will read and illustrate the story they receive without discussion or group work.
5. When a student is finished reading he may begin working on the illustration.
6. Have students write their names and the ethnic type of folk tale they illustrated on the back.
7. Collect all the finished illustrations. If any are wet from paint or glue, do not stack together.
8. Next class have all the illustrations displayed and marked with a number (use post it notes or paper clip a number to the illustration, do NOT write or mark the actual illustration).
9. Have each student make a list separating the illustrations into four categories: African, Native American, Hispanic and Asian.
10.Tally the results on the board.
11.Let the students know that all the stories were the same. Use this to discuss how the predetermined point of view influenced the illustrations. How was reality perceived? Do we read with an open mind all of the time? How do we stereotype ethnic cultures?
EVALUATION:
Discussion as above
Neatness and creative use of materials
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SOCIAL STUDIES, Project one
TIME: One 45-50 minute class
OBJECTIVES:
Evaluate a historical conflict from more than one point of view.
Learn the basic principles of effective poster design.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Selling the War: Art and Propaganda in World War II, by Z. A. B. Zeman
Other books with copies of posters from World Wars I and II
Newspaper headlines from World Wars I and II
Some videos are available with propaganda cartoons from World War II
VOCABULARY:
Point of View
Propaganda
Contrast
Visibility
MATERIALS:
Large sheets of poster board
Markers
Tempera Paint
PROCEDURE:
1. Discuss both sides of World War I or II. Point out what the people thought they would gain from a war. Talk about the difference between propaganda and reporting the news.
2. Discuss the elements that make a poster effective.
a. visible from a distance
b. uses color or contrast to attract
c. sticks to the one most important point
3. Have students count off. Assign the even numbers to make posters for one side of the war, the odd numbered students to the other side.
4, Allow students to work in groups of three or four to design a poster to promote their side of the war.
5. Suggest that each member of the group come up with two quick sketches of an idea, then have the group pick one idea to convert into a full size poster.
6. Everyone in the group should help with the actual poster.
EVALUATION:
Teacher evaluates on the following:
neatness
how well the poster expresses the assigned point of view
how well the poster attracts attention
how legible the poster is from a distance.
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: MATH, Project Two
TIME: One 50 minute lesson
OBJECTIVES:
Students will demonstrate knowledge of one point perspective.
Students will design their own room.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Bedroom At Arles by Vincent Van Gogh
MATERIALS:
12x16" heavy white drawing paper or tagboard
Pencil
Tempera paints and brushes
Styrofoam egg cartons (bottom, cup part)
Styrofoam meat trays or plates
PROCEDURE:
| 1 | Show Van Gogh's Bedroom At Arles and review one point perspective as it is used in this painting. |
| 2 | Have students draw their dream bedroom on the paper in light pencil using one point perspective. Remind them to include whatever they would want in their own dream room. |
| 3 | Have students paint their drawings using tempera paints. Put out red, yellow, blue, white and black tempera .Supply Styrofoam egg carton bottoms for the paint and Styrofoam meat trays to use as mixing palettes. Encourage students to mix their own shades of color rather than painting only with color straight from the bottle. |
EVALUATION:
Students fill out a self evaluation:
1. How well did I use one point perspective?
2. How well did I mix my colors?
3. How original is my idea ?
very good good needs work
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
GRADE: 8
CONNECTION TO THE CURRICULUM: MATH, Project One
TIME: Two 45-50 minute classes
OBJECTIVES:
Design a functional floor plan for a house
Use graph paper in a set scale, i.e. 1/4" graph square = 1'
Measure doorways and hallways to become aware of the actual space needed for a functional house design
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Frank Lloyd Wright
Housing section of newspaper often has floor plans of builders' houses (cut out and save) architectural and home design magazines such as Architectural Digest, Home Plans (published by Home Styles), Architectural Designs, HomePlans (published by The Family Handyman), New Home Planner (published by Home Planners)
VOCABULARY:
Floor plan
Scale
Functional
MATERIALS:
8x12 white drawing paper
1/4" graph paper
Rulers
Yardsticks
Pencils
Fine point permanent markers
Tape
PROCEDURE:
1. Tell students they are to design a dream home for themselves. They will be drawing only the floor plan.
2. Show examples of floor plans and talk about what is needed in a functional home, i.e. two entrances
Entrances in and out of rooms
Bathroom
Kitchen
Closet or storage space
Flow from room to room that makes sense (bathroom near bedroom, front entrance into hall or main living room)
3. Give students plain drawing paper and let them start to sketch out what rooms and arrangement they want.
3. Have students measure and record width of doorways and hallways, beds,desks and chairs (they can do this at home and have the data ready for the second class).
4. Supply graph paper and talk about scale as used in this project.
5. Remind students that they must design a functional plan. Ask them to take the eraser end of a pencil and trace their way through the plan as if they were walking through the actual layout.
6. If needed extend the graph paper with another sheet and tape.
7. When the floor plan is finished in pencil have students go over the lines in marker and label each room.
EVALUATION:
Teacher checks for:
Function. Can you walk through the plan?
Neatness. Lines straight, pencil mistakes erased?
Originality. Is the plan the same as one you showed in class?
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School'
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SCIENCE, Project Two
TIME: TWO 45-55 minute lessons
OBJECTIVES:
Become aware of different forms of packaging in nature
Use a form of natural packaging to inspire an original invention
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
The Inventions of Leonardo Da Vinci by Margaret Rice Cooper
VOCABULARY:
Function
Form
MATERIALS:
12x18" white drawing paper
Pencils
Colored pencils or markers
Low temperature glue gun and glue sticks
Stove pipe wire (available at hardware store)
Pipe cleaners
Scissors
Paper towel tubes
Styrofoam and paper egg cartons
Styrofoam meat trays
Styrofoam packing pellets
Plastic bottles from soda and milk
Plastic rings from packs of soda cans
Any other recycleables and throw away goodies (junk) you have access to
PROCEDURE:
1. Have the class make a list on the board of as many unique examples of packaging found in nature (e.g. clam shell, milkweed pod, egg shell.
2. Have class discuss what inventions and ideas might have come from these natural form ( e.g. helicopter from maple seeds spinning down from trees).
3. Students are to create an invention suggested by a natural package.
4. Use drawing paper and pencil to sketch several ideas first.
5. Choose the best idea and draw it again on a fresh sheet of paper, filling the page.
6. Add color with pencils or markers.
Second class
1. Using the assorted recycled materials, build a new invention.
2. Use wire and pipe cleaners to hold things together. Use glue gun to fasten plastic and cardboard where needed.
3. Write about the invention, telling what it does and how man-made packaging inspired it.
EVALUATION:
Teacher looks for:
How well the invention would function
How well the invention relates to the natural packaging that inspired it
Neatness of drawing and construction
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: SCIENCE, Project One
TIME: One 45-55 minute class
OBJECTIVES:
Learn how a living form's design fits a specific function.
Use this knowledge to design an imaginary being from the future.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Bring in a collection of Sci-Fi illustrations from books and comics, such as:
The X-Men from Marvel Comics
The Fantastic Four from Marvel Comics
Any books by Jean Gouraud, pen name Moebius.
VOCABULARY:
Adaptation
Function
MATERIALS:
12x18" white drawing paper
Pencils
Colored pencils or markers
PROCEDURE:
1. Discuss what the design of the human body is best suited for (e.g. carrying heavy loads? pulling plows? walking and running?)
2. Have students start to think about how the human form would need to change to adapt to several different environments. What if we lived underwater, or in the treetops?
3. Have students select a new environment and design a new human form that would be suited to it.
4. Give students paper and have them list the environmental factors at the top before they start to draw.
5. When their drawing are done in pencil, have them add color .
EVALUATION:
Have students talk about their creation and how it adapts to the environment they created.
Grade for suitability, neatness and creativity.
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: LANGUAGE ARTS, Project Two
TIME: Two 45 minute lessons
OBJECTIVES:
To learn about lettering styles.
Choose a style that suits a specific poem.
Place printed words in such a way as to create a pleasing arrangement that suits a specific poem.
MATERIALS:
Varied collection of magazines and newspapers that can be cut up
8x12" colored construction paper
White glue or glue sticks
12x16" construction paper for matting (several colors and black)
PROCEDURE:
1. Students select a very short poem with which to work.
2. Students then find the words to the poem by cutting them out from the magazines and newspapers you provide.
3. Students should pay attention to the types, colors and sizes of the lettering they choose.
4. After they have the entire poem cut out, it should be assembled in a form that reflects the poem they chose, e.g. words in a circle for a poem about the moon.
5. All this should be glued down on colored construction paper of their choosing.
EVALUATION:
Have students read their poems to the class and then display them.
Did the assembled poem reflect the mood or meaning of the chosen poem?
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: LANGUAGE ARTS, Project One
TIME: Two 45-55 minute classes
OBJECTIVES:
Learn about styles of book making.
Create a small book in one of these styles.
Choose a style of book suited to a particular poem
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Bring in several styles of books found in book stores, gift shops, and art supply stores.
Examples may also be found in the children's section of libraries
VOCABULARY:
Binding
Cover
Spine
MATERIALS:
Tag board
Hole punch
Cord and/or yarn and/or ribbon
White drawing paper
Scissors
White glue
Books about making books:
Bookworks: Making Books By Hand by Gwenyth Swain
Making Books by Gillian Chapman and Pam Robson
PROCEDURE:
1. Show several examples of styles of books. Have students talk about what besides the standard rectangular, spine on the left type book is possible, e.g. scrolls, accordion-fold books, shaped books.
2. Have students select a poem to work with. Explain that they will be designing a style of book that suits the poem, then writing the poem in the book.
3. Put out all the supplies and any sample books you have.
4. Paper can be taped together to make a long scroll, then fastened with ribbon or cord.
5. Use tag board to make covers to be glued to the front and back of accordion folded paper for another type of book.
6. Folded paper can be covered with a piece of folded tagboard, then stapled at the center for a simple, standard book style.
7. If the paper and tag board are cut to a simple shape (e.g. circle, triangle) they can also be stapled at the center to make a shaped book.
8. Allow students to use their imaginations after demonstrating some of these simple methods.
EVALUATION:
Put the books on display.
Let your students give readings and show the books to students in lower grades.
Check for neatness, creativity and workmanship.
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: COMPUTER, Project Two
TIME: One 45 minute lesson
OBJECTIVES:
Study and form an opinion of the physical design of a computer setup (monitor, keyboard and drives).
Redesign these elements to be more functional and attractive.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Quote " Form follows function"
Museum of Modern Art Gift Catalogue
Books on commercial design
VOCABULARY:
Form
Function
MATERIALS:
12x18' drawing paper
pencils
colored pencils or markers
PROCEDURE:
1. Have students look at the computers they are using, then lead a short discussion about whether they are attractive, how well the design functions, and what they would change.
2. Give students drawing materials and let them design their own computer setup. Have them work first in pencil, then add color to the finished design.
EVALUATION:
Group critique (plan for 5-10 minutes).
Display all the work (put out on tables or desks at front of room).
Select one student to talk about their own design and answer if it is both functional and attractive.
Have this student pick the next design to be talked about.
Give grades on design if you wish by using a + for very good, 0 for average work, and - for below average. Give two grades, one for function and one for form (attractiveness plus creativity).
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: COMPUTER, Project Two
TIME: One 45 minute lesson
OBJECTIVES:
Study and form an opinion of the physical design of a computer setup (monitor, keyboard and drives).
Redesign these elements to be more functional and attractive.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Quote " Form follows function"
Museum of Modern Art Gift Catalogue
Books on commercial design
VOCABULARY:
Form
Function
MATERIALS:
12x18' drawing paper
pencils
colored pencils or markers
PROCEDURE:
1. Have students look at the computers they are using, then lead a short discussion about whether they are attractive, how well the design functions, and what they would change.
2. Give students drawing materials and let them design their own computer setup. Have them work first in pencil, then add color to the finished design.
EVALUATION:
Group critique (plan for 5-10 minutes).
Display all the work (put out on tables or desks at front of room).
Select one student to talk about their own design and answer if it is both functional and attractive.
Have this student pick the next design to be talked about.
Give grades on design if you wish by using a + for very good, 0 for average work,and - for below average. Give two grades, one for function and one for form (attractiveness plus creativity).
DESIGN AND PACKAGING
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: COMPUTER, Project One
TIME: One 45 minute class
OBJECTIVES:
To become aware of the elements of good graphic design (clarity, simplicity, universality).
To design computer icons that use these elements,
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Enlargements of computer icons from different software
VOCABULARY:
Icon: a visual symbol for a computer function.
Clarity: the icon is easily understood.
Simplicity: the icon is made up of the fewest lines possible.
Universality: the icon can be understood by people of different ages and backgrounds.
MATERIALS:
8x12 drawing paper
pencil
computer with art program (if available, but not necessary)
PROCEDURE:
1. Have students look at several examples of computer icons (either show enlargements o have them view on their screens).
2. Talk about what is necessary for an icon to be functional.
b. simple enough to be legible when reduced on screen
c. easy to understand in any language
3. Have students choose several icons they think could be made better, then redesign them on paper with pencil.
4. If available, have them use the art program to draw their new icons and reduce them to a practical size for use on the computer.
EVALUATION
Print out the finished icons and number them and display them.
Have students from another class guess what function the icon would serve.
Tabulate the results and see which icons were correctly identified most often.
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
(414 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: COMPUTER, PROJECT 2
TIME: One 45-50 minute lesson
OBJECTIVES:
Learn how the use of color can influence perception of fore and background
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
Books about and copies of M.C. Escher's art
Some of the books I used are:
M.C. Escher, His Life and Complete Graphic Work by F.H. Bool
Visions of Symmetry: Notebooks, Periodic Drawings, and Related Work of M.C. Escher by Doris Schattschneider
VOCABULARY:
Background: in art, the part that looks farther away or behind other parts.
Foreground: in art, the part that seems near or close to you.
Negative space: in art, the least important part of the work.
Positive space: in art, the most important part of the work.
MATERIALS:
Computer with art program: some of the programs available:
Microsoft's Windows Paintbrush
Electronic Arts' Deluxe Paint
Macintosh's MacArt
Paper and pencil to record results
PROCEDURE:
1. Show students Escher's work and talk about the vocabulary terms as they apply to his work.
2. Using art program have each student create a simple outline shape about 1x2". Use the brush to draw it.
3. Outline the shape with the outliner and drag and click to clone it, filling the screen with six to eight multiples of this shape.
4. Use color flood to change the background to a color.
5. Use color flood and a second color to fill all the shapes .
6. Keep changing color combinations until the original background (or negative space) becomes the foreground (or positive space).
7. Keep a written record of what different color combinations work the best to reverse fore and background.
EVALUATION:
Have students save their screens and choose the best color combination to reverse fore and backgrounds.
Have the entire class walk around and look at all the screens and discuss which work best and why.
REALITY VERSUS PERCEPTION:
A FUNCTION OF VIEWPOINT OR PERSPECTIVE
AUTHOR: Toni Vacca
Saint Joseph's School
W227 S8930 Saint Joseph Drive
Big Bend, WI
(414) 662-2737
GRADE: 8
CONNECTION TO THE CURRICULUM: COMPUTER, Project One
TIME: One 45-50 minute lesson
OBJECTIVES:
Manipulate a two dimensional surface with line and color to make it appear three dimensional.
Learn how different color combinations create visual movement.
Learn about Op Art.
ART APPRECIATION AND MOTIVATIONAL MATERIALS:
REFERENCES:
Introducing Op Art by David Palmer
An Introduction to Optical Art by Cyril Barrett
Op Art by Cyril Barrett
ARTISTS:
Josef Albers*
Richard Anuszkiewicz* Victor Vaserli*
these artists have paintings in the Milwaukee Art Museum Collection
VOCABULARY:
Op Art
Optical Illusion
MATERIALS:
Computer with art program
Notebook paper and pen or pencil to record results
Some of the art programs that can be used are:
Microsoft's Windows Paintbrush
Electronic Arts' Deluxe Paint
Macintosh's MacArt
PROCEDURE:
A. Show students examples of some of the Op Artists and optical illusions which create a third dimension. Talk about making a 2-D space seem 3-D.
B. On the computer, using the art program, have each student do the following:
1. Fill the screen with a series of concentric rectangles about 1/8 to 1/4" apart.
2. Using the color flood fill every other rectangle with the same color.
3. Pick a second color and fill the remaining rectangles with it.
4. Keep changing color combinations and notice how some appear to "pop" off the screen.
5. Keep a written record of each color combination used and which combination best make the screen appear to be 3-D.
EVALUATION:
Have the students rank their color combinations and choose the one they think appears the most 3-D.
Have all students set up this combination and then have the class walk around and look at all of them and vote on the best.