Visual Arts Exercise-Level 4
Stylish Sneakers
CONTENT:
I. Creating
• Students invent and use ways of generating visual, spatial, and temporal concepts, in planning works of art and design. (I.B.)
• Students select and use form, media, techniques, and processes to achieve goodness of fit with the intended meaning or function of works of art and design.
II. Responding
• Students analyze and interpret works of art and design for relationships between: form and context, form and meaning or function, and the work of critics, historians, aestheticians, and artists/designers (II.B.)
TASK: The students will view selected art works to identify, compare, and analyze relationships between two art forms using similar designs. The students will select an art work to develop relationships between the artwork and their design for a pair of sneakers.
MATERIALS: Art materials to service two students: set of 12 bullet tip markers, 2 pencils, 2 erasers, a pack of assorted sulfite colored construction paper 9" X 12" with line drawing reproduction of a sneaker, 2 scissors, (make lefty scissors available), 2 glue sticks.
A set of the following reproductions: for each group (Sample Prints: Print A: "Rietveld Chair" by Gerrit Rietveld Museum of Modern Art, New York, Print B: Piet Mondrian "Composition in white, black, and red", Museum of Modern Art, New York, Print C: "Royal Crown #5" by Xenobia Bailey, Schomberg Center for Research in Black Culture, The New York Public Library, Art and Artifacts Division; "Haida Wolf" design by Freda Diesing taden from Hilary Stewart, Looking at Indian Art of the Northwest Coast, p. 106; "The Window of St. Vincent" stained glass, Abbey of St. Germain-des-pris, Paris, Walters Art Gallery, Baltimore, Maryland; "Bicycle" David Butler, from Art: African American, Smella Lewis, Scripps College, of the Claremont Colleges, published by Hancraft Studios, Los Angeles, CA.
SET UP: The classroom will need to be organized with tables and chairs for groups of 4 to6. Each student will need 36" X 42" space to work. The set of prints will be displayed so that each group can easily see them. Kits should be prepared and distributed to be shared by two students.
SCRIPT: Today you will be looking at three works of art: Composition No. 2, by Piet Mondrian and The Rietveldt Chair, by Gerrit Rietveld.
For this part you will be working on your own. Look at sample prints A: (The Rietveld Chair) and B: (Composition No. 2). You are to discover what is the same about the two works and what you discover as being different about the two works.
Scorable Unit 1
(10 minutes-writing in response booklet)
Script: Open your response booklets to the first page and look at prints a and b. Answer the following questions.
List things that are the same:
-List what materials are used in both artwork A and artwork B
-List what shapes are used in both A and B
-Describe what direction the lines in A and B have
-List what colors are used in both works A and B
Explain the things that are different about A and B
-Which is an object to be used? How do you know this?
-Which is an object to be looked at? How do you know this?
-What if these two artworks were made by the same person, how would you explain this?
Allow students to finish unit 1 for 10 minutes from the beginning. Make sure prints C through G are visible to the students. Go on to the next set of directions.
You have seen how a piece of furniture can be related to an artwork. Next, you are going to choose an artwork to help you create an original design to decorate sneakers. Choose from prints listed in C. For the next ten minutes list or sketch what ideas you could use from this work of art (c) to help you create a sneaker design.
Scoring Guide for Scorable Unit 1 -- Standard(I b.)
Students analyze and interpret works of art and design for relationships between: form and context, form and meaning or function, and the work of critics, historians, aestheticians, and artist/designers.
This response demonstrates the student's ability to analyze similarities between elements (shape, color, line, materials) styles of art work.
3 Student specifically identifies the similarities of elements and styles between the art works A and B. And discerns differences in form as related to those elements.
2 Student identifies the similarities of style and elements between the works of art.
1 Student identifies some of the similarities and elements between the works of art.
Scorable unit 2
30 minutes, the facilitator should pass out paper as students are opening the art kits.
Open the art kit. You and your neighbor will share. Use the 9" X 12" with sneaker line drawing on white paper for your design. Markers, scissors, glue sticks, and colored construction paper are in the kit for you to use. *Remember: the ideas for your design come from the work of art you chose, labeled C. You are designing a sneaker which shares a relationship with the chosen work of art. Create your own design to show you have been looking at a particular work. You have 30 minutes to do this. You may begin.
After 15 minutes, tell students that they have 15 minutes left. Stop: tell students to put art materials in the box (give 3 minutes for clean up). Tell students to open response booklets.
Scoring guide for Scorable Unit 2 -- Standard (I c.)
Students select and use form, media, techniques, and processes to achieve goodness of fit with the intended meaning or function of works of art and design.
This response demonstrates the students ability to utilize materials in connection with creative problem solving, develop transfer of knowledge from one form to another, and produce an example of how one artwork will be used to analyze one art work to synthesize another.
3 Student's artwork exhibits original and creative use of color, line, shape, and materials. The work creates a concet for an original design. The work exhibits structural elements and design principles related to the previous work.
2 Student creates a product which utilizes the design of the chosen print to create an original design.
1 The student's art work does not effectively finish the design.
Scorable Unit 3
Script: Turn to the next page in your response booklet. Look at the art work labeled C and your design. You will have 10 minutes to answer the following questions:
1. What materials did you choose to use for you design?
2. Why did you use these materials?
3. Explain one thing that makes your design different from the artwork you chose.
4. Describe how you used certain lines, shapes, and colors to make your design.
5. Why did you choose to arrange the lines, shapes, and colors the way you did in you design?
Scoring Guide for Scorable Unit 3 -- Standard (I f.)
Students reflect upon and evaluate their own works of art and design. (i.e., the relationship between process and product: the redefinition of current ideas or problems and the definition of new ideas, problems, and personal directions)
This response demonstrates the student's ability to communicate their intentions, reflect on their actions and recognize purposes and reasons for making art.
3 In describing their artwork, the student clearly describes the imagery and explicit details used in the artwork to reflect the previous artwork. Direct relationships among the student's own work and those observed are made through explicit examples from the artworks.
2 In describing their artwork, the student describes the imagery and details used to create the design. Relationships among the student's own work and those observed are made.
1 In describing their artwork, the student describes the imagery and details used to create the design. Relationships among the student's own work and those observed are not made.
STUDENT RESPONSE BOOKLET-LEVEL 4
STYLISH SNEAKERS
Activity 1:
Scorable unit: (10 minutes writing)
Now look at Prints A and B
Answer the following questions by yourself.
1.LIST WHAT MATERIALS ARE USED IN BOTH ARTWORK A AND ARTWORK B.
______
2. LIST WHAT SHAPES ARE USED IN BOTH A AND B.
______
3. DESCRIBE THE DIRECTION OF THE LINES IN A AND B.
______
4. LIST THE COLORS USED IN BOTH WORKS A AND B.
______
5a. WHICH ARTWORK IS AN OBJECT TO BE USED?
______
5b. HOW DO YOU KNOW THIS?
______
6a. WHICH ART OBJECT IS TO BE LOOKED AT?
______
6b. HOW DO YOU KNOW THIS?
______
7. IF THE TWO ARTWORKS (A) AND (B) WERE MADE BY THE SAME PERSON, HOW WOULD YOU EXPLAIN THIS?
______
Stop and wait for additional instructions.
You have seen how a piece of furniture can be related to an artwork. Next, you are going to choose an artwork to help you create an original design to decorate sneakers. Choose from prints listed in C. For the next ten minutes list or sketch what ideas you will use from this work (C) to help you create a sneaker design. Use space below to sketch or list ideas. (Sketches are not scored)
Scorable unit 2 (25 minutes drawing)
During the next thirty minutes, you will be making a design. Before you begin, look back at your sketches and notes. Imagine this shoe will be made for kids your age. The ideas for your design should be original. Create your own design to show you have been looking at a particular work of art. You have thirty minutes to do this.
Decide how you want to arrange the different parts of your picture and which materials would be best for your ideas. You may choose from markers or colored paper to create your design. You may begin. Use paper with the drawing of the sneaker.
Scorable unit 3: (15 minutes writing)
Now look at your artwork and artwork C you chose. Answer the following questions.
1. WHAT MATERIALS DID YOU CHOOSE TO USE FOR YOUR DESIGN?
______
2. WHY DID YOU USE THESE MATERIALS?
______
3. EXPLAIN ONE THING THAT MAKES YOUR DESIGN DIFFERENT FROM THE ARTWORK YOU CHOSE.
______
4. DESCRIBE HOW YOU USED CERTAIN LINES, SHAPES, AND COLORS TO MAKE YOUR DESIGN.
______
5. WHY DID YOU ARRANGE THE LINES, SHAPES, AND COLORS THE WAY YOU DID IN YOUR DESIGN?
______