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John Henry Sculpture RTI
Due Date: 4/20/2018
Subject: Visual Art

"JOHN HENRY"
SCULPTURE


"The genius in my work-if there is any-is in my ability to turn an idea into a sculpture. Ideas are easy. Making something out of them isn't" John Henry


"...an imaginary triangle can be drawn connecting the three points at which the sculpture rests on the ground. This triangular form than can be envisoned extending upward to create an invisible volumetric space. No part of the sculpture will extend beyond that volume, except where there are equal and opposite elements counterbalancing the weight. This system creates the stabilizing factor in the work, and is also a matter of aesthetics: it is the reason the pieces seem "right" to us."

EVOLUTION IN SCALE
The Sculpture of John Henry
1988 The Design Foundation, Chicago, IL, USA.

CROSS-CURRICULAR CONNECTION:
Mathematics

TEACHING POINT:

ESSENTIAL QUESTION:
How would a monumental sculpture made by Mr. John Henry, change aesthetic perception of Hixson Middle & Hixson High School as well as the community of Hixson?


VOCABULARY:
Aesthetics- A branch of philosophy that focuses on the nature of beauty, the nature and value of art, and the inquiry processes and human responses associated with those topics.

Dimension- Amount of space an object takes up in one direction.
Proportion- The size relationships of one part to the whole or of one part to another part.
Sculpture- A three dimensional work of art.
Space- The element of art refering to the emptiness or area between, around, above, below or within objects.
Three Dimensional- 3D form, measured by height, width, and depth.

ASSIGNMENT DESCRIPTION:
(1.) Students will be educated of the sculptures created by local sculptor, Mr. John Henry.

(2.) Background information, historical information and images of sculptures will be shown to students.
(3.) Students will copy 2 Henry sculptures on paper. One of which, using marker and the other using color pencil.
(4.) Students will demonstrate and create their own drawing of a sculpture in the style of John Henry.
(5.) Students will use rulers to create a 3D sculpture.

ARTIST STATEMENT:
Students will write a 5 sentence paragraph expressing why they believe Hixson Middle and the Hixson Commuinity would benifit with a sculpture by Mr. John Henry.


SPI:
Content Standard 4.0:
Historical and Cultural Relationships
4.3 Analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art.

4.4 Recognize the role of artists in our community and society.



Mrs. Spitzer's Garden 6th
Due Date: 4/20/2018
Subject: Visual Art

"MRS. SPITZER'S GARDEN"
Written by, Edith Pattou
illustrated by, Tricia Tusa

TEACHING POINT: Students will learn the literary device known as a metaphor, BY reading the short story Mrs. Spitzer's Garden and be able to explain what message the author was intending to convey comparing students to plant seeds. 



CROSS-CURRICULUM CONNECTIONS:
Language Arts


ESSENTIAL QUESTION:
What might the soil, seeds, and plants symbolize?

Why do some wildflowers grow wherever they are placed and others need "a special watching over?"

VOCABULARY:
Metaphor- a figure of speech that suggests a likeness by speaking of one thing as if it were another, different thing.

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:


ASSIGNMENT DESCRIPTION:
(1.) Students will read the short story Mrs. Spritzer's Garden.

(2.) The students and I will discuss using the seminar method thier responses to the story.
(3.) Each student will take notes using a Venn Diagram, to answer the question of "How is Mrs. Spritzer like one of your teachers? How is she different?
(4.) Students will create a 1st draft drawing, applying the knowledge gained from brainstorming.
(5.) Students will create a Final drawing, using images such as teachers, and plants, flowers, fruits & vegetables to represent students.
(6.) Writing exercise, reflection.
(7.) Critique of drawings.

SPI:
Tennessee Department of Education.



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POP ART 8th
Due Date: 4/20/2018
Subject: Visual Art

"POP ART"

ANDY WARHOL (1928-1987) was perhaps the most famous American artist of all time. He was also a filmmaker, illustrator, art collector, publisher, author, and music producer. Warhol was fascinated by fame and, like the figures he admired, eventually became a celebrity himself. *www.ScholasticArt.com

TEACHING POINT: 

ESSENTIAL QUESTION:
What was the purpose or meaning behind most works of Pop Art?
How do any of attitudes and techniques of the Pop Art movement relate to us in today's society?
What is a Cultural Icon?

VOCABULARY:
POP ART- an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media. It included such artists as Andy Warhol and Roy Lichtenstein.
CULTURAL- relating to a culture or civilization.
ICON- somebody or something widely and uncritically admired, especially somebody or something symbolizing a movement or field of activity.
MASS PRODUCTION- the manufacturing of products in very large quantities in factories, especially using mechanization and assembly-line methods.

Pop artists focused attention upon familiar images of the popular culture such as billboards, comic strips, magazine ads, and supermarket products. Artist Andy Warhol was recognized in the mid to late 1960's for his creations of silk screens of Marilyn Monroe and his 3 Dimensional images of Brillo soap pads and other popular images.

ASSIGNMENT DESCRIPTION:
We will seminar/critique the art style of Andy Warhol and Pop Art characteristics.
Students will create in the style of Pop Art using the techniques Andy Warhol used in the 1960's.
(1.) Start by choosing a popular icon portrait image from magazines. 
(2.) Draw your image a minimum of 4 times on 4 separate sheets of copy paper.
(3.) Color your image using either complementary, analogous or monochromatic color schemes with colored pencil.
(4.) Arrange your image in horizontal  and vertical rows to create the repetition effect. 
(5.) Paint your Pop Art image.

(6.) Students will write a reflective Artist Statement

RUBRIC:

(1.) 25pts-Following Directions
(2.) 25pts-Effort
(3.) 25pts-Neatness
(4.) 25pts-Completeness

SPI:
1.0 Media, Techniques, and Processes 1.1-1.3
2.0 Structures and Functions 2.1
3.0 Evaluation 3.2
4.0 Historical and Cultural Relationships 4.3-4.4
5.0 Reflection and Assessment 5.3



Pablo Picasso 7th
Due Date: 4/20/2018
Subject: Visual Art

"PABLO PICASSO"

TEACHING POINT:

GUIDING QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

SPI: