Content: Describe what it is you will teach. What is the content?
I will introduce students to surface and visual texture with a crayon rubbing activity. Then they will recreate the image they chose for their construction paper collage using magazine paper to complete their diptych project.
Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class.
Students will understand the difference between surface and visual texture by creating and appropriately labeling their own rubbings of various textures. They will be able to transform a reference image, for the second time, into various textures. They will demonstrate a sense of space in the second image of their diptych that relies on their knowledge of texture. They will know how to manipulate magazine paper to build their collage.
Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals.
Students will be able to further their skills in abstracting a reference image. They spent the past couple weeks abstracting a reference image focusing on the use of shape and color, and now will be able to apply their knowledge of abstraction with a focus on texture. They will also continue to develop their skills in creating composition by working with various types of collages.
Assessment: Describe how you and your students will know they have reached your learning goals.
Students will create a diptych demonstrating the collage method that alters a reference photo in two ways (using construction paper for color and shape, then using magazine cut outs for texture). Their collages will utilize various geometric shapes for their objects and as many textures as possible.
Personalization and equity: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported?
The definitions for visual and surface texture will be written on the board for ELL students to read. I will model the process of creating crayon rubbings of different textures. I will also have example rubbings to show students. I will have prototypes of the magazine collage for students to reference. They will showcase different methods of using magazine paper to give students a choice in their collage. I will also walk around the classroom to monitor student progress and have individual conversations to provide feedback for struggling students, including breaking down the assignment into smaller, more manageable tasks. At any point, I will allow extra time to complete each step for students with learning disabilities.
Activity description and agenda: Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding.
Day 1: I will introduce the concepts of visual and surface texture. Then I will model the process of making crayon rubbings of different textures. Students will spend the rest of class finding various objects in the room to create crayon rubbings of different textures.
Day 2: In order to bridge the gap between the crayon rubbings and their magazine paper collages, I will present prototypes of the magazine paper collages with the original images. Students will draw the outlines of the same image from the construction paper collages onto a clean sheet of paper. If time permits, some students can begin to apply magazine paper to their drawings.
Day 3-8: Students will continue working on their magazine paper collages.
Day 9: Students will combine their construction paper collages and magazine paper collage by gluing them onto larger sheets of paper to create their final diptychs.
What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them?
Students may struggle to search for singular pieces of texture from magazine pages to cover an entire section of their image, instead of combining smaller pieces of different textures. I will show students prototypes of the magazine paper collages that utilize more of a mosaic application that may be helpful for students to visualize how to combine different textures. I will also remind students of the kind of detail and complexity I am looking for in their collages.
List the Massachusetts Learning Standards this lesson addresses.
1.11 Explore a single subject through a series of works, varying the medium or technique. For example, a student makes a drawing, woodcut, and painting of a still life, landscape, or figure
2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others. Examples include: line as edge treatment and in patterns; color temperature, mass and volume as functions of color, size, perspective; negative space; visual and surface textures.
3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space
Please refer to the Student Work Samples page to see examples of completed diptych collages.