About the lesson:
In this lesson students will create a portfolio out of tag board and ribbon as a way to store their projects from the semester. We will continue building on skills from previous lessons, like painting and drawing, to decorate the portfolio. These are skills that the students are comfortable with. We will teach new skills about construction and encourage students to creatively use everyday materials to create a useful, three dimensional item. This is an essential skill in life, as we are constantly having to problem solve to create what we need. To make this new skill less overwhelming for students, we will give a demo and assure them that we will be around to help. Students have known that the last lesson would be building a portfolio since the beginning of the semester, it has been a way to remind them that they will get their work back. We will push students to think about elements of construction, aesthetics, and how to add personal style. This lesson will tie all of the lessons together and be a fitting closing lesson to reflect on the semester, making it relevant to the students.
Here we see a collection of a student's artwork across different mediums from the semester. There is a clear artistic identity as shown through consistent color selection, line work, methods of representation, and mark making. Students were excited to see their unique style come to life through art, and to take their collective works home.
Essential Understandings
Performance of understanding was judged by:
Outcomes
Students will be able to exhibit:
1. Quality/Craftsmanship
-Work is done with care, attention to detail and neat presentation. Portfolio Binder is constructed with ability to house and protect works of art
• Basic
• Developing
• Proficient
• Advanced
2. Use of Elements and Principles of Design
- Application of the 1-3 elements of art and principles of design is exhibited in student’s decoration of the portfolio binder
• Basic
• Developing
• Proficient
• Advanced
3. Understanding, Achievement, & Completion
- Student understanding of project requirements. Assignment followed, and work is complete and consistent.
• Basic
• Developing
• Proficient
• Advanced
4. Creativity
- Work expresses a personal connection to the project and exploration of artistic identity. Explores different options and takes creative liberties.
• Basic
• Developing
• Proficient
• Advanced
5. Studio Time and Work Ethic
- Work shows effort and involvement. Student participated in class discussion thoughtfully, was on task, and engaged appropriately with tools, materials, peers, and staff.
• Basic
• Developing
• Proficient
• Advanced
Skills
In the fifth and final lesson with Cooper Home and Fossil Ridge, the students followed the instruction of the teachers accurately, in regards to the creation of a portfolio binder. The students exhibited the desired understandings of craftsmanship, studio safety, and the completion of the assignment.
Through decoration of the binder, the students explored the principles of art and design, transferring techniques from the previous lessons, and fostered their creative identity based on their art making decisions.
In closing of the lesson, the students assessed their learning through the presentation and discussion of their artwork in a studio critique. Students fielded questions from their peers and staff in regards to their creative decisions. Our goal as the teachers were to promote the viewers into the role of engaging a fruitful dialogue, by carefully formulating questions and redirecting answers. Our true aim through the critique, was to have the students involved and excited to be talking about art.
- Artists and designers problem-pose and think critically when making art
- Artists and designers use care, craftsmanship, and attention to detail to create works that serve their intended function
- Artist and designers appropriately follow safety and procedural guidelines to ensure the safety of self and those around them
Performance of understanding was judged by:
- Participation.
- Following safety guidelines.
- Maintaining a cooperative classroom environment.
- The creation of a portfolio binder to store artwork effectively.
- Art and Design principles exhibited in decoration of portfolio.
Outcomes
Students will be able to exhibit:
1. Quality/Craftsmanship
-Work is done with care, attention to detail and neat presentation. Portfolio Binder is constructed with ability to house and protect works of art
• Basic
• Developing
• Proficient
• Advanced
2. Use of Elements and Principles of Design
- Application of the 1-3 elements of art and principles of design is exhibited in student’s decoration of the portfolio binder
• Basic
• Developing
• Proficient
• Advanced
3. Understanding, Achievement, & Completion
- Student understanding of project requirements. Assignment followed, and work is complete and consistent.
• Basic
• Developing
• Proficient
• Advanced
4. Creativity
- Work expresses a personal connection to the project and exploration of artistic identity. Explores different options and takes creative liberties.
• Basic
• Developing
• Proficient
• Advanced
5. Studio Time and Work Ethic
- Work shows effort and involvement. Student participated in class discussion thoughtfully, was on task, and engaged appropriately with tools, materials, peers, and staff.
• Basic
• Developing
• Proficient
• Advanced
Skills
- Critical thinking and organizational techniques
- Craftsmanship, attention to detail, and completion of functional portfolio binder
- Creative problem solving and exploration through ideation
- Decoration of portfolio binder
- Establishing a sense of comfort with the studio habits, materials, staff, and peers
- Thoughtful involvement in reflection and critique etiquette
In the fifth and final lesson with Cooper Home and Fossil Ridge, the students followed the instruction of the teachers accurately, in regards to the creation of a portfolio binder. The students exhibited the desired understandings of craftsmanship, studio safety, and the completion of the assignment.
Through decoration of the binder, the students explored the principles of art and design, transferring techniques from the previous lessons, and fostered their creative identity based on their art making decisions.
In closing of the lesson, the students assessed their learning through the presentation and discussion of their artwork in a studio critique. Students fielded questions from their peers and staff in regards to their creative decisions. Our goal as the teachers were to promote the viewers into the role of engaging a fruitful dialogue, by carefully formulating questions and redirecting answers. Our true aim through the critique, was to have the students involved and excited to be talking about art.
Every student was very excited to receive their artworks from the entire semester, and to have a portfolio binder to store them in. The lesson was practical, had personal value to the students, and thoughtfully provided a conclusion to the semester as a whole. When all the student art work was layed out, and organized by the artist, it was interesting to see how clear their individuality and unique artistic styles shown through in their work. This was apparent across different projects and mediums as well.
This student was much more comfortable creating art from words and letters than of imagery. He took some risks this semester to experiment with color and expressive brushstrokes. This was especially evident in the painting lesson. He had a good sense of how to fill up the page with his words and was really passionate about the Walking Dead, so most of his writing is about this. It was important for us, as teachers, to remember that words can be art too and that he should have the creative freedom to create art that personally resonates with him.
This student loved to create scenes using many harmonious themes, like rainbows, animals, clouds, landscapes, and happy people. She experimented with bright colors in every lesson and each piece she made had some type of narrative behind it. This reflects her vibrant, outgoing, and positive personality! For creating decorative imagery for her portfolio binder, this student elected to use watercolor. This was a medium she discovered to be her favorite from a previous lesson, and was able to expand upon that interest in the choice based work stations we utilized for this project.
In pre-assessment, this student had amazing artistic ability. He knew how to make his images jump off the page, with diligent and deeply layered coloring. He loved to use a variety of colors and enjoyed creating imagery with a narrative. There were common themes with his line work, and depiction of forms, and throughout the semester he explored them further, engaging in thoughtful reflection during critiques.
Each student developed their own unique style over the course of the semester. They found out how to express this style in a variety of mediums and it helped them connect with their own personalities and inner thoughts. This connection also helped create a great classroom community, where everyone was respected and appreciated. Students became much more social and comfortable to express themselves as the semester went on. This left so much room for experimentation and personal, passionate work. |
In conclusion of the lesson, I had students ask about different methods to create art, like techniques to make a pink and blue sunset in watercolor, other students who begged to continue working, and many students even exclaimed that they really liked how their artwork turned out. This had occurred somewhat throughout the semester but was much more prevalent in this lesson. The atmosphere was relaxed and had a positive energy while remaining productive and centered on art making. I strongly believe these successes were due to incorporating elements of a choice based classroom into the lesson. We accomplished this by setting up each desk as an art station in which the students could use any combination of mediums they had learned throughout the semester, to make the artwork with which to decorate their portfolios. The learning felt organic and the student involvement was genuine.