Project Explanation: Multi Media Continued...

For our third lesson, students will be encouraged to think about their surroundings and the places around them. This helps us dive deeper into the idea of place being an influence in artwork.  Students will do an ideation activity out of  “How to be an Explorer of the World” where they will look at one spot in the room and find ten things they never noticed before as a warm up.  Once they are in that mindset, we will all go outside and they will document the details of their surrounding that they may or may not have noticed before. Students will create a mixed media piece (either 2D or 3D) inspired by their observed surroundings.

Enduring Understanding

  • Artists make connections between their art and the world around them by observation
  • Artists convey meaning by transferring observations into artwork using artistic attributes and principles of multi-media.
  • ​Artists emphasize purpose in work through the use of focal points.

Skills

  • Students will be able to make a work of art based on observation 
  • Students will be able to incorporate a focal point into their artwork through planning

Art Focus

Place

Learning Targets

  • I can make a multi media artwork from observation that has a focal point.

Literary Focus

​Vocabulary:  Observation, focal point, mixed media
Literacy:  Ideation/brainstorming around observations of Polaris 

Concepts

  • Purpose
  • Observation
  • Connection
  • Focal point

How can you identify a focal point? 

These student statements were recorded while they observed example artworks...
"It's the only yellow color so it stands out."
"I'm focusing on the tree because it's the only thing in focus, the rest is kinda blurry."
​"All the feathers are pointing in one direction towards the peacock." 
These students are working on ideation for their artwork by describing what they observed while outside. They were saying things like, "it felt smooth" and "it looked shinny".

​"I used these [pipe cleaners] to make the bricks rough like outside."
"I made the tree the focal point because it's the only thing standing up."
"I'm adding bright tissue paper to the tree so it will be the focal point."
At the end of class, students paired up to investigate each other's work and determine if it met the project criteria. 


​These students were discussing whether there was a clear focal point. They decided there was because, "these colors are all the same but the red ball is different, so I look there."
Student discussing how their partner's artwork met the project criteria.