Art 211
Art 211 Studio Assignment
Description: Below is an example project for the unit I co-taught at Lexington High School, which focused on surrealism and advertisements. Students were then tasked to create a collage out of magazine clippings that represented them using surrealist techniques.
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Rationale: This example shows that I understand the standards because of the use of design, balance, and contrast.
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Standards:
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1A understands the elements of design: color, form, line, shape, space, texture, and value
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1B understands the principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity
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1C understands the expressive qualities and communication of idea
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Evidence: Below is my artwork example for the lesson.
Artwork Example:
Artist Statement:
Unit Plan
Description: This unit plan titled "Cultural Collages" was taught in an art fundamentals class at Lexington High School and it accompanies the artwork example above. The unit’s big idea is to relate surrealism to advertisements and how they can create a dreamlike state.
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Rationale: With the surrealist artists taught in the lesson, Salvador Dali and Mohanad Shuraideh, students were able to learn about the characteristics of surrealism. We also showed them the qualities of advertisements and how they pull the audience in. From learning about these topics, students were able to create collages to tell the audience about themselves.
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Evidence: Below is the full unit plan that I co-taught.
Unit Plan:
Formative Assessment and Rubric
Description: Before their main cultural collage project, students were tasked to practice what they learned in terms of surrealist art techniques and created surrealist landscapes. With this formative assessment and their cultural collage, they were graded with a rubric that allowed for a self evaluation and teacher feedback.
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Rationale: This formative assessment allowed me to gauge the students' understanding of surrealism and they were able to practice including characteristics of a surrealist artwork before their larger collage. The rubric showed me what students learned overall and how they improved throughout the unit.
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Evidence: Below is are the students' landscapes and the rubric used to grade them.
Student work:
Rubric:
Artist Handout and Lesson Powerpoint
Description: The artist handout on Red Hong Yi was for different plan that we rewrote to become the cultural collage unit. However, it is still a good example for mixed media and collage. The powerpoint was how we presented the lesson to the students with the other artists we used and what they would be creating.
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Rationale: The questions used in the artist handout uses conceptual framework and frames. The information given and questions asked touch on the cultural meanings behind Red Hong Yi's work. The powerpoint allowed us to introduce the new artists who use surrealism and create work to communicate different meanings through their work.
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Evidence: Below is the artist handout and the lesson powerpoint.
Lesson Powerpoint:
Artist Handout
PAL 1
ISU Transpace Exhibit
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Description: ISU's Transpace had an abstract, non-representational exhibition up in the gallery.
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Rationale: This exhibition allowed for me to see what my peers have worked on thoughout the semesters.
PAL 2
NAEA Valentine's Day Cardmaking
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Description: This semester I was the NAEA student chapter vice president and I co-ran the club's valentines day social in which we made cards to send to local nursing home residents.
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Rationale: This social gave us the opportunity to engage with our community along with create art for our community.
Intermediate Drawing Mini-Exhibition
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Description: In my Intermediate Drawing class we displayed our final project in the classroom and others were allowed to come in during our class time to view the projects.
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Rationale: This was a opportunity to show others what we had been working on throughout the semester, even if it was for only a short time.
