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VISUAL NARRATIVE S LINDSAY ABRAMO - MASTER OF ARTS IN TEACHING - SCHOOL OF THE ART INSTITUTE OF CHICAGO
EXEMPLARS:
BOTH COLLAGE MOUNDS VISUALLY REPRESENT THE NARRATIVE OF AN OVERWHELMED STUDENT
Connecting Story and Personal Experience Using Collage Techniques DESCRIPTION: After viewing the artwork of Trenton Doyle Hancock and learning about the artist method for creating artwork, the students will create their own mounds or piles of stuff. The students will create collages using clippings from newspapers and magazines. By creating their mounds, the students will be able to tell a story about themselves. They will have to draw from their past histories, stories, and current understandings to visually represent what they are trying to say.
ARTIST: TRENTON DOYLE HANCOCK
ARTWORK: “I SEE THINGS”, 2002
INSPIRATION: ARTIST AT WORK
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Gwendelyn Brooks High School 258 East 111th St., Chicago, IL
LINDSAY ABRAMO - MASTER OF ARTS IN TEACHING - SCHOOL OF THE ART INSTITUTE OF CHICAGO
Lindsay Abramo Lesson Plan TITLE: Visual Narratives: Connecting Story and Personal Experience Using Collage Techniques GRADE LEVEL: Late Middle School or High School TIMELINE: One 45-minute period DESCRIPTION: Everyone has their own story to tell. After viewing the artwork of Trenton Doyle Hancock and learning about the artist method for creating artwork, the students will create their own mounds or piles of stuff. The students will create collages using clippings from newspapers and magazines. By creating their mounds, the students will be able to tell a story about themselves. They will have to draw from their past histories, stories, and current understandings of this knowledge to find the best way to visually represent what they are trying to say. Essential Questions: • What images would you choose to represent yourself? • Why is it important to celebrate our own personal narratives? • Why did you choose those specific newspaper and magazine clipping for your collage? • How does the placement of the images change the significance of its meaning? OBJECTIVES: • Students will be able to connect their personal experience to the story and create their own unique mounds of stuff (Example: represent a time when you had an overwhelming emotion). • Students will be able to use the materials to manipulate images and execute a cohesive collage mound. • Students will be able to use repetition, color, and shapes within their composition to express their story. STATE GOALS: STATE GOAL 27: Understand the role of the arts in civilizations, past and present. A. Analyze how the arts function in history, society and everyday life. 27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms. STATE GOAL 26: Through creating and performing, understand how works of art are produced. A. Understand processes, traditional tools and modern technologies used in the arts. 26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. STATE GOAL 25: Know the language of the arts. Lindsay Abramo - Visual Narratives Inspired by Trenton Doyle Hancock
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A. Understand the sensory elements, organizational principles and expressive qualities of the arts. 25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence. MOTIVATION / ACTIVITIES: • The teacher will show the powerpoint on Trenton Doyle Hancock’s artwork • Students will be asked questions throughout • The teacher and students will discuss the artist’s process of creating artwork • The students will be instructed to look through the pile of magazine and newspaper clippings • Students will have five minutes to choose ten images that catch their attention After choosing their images, the students will be show the collage exemplars provided by the • teacher • The students will cut, layer, and manipulate the clippings to create a collaged mound/pile of stuff • Make sure to incorporate some kind repetition or pattern • No square edges • The students will carefully layout their images and glue their collages on the sheet of paper • Students will be asked to about the placement of the images and the story that is being told After the collage is complete, if there is time, students will use the permanent markers to put • the finishing touches on their collages CLOSURE: Each student will describe their collage. They will explain their stories and how each image tells a story about them. MATERIALS: • Powerpoint of Trenton Doyle Hancock’s artwork • Magazine and newspaper clippings • Black markers or sharpies • Scissors • Paper VOCABULARY: • Narrative - story or connected events • Repetition - the action of repeating something • Pattern - a repeated decorative design; repeated shapes (Example: stripes) SUPPLEMENTAL MATERIALS: Powerpoint and collage exemplars.
Lindsay Abramo - Visual Narratives Inspired by Trenton Doyle Hancock
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ASSESSMENT RUBRIC:
Child’s drawing meets the following criteria:
Rated 1-6 (six being the highest and one being the lowest)
Collage tells a story Includes details specific to themselves/story Collage images overlap Collage includes repetition Used media appropriately Worked throughout the period with care and focus
Lindsay Abramo - Visual Narratives Inspired by Trenton Doyle Hancock
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