Lesson 4: Full Circle

Material Exploration

Art 3; Kaitlynn Mockett


Stage 1

BIG IDEA: Students will use four different 2D materials in order to represent the idea and process of rejuvenation. I want students to be able to identify what their interpretation of rejuvenation is, how they can incorporate healing and re-energizing in their life, and how to use materials to express feelings, not just texture or form.

Established Goals (GPS):

Students will understand that materials can be used to express intangible feelings or ideas
Students will understand the idea of rejuvenation and identify how they incorporate it in their everyday life.

Possible Misunderstandings:
Students may approach it as a pseudo-science.
Students may feel that certain materials cannot work together or are not compatible.
Art cannot help with the process of rejuvenation.
Rejuvenation cannot occur within oneself or only through/by oneself.

Essential Questions:
What is rejuvenation?
What makes you feel rejuvenated?
How do you take time out of daily routine to focus on your well-being? If you don’t, how can you start?
How can your materials reflect certain qualities or feelings you are trying to portray in this piece and the rest of your future work?
Students will know:
Students will know what rejuvenation means
Students will know how to identify ways in which they restore and re-energize themselves
Students will know what textures, colors, and types of line reflect certain kinds of associations or emotions

Students will be able to:
Students will be able to experiment with given materials in order to find four they feel are successful when combined together.
Students will be able to discuss their material choices and how those materials reflect their personal take or opinion on the idea of rejuvenation.

Stage 2

Performance tasks:
Visual journal – since this is a very internal and conceptual assignment, I will be relying heavily on visual journals to give me insight into students thought processes. For this assignment, I will be checking them daily, as most of the project relies heavily on what is discussed and discovered in these books. Self-Assessment will be included in visual journal assignments.

In process critique – We will have a post-it note critique about midway through the project to gather thoughts, give constructive suggestions and answer questions the artist may have about their work or methods.

Final critique – We will have a formal critique when assignment is completed.

Other evidence:
Weather check – “if you were the weather, what would you be today and why?”

One on one – these conversations always give me the most information and help me understand where the students are, where they want to go, or where they are stuck.

Adaptations for diverse learners:

For advanced students: double the number of compositional sketches in visual journals and up required number of materials.

For students who need additional assistance, aid may help by doing harder parts WITH the student, but not for them unless they truly are physically incapable of doing the task at hand.

Stage 3

Sequence of Instruction:

Day 1: Rejuvenate
bell ringer: What is rejuvenation?
Consider this idea of rejuvenation and how it plays a part in your life. Feel free to experiment with several materials or one you are not familiar with.
9:15-9:35 –
Open up for discussion. What are things you think of or typically associate with “rejuvenation?” Does it mean a lot or little to you?
9:35-9:55 –
Art History – Pointillism, Expressionism.
9:55-10:00 –
submit visual journals

Day 2: Digging Deeper

bell ringer: Using any materials of your choice, show me the ways in which you become or feel rejuvenated.
9:00-9:20 –
Share my ideas of rejuvenation. Speak on the fact that I see it as things that make me feel awake, alive or free.
9:20 – 9:50
Allow students to start work on collage/board/PPT. At this point, I am hoping to have a very comfortable environment in the room where we can talk, work and have in depth conversations. I, too, will be making a visual journal collage.
9:50-10:00 – material clean up, answering questions, submission of visual journal

Day 3: Introducing the Structure

bell ringer: from yesterday’s bell ringer, choose one to two of your ideas to make four thumbnail sketches/compositional sketches.
9:00-9:20 – DEMO
Proper Prisma blending
Enlarge selected thumbnail to ground of choice. If students finish transference of composition early, ask them to start material play in visual journal taking into account their thumbnail selection. Suggest taking color into account to prepare for the next class period.
Material clean up, visual journal submission

Day 4: Color Associations

Color Associations – discussion. Students will be asked to list 10 emotions. I will write them up on the board. Then we will look at the psychology of color associations. After a brief conversation, we will give our emotions a color. Color theory is expected to be already accumulated knowledge, but I will offer graphics just in case.8:50-9:15
Bell ringer: today we are discussing color associations. Select three color palettes for your art work and describe how you think these colors deliver the message you wish to convey about your idea of rejuvenation.
9:15-9:30- DEMO
Proper paint mixing and preparation.
Further color exploration with different materials in visual journal. Apply color palette to original selected thumbnail sketch.
Material cleanup, submission of visual journals

Day 5: Work Day

Bell ringer: How are you feeling today?
8:45-9:45 –
“You have your thumbnail enlarged and ready to go, you’ve experimented with materials, and you have selected a color palette. Hit it.” Today is a work day, Students are expected to work the full length and be prepared. I will be having one on one conversations, observing, making notes about progress and whether the lesson plan needs to be modified/extended.
Announcements: next class is an in-process critique at the end of class. In two days, this assignment is due. Clean up materials and submit visual journals.

Day 6: Work Day and In-Process Critique

Bell ringer: take out stress and anxiety here, AND THEN get to work.
8:45-9:30 –
Work, work, work
In-process Critique
material cleanup, submit visual journals.

Day 7: Final Work Day + Self-Assessment

Bell ringer:  How has this creative process influenced you? Have you become more or less thoughtful about restoring and re-energizing or is it about the same? How do you feel about relaying emotion through materials? do you feel rejuvenated today?  If you could tell me three things that would make this project better or more interesting for you (not necessarily easier), what would they be? Students have the option of either completing this portion in class or using this time as work time or completing the self-assessment at home.
work, work, work
9:55 – 10:00
material cleanup, for those that completed the self-assessment in class, take up their visual journals.

Day 8: Final Critique
8:30-8:45 –
Arrange work/hang work
Formal Critique, focusing on elements of design, use of color, and concept. I will bring students back to the idea of rejuvenation and how this work reflects effervescence, tranquility, freedom, or emotions similar to this.


Acrylic color wheel and paint mixing:

Prisma Blending:

Art History:

Grounds: paper, butcher block paper (brown craft), watercolor paper, newspaper, book pages, cardboard, wood, metal panel. Acrylic paint, watercolor, pastel (oil and chalk), graphite, charcoal, colored pencils, crayons, magazines, thread, Gesso, scissors, rubber cement, artist’s tape, kneaded erasers, paint palette, brushes, water cups, blending stumps, paper towels

THINGS TO DISCUSS OR DEMO: wax or rubber cement resist, proper charcoal usage, blending and clean up, how to blend Prismacolor pencils successfully, color theory, paint mixing techniques and refresh of the color wheel (if necessary), preparation of grounds for painting (gesso-ing tips).

rejuvenation – Rejuvenation is the hypothetical reversal of the aging process.
expressionism– Expressionism was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas. Expressionist artists sought to express meaning or emotional experience rather than physical reality.
pointillism– a technique of painting in which small, distinct dots of pure color are applied in patterns to form an image.
color theory– a body of practical guidance to color mixing and the visual effects of specific color combination.
line– a long, narrow mark or band.
value– An element of art, value refers to the lightness or darkness of a color.
texture– element of art, refers to the way a three-dimensional work actually feels when touched, or the visual.

Exemplar Artists
Pointillism: George Seurat, Henri-Edmond Cross, Georges Lemmens
Expressionism: Monet, Degas, Cassatt
For mixed media: KiKi Smith, Lisa Kokin


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