Heraldry Screenprinting
This is an identity unit in which students will create shields that are screenprinted onto paper and fabric
Goals: Students will use representational symbols to depict their identity, create stencils of their art, and screenprint them onto a t-shirt or tote bag.
Desired Outcomes:
Students will be able to identify the personal qualities most important to them
Students will understand how to create symbols for those qualities
Students will use screenprinting techniques to create wearable items
Students will understand art as a form of communication
Essential Questions:
How do artists speak to their audience without words?
What parts of my identity are most important to show viewers?
How can I use screen printing to create a wearable object?
Materials: paper, pencil, exacto knife, contact/vinyl paper, silk screen, ink, paper, fabric
Blueprint: Create an edition of prints that demonstrates: precise registration of two or more color plates, dynamic use of positive and negative space in linoleum/soft block, silkscreen, or serigraph plate design, independent planning and execution of editions, the creation of a rich image that expresses a personal view, synthesis of observation, imagination, and social commentary
Benchmark: In a three-year major art sequence, students master various materials and techniques to develop a portfolio that reflects a personal style and the awareness of the power of art to illuminate, inform, and influence opinion.
New York State Standards:
VA:Cr2.1.HSIII VA:Cr3.1.HSI
VA:Re9.1.HSI VA:Cr1.1.HSI
Day One
Instruction: Teacher introduces heraldry and explains the symbolic shapes and colors that knights used in the Medieval Ages. Teacher explains the elements of a coat of arms, and that we will focus on the shield for our project.
Classwork: Each table of students receive a handout of two coats of arms from different countries or states, and list the similarities and differences they see. The class then comes together after a few minutes and discusses what we notice and see.
Formative Assessment: Students work with their table to create a list of shared interests, hobbies, or values. Students have the rest of the class period to work together to create a shield with symbols that represent those shared interests.
Classwork: Each table of students receive a handout of two coats of arms from different countries or states, and list the similarities and differences they see. The class then comes together after a few minutes and discusses what we notice and see.
Formative Assessment: Students work with their table to create a list of shared interests, hobbies, or values. Students have the rest of the class period to work together to create a shield with symbols that represent those shared interests.
Day Two - Four
Instruction: The teacher reviews heraldry and coat of arms. The class discusses what kind of symbols, shapes, or colors we may see on a coat of arms and what they may represent.
Formative Assessment: Students will create a brainstorm page in their sketchbook, where they will list qualities, hobbies, values, or interests that are important to them. Students should think about art as a form of communication and what they want to communicate to a viewer through symbols and colors.
Formative Assessment: Students will create a brainstorm page in their sketchbook, where they will list qualities, hobbies, values, or interests that are important to them. Students should think about art as a form of communication and what they want to communicate to a viewer through symbols and colors.
Day Five - Eight
Instruction: The teacher introduces the concept of stencils and explains that each student will make a set of paper and vinyl stencils. Each student should make one shield stencil and one symbol stencil. Each shield should contain at least three symbols. The teacher reviews procedures for the safe use of Exacto knives that will be used for cutting out shapes.
Classwork: Students create a total of four stencils, two paper and two vinyl. These two stencils will be used to screenprint onto one surface to create a personal shield
Classwork: Students create a total of four stencils, two paper and two vinyl. These two stencils will be used to screenprint onto one surface to create a personal shield
Day Nine - Fourteen
Instruction: The teacher introduces screen printing. A demonstration is given on how to carefully apply the vinyl stencil to the back of a screen and smooth out air bubbles. Ink is then applied to the inside of the screen, and a squeegee is used to push the ink through the stencil and onto the surface below. Students will make at least one paper print and then one fabric print on either a shirt or a tote bag. Students will print their shield first, and once dry, symbols will be printed on top.
Functional Clay Speakers
This is a functional art unit in which students will use shape and form to create a structure that amplifies sound.
Goals: Students will use the slab building method to create a conical clay speaker that amplifies sound from their phone.
Desired Outcomes:
-Students will understand how to manipulate soundwaves
-Students will learn how to maximize sound
-Students will understand the slab building method
-Students will understand the slip and score method
Essential Questions:
-Why do artists make functional art?
-What is the difference between fine and functional art?
-How can I use clay to make something that is fine and functional art?
-How can I use clay to make a shape that amplifies sound?
Materials: sketchbook, air dry clay, modeling tools, canvas mat, slip, acrylic paint, mod podge
Blueprint:
Grade 12 Benchmark: In a three-year major art sequence, students master various materials and techniques to develop a portfolio that reflects a personal style and the awareness of the power of art to illuminate, inform, and influence opinion.
Create a sculpture that demonstrates: interaction with a space or the realization of a freestanding form
New York State Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding 1.1: Creativity and innovative thinking are essential life skills that can be developed
VA:Cr1.2.HSII: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions.
VA:Cr2.3.HSII: Redesign an object, system, place, or design in response to contemporary issues
Goals: Students will use the slab building method to create a conical clay speaker that amplifies sound from their phone.
Desired Outcomes:
-Students will understand how to manipulate soundwaves
-Students will learn how to maximize sound
-Students will understand the slab building method
-Students will understand the slip and score method
Essential Questions:
-Why do artists make functional art?
-What is the difference between fine and functional art?
-How can I use clay to make something that is fine and functional art?
-How can I use clay to make a shape that amplifies sound?
Materials: sketchbook, air dry clay, modeling tools, canvas mat, slip, acrylic paint, mod podge
Blueprint:
Grade 12 Benchmark: In a three-year major art sequence, students master various materials and techniques to develop a portfolio that reflects a personal style and the awareness of the power of art to illuminate, inform, and influence opinion.
Create a sculpture that demonstrates: interaction with a space or the realization of a freestanding form
New York State Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding 1.1: Creativity and innovative thinking are essential life skills that can be developed
VA:Cr1.2.HSII: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions.
VA:Cr2.3.HSII: Redesign an object, system, place, or design in response to contemporary issues
Day One
Teacher begins by asking what students know about the terms functional art and fine art
Classwork: Teacher gives students a few minutes to turn and talk to a partner about what these terms could mean
Class comes back together and teacher asks each table what definitions they came up with
Teacher gives definitions of fine and functional art and asks students to point out examples of each in the classroom, and discuss why
Teacher introduces sorting game:
Classwork: Each table is given a pile of printed art photos such as furniture, paintings, household items, fashion, etc.
Whichever group correctly sorts them into fine art, functional art, and both categories the fastest will win a candy prize!
As each table finishes, teacher goes around to check answers. After a few minutes teacher will give hints as to which art pieces are in the wrong category
Formative Assessment: The winning group will present which art pieces went into which categories—some of them are explained, such as why the Statue of Liberty is both fine art and functional art
Teacher introduces the project of using air dry clay to create a clay speaker and discusses the essential questions of the unit
Teacher introduces the concept of sound waves and amplification.
Teacher discusses how soundwaves can be pushed in one direction to become louder by using cone shapes
Teacher shows examples of clay amplifiers that we will be making and discusses criteria of the work resembling any living thing such as an alien, character, animal, or mythological creature
The rest of the period is spent starting to brainstorm a speaker design!
Classwork: Teacher gives students a few minutes to turn and talk to a partner about what these terms could mean
Class comes back together and teacher asks each table what definitions they came up with
Teacher gives definitions of fine and functional art and asks students to point out examples of each in the classroom, and discuss why
Teacher introduces sorting game:
Classwork: Each table is given a pile of printed art photos such as furniture, paintings, household items, fashion, etc.
Whichever group correctly sorts them into fine art, functional art, and both categories the fastest will win a candy prize!
As each table finishes, teacher goes around to check answers. After a few minutes teacher will give hints as to which art pieces are in the wrong category
Formative Assessment: The winning group will present which art pieces went into which categories—some of them are explained, such as why the Statue of Liberty is both fine art and functional art
Teacher introduces the project of using air dry clay to create a clay speaker and discusses the essential questions of the unit
Teacher introduces the concept of sound waves and amplification.
Teacher discusses how soundwaves can be pushed in one direction to become louder by using cone shapes
Teacher shows examples of clay amplifiers that we will be making and discusses criteria of the work resembling any living thing such as an alien, character, animal, or mythological creature
The rest of the period is spent starting to brainstorm a speaker design!
Day Two - Three
A review is given at the beginning of the period
Teacher asks the students to give definitions of functional and fine art
Students are asked how to create a shape that moves sound
Students are given time to continue drafting
Teacher asks the students to give definitions of functional and fine art
Students are asked how to create a shape that moves sound
Students are given time to continue drafting
Day Four
Teacher introduces the air dry clay to students
Teacher gives demo on slabbuilding: everyone will receive a piece of clay and will flatten it down in order to use a rolling pin to create an even slab
Students will need to create a slab large enough to fit the cone stencil
Teacher gives demo on scoring and slipping in order to attach two pieces of clay
Teacher gives demo on slabbuilding: everyone will receive a piece of clay and will flatten it down in order to use a rolling pin to create an even slab
Students will need to create a slab large enough to fit the cone stencil
Teacher gives demo on scoring and slipping in order to attach two pieces of clay
Day Five - Ten
Teacher demonstrates using the slip and score method to close the cone shape students have cut out
Students will cut out a circle to attach to smaller end of the cone to enclose it
Students will use their cellphone to measure a rectangle to cut out -- this is where their phone will sit
Once the cone has been created, students will begin decorating to make their speaker look like their sketch
Students will cut out a circle to attach to smaller end of the cone to enclose it
Students will use their cellphone to measure a rectangle to cut out -- this is where their phone will sit
Once the cone has been created, students will begin decorating to make their speaker look like their sketch
Day Eleven - Twelve
Once students have finished their speakers and let them dry for at least 2 days, they can begin painting with acrylic
Teacher demonstrates how to use water to thin the acrylic paint
When the acrylic has dried, students may seal it with mod podge
Teacher demonstrates how to use water to thin the acrylic paint
When the acrylic has dried, students may seal it with mod podge
