List 2 or 3 related outcomes form the PA Arts and Humanities Standards:  http://www3.kutztown.edu/arteducation/PDF/arts_standards.pdf

-Evaluate the use and applications of materials.

-Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.

GRADE LEVEL AND DEVELOPMENTAL RATIONALE: High School classroom of ~15 people

I feel like to challenge this notion of hate students will need to draw on past experiences of distasteful things in their lives and I feel like high school students will be able to flesh this out. Plus, I want to challenge their critical thinking and to have a conversation or even debate as to what this means to them and ways to relate to others.

BIG PICTURE RATIONALE: 

The goal is to give the students a healthy outlet of knowing how to express emotions of dissatisfaction. The invisible implications are to show them that it is okay to hate things in this world because there are a lot of aspects that are bad. The way that you handle it is essential and letting it out in a positive way not only helps you, but also helps the people understand you more. Right now there are students protesting gun violence and I want the students to learn how to hate something in a productive manner.

I want the students to create an accordion book as vessel to hold the art form of the objects or ideas they hate. The goal is for the students to see potential in an object that typically gives them information. They are now the givers of information using visual language rather than words with their audience being people who are intrigued with what they have made.

MENTOR ARTIST/S OR VISUAL CULTURE: (Contemporary and Historical)

“Saturn Devouring His Son” Francisco Goya 1819-23

The Gashlycrumb Tinies by Edward Gorey

Marina Abramovic: pushing the limits of her body and doing things that she hates to see how far she can go and see how people will respond

OBJECTIVES:

Students will be able to construct an accordion book that has some form of complexity whether through cut outs, presentation, pop ups, and etc.

SWBAT translate their emotions into a visual language that shows their ability to express themselves through a book with pen, ink, and a moving item.

SWBAT describe the symbols/shapes/text/styling used to emphasize how they feel about a topic of their choice.

SWBAT construct an artist statement that is able to communicate their ideas based off their bodies of art that explains some sort of intention.

LOGISTICS:

Full Supply list

80 sheets | Cardstock Paper (8”x11”)

30 | Chipboard (12”x18”)

Gallon bottle Glue

10 | Brushes for glue

Pen and ink

-1 Bottle of India Ink

·      They will experiment with various material to mark the paper with

-15| Black Gel Pen, Precise V5 Stick Rolling Ball Pens

15 | Scissors

10 | Bone Folders

5 | Rulers

5 | x-acto knives

I will have the sheets of paper, glue, brushes, pen and ink on the side of the classroom. The other objects will be in drawers where the students will have access to (minus the x-acto knives) so they can come in during free periods to use. I will expect that the students know where the materials are because I will show them the first day or be able to ask/have everything labeled.

SPARK/INTRODUCTION (Time: 1 period—50 minutes)  

Powerpoint: https://docs.google.com/presentation/d/1sMYEAyEc4tXqqdabYfuuSM4ZnhMH7eBOOdV3_RYEi_w/edit?usp=sharing

*Format the room in a frantic/disorganized manner*

1.     Give them a sketchbook assignment where they brainstorm things they do not like for 1 minute.

2.     Introduce the lesson by talking about things that you as the teacher do not like. Talk about disorganization, bad design, etc.

3.     Share some ideas with one another then give them 10 minutes to make something they hate with pen and ink using the materials on the table.

a.     On the table there will be India ink for everyone along with some gel pens for each student.

4.     Share ideas with one another and give them another 10 minutes to make a moving object/alteration in their sketchbook with paper and pen about something they hate. Share along with one another.

5.     Hand out guideline/rubric.

a.     Go through the rubric with them; ask them if they have any more questions about the project.

b.     Essential Questions: How will you put your unique voice into your book using the tools we have just experimented?

6.     Show examples of accordion book art as well as mentor artists who work with things that give them discomfort/hatred and use it in their art.

a.     Hand out Waldo book (the one I made freshman year of college)

7.     Have a discussion on hate and how it is appropriate on some occasions. We are taught that hating something is too harsh, or mean. But to hate is to feel passion about something that you care about.

8.     Clean!

Add either one moving part, or pop up

ACTIVITY (Time 8 class periods—with introduction):

1.     Introduction: They will be making an accordion book based off of something that they hate. It has to have a minimum of 5 pages, will require at least one moving part, and be made using pen & ink.

2.     HOMEWORK: Have students create 15 different marks with various objects, label the marker and research one mentor artist.

3.     Day one: Bring it into class. Post all the marks onto the wall as inspiration/in progress and as a class deciphers the different moods the marks exude. (1 class period).

a.     Pose the question: what mood are you trying to capture?

b.     Let the students think about what they hate and the provoking emotion—brainstorm ideas. This will also allow them to have time to work with the pen and ink and see how others use it.

4.     Day two: Give demo on how to make an accordion book/lesson on different book binding terminology. If they forget/need a reference give them this link: http://www.designsponge.com/2013/03/bookbinding-101-accordion-book.html

How to fold an accordion book: http://www.greenchairpress.com/blog/?page_id=2663

Let them know that dimensions are up to them, and they can choose to make it more sculptural if they want it to be.

5.     Day three: Let the students alter the book made in the previous class for 20 minutes and share with one another. Then once the alterations are discussed they can use the rest of the class time to brainstorm what they want their books to be about.

a.     Make sure to think about:

i.     The different markings/line work and what they mean/emotion they exude.

ii.    What you hate, and why you hate it. Deliberate decisions on handling the book in a way that parallels how you feel about it.

iii.  Think about the paper medium you are using. Do you want to use newspaper? Prior class notes? What do those decisions mean to you?

6.     Day four: WORK DAY! If they have not started already, start or continuing working on their books. Make sure to talk to everyone ask if they have any troubles with construction/ideas/conceptualizing their ideas. Talk to them about individual plans and give suggestions as to how to elevate their work. 

7.     Day five: Using the first 15 minutes of class: start off by grouping people up to discuss their work. Talk about the use of the pen and ink. Are the markings sparking the emotion they are going after? What feeling are you getting from the way the other student is formatting their work? Do you have any suggestions? What do you think they are doing well or should include more of?

a.     Continue working, go around and ask if the discussion helped them at all. Comment on their progression and talk to them about their decisions.

8.     Day six: Take the first 10 minutes to talk about writing an artist statement and why it is so crucial to make a statement with intent.

a.     Show them this video: https://www.youtube.com/watch?v=37bSb-aQ4BM

b.     Ask them about how much more impactful hearing this was in conjunction with the work.

c.      They can either finish up their books or start writing their artist statements, they will be due the next class.

9.     Day 7: Critique their work with the whole class. Give them the option to read their artist statements to the class. Talk about what really stands out to you and why it does. How did the student utilize the pen and ink? Does it work in their advantage? Discuss the alteration, how does it lend meaning to the piece? Talk about composition and the components you like, or some items that could be better tweaked or reimagined. Congratulate everyone on working so hard and making something they hate into items I love!

CLEAN-UP PROCEDURES (Time 5 minutes):

I will give them a 5-minute warning before they have to clean up so they know how to wrap up whatever they are in the midst of whatever they are working on. I will ask someone to put away the scissors, another to collect the scraps, other people will be delegated to other tasks as need be.

Everyone will be expected to put away their work by himself or herself.

CONCLUSION/WRAP-UP (while cleaning)

Give them a closing question while they are moving and cleaning. Call on random people until people have to go.

Some question suggestions:

·      Have you previously hated something that you now love?

·      Have you loved something you now dislike?

·      What does hate me to you now?

·      Do you think hate is too taboo of a word?

·      Has this project altered your thoughts about books? If so, how?

ADAPTATIONS/MODIFICATIONS: 

For those with special needs I can simplify the components and really focus in on the texture/variety you can get with the pen and ink. Based on the students with special needs that I worked with during my time observing I would say that it is crucial to know their likes and dislikes. If I could create a bond with them with this project that would be perfect! I could probably have an accordion book all folded up for them when they walk in and their main priority could be to mark them with objects that they dislike or are not very fond of or things that they may say no to easily. I think this would be great for the students because they often fixate on things that they really like and this can give them a break. Depending on the student I can give them things to trace once they tell me things they dislike.

EXTENSION:

If they finish the book early they can learn how to display it, think about the setting they want to present it. If they are finished early they can make a reaction to another student’s book. So say a person made a hate book about Oreos, then the student that finishes early can respond with how they feel about Oreos. That way they are conversing through their art, and in turn realizing that art can and is a form of communication! Or they can start writing their artist statement and look up how to write a successful one.

ASSESSMENT STRATEGIES/RUBRICS:

I want this to be a more formative unit. I want to be able to see through their sketches and experiments how they have progressed their ideas. I want to know what they have learned about communication through the media they are using, especially since it is geared to be about something they feel strongly for.

I will grade them based on their experimentation with the materials and their process in getting to the final point. It will be about their ability to look further past what they think a book is or making the conscious decision to make it very recognizable and handheld. I want the design of the book to feel as also ergonomic to the content within. And finally I will grade their artist statement as to how they reached this point in time.

RESOURCES & IMAGES:

“Saturn Devoring His Son” Francisco Goya 1819-23: https://www.youtube.com/watch?v=g15-lvmIrcg

The Gashlycrumb Tinies by Edward Gorey

Powerpoint: https://docs.google.com/presentation/d/1sMYEAyEc4tXqqdabYfuuSM4ZnhMH7eBOOdV3_RYEi_w/edit?usp=sharing

How to make a classic accordion book: http://www.designsponge.com/2013/03/bookbinding-101-accordion-book.html

How to fold an accordion book: http://www.greenchairpress.com/blog/?page_id=2663

Felix Gonzalez-Torres: https://www.youtube.com/watch?v=37bSb-aQ4BM

POST LESSON NOTES AND REFLECTION:

I think a couple of my biggest strengths was the fact that this lesson plan in itself is so thought provoking and makes one view hate in a different manner. The topic requires the student to critically engage with it and others in the classroom. I love the conversation that they had and how people responded with “me too!” and connected with those who they were not really friends with.

Also I think that the example book that I brought in along with the pictures really made the “students” think about what they could do and all the possibilities. If I had a longer amount of time I would give them a little exercise to practice with the ink, but I think just giving them the tools was a good way for them to figure it out by themselves and see what the other people did.

One aspect that I falter with is always saying, “Hey guys!” and never really mean to. It is just instinctual at this point in time and I’m definitely trying to fix that in all contexts, not just teaching. Hopefully I will get there sooner than later!