ARE 6148: Curriculum in Teaching Art
Independent Project: Backward Design Model: ContainersStage 1- Desired Results
Established Goals:
Objectives/ Learning Outcomes:
. Students will have a broad scope of containers within the world.
. Students will understand why artists create using containers.
. Students will understand why artists create to express their inner self.
. Students will walk away with a deeper connection to themselves.
. Students will better understand the development of the container through the history of art as both a functional object and an art object.
. Students will learn how to use containers in their own artwork.
Content Standards: Florida Sunshine Standards: Visual Art: Grade 9-12:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner.
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Understandings:
Students will understand that…
Big Ideas:
. The world is full of containers… things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
. Artists create using containers for many reasons.
. Containers have been made and used throughout history for a variety or reasons and purposes.
Specific understandings:
. Student will understand that we live in a container here on earth and that our world is full of containers both natural and manmade.
. Students will understand that their bodies are both physical and mental containers.
. Students will understand that art can be an expression of ones inner self.
. Students will understand that artists use containers in art for many reasons.
. Students will understand the history and progression of the container in our daily lives.
Predictable misunderstandings:
. Students would assume everything is a container.
. Students assume that artists only use containers.
. Students might believe that artists who use containers in art always do so purposefully with strong intentions for the viewer. This purpose might form on their own and not be left open to individual artists and growth as the student delves deeper into the project.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. What does ones body contain?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Students will know…
. Student will know what a container is.
. Students will know that their bodies are both physical and mental containers. (physical, mind/ideas/thoughts/decisions/spirit/secrets)
. Students will know that the world around them is filled with containers; both natural/manmade.
Manmade: pottery/ceramics, jug of orange juice, water bottles, tupperware, grocery bags, cupboards, elevator, microwave, fridge, backpacks, lunchboxes, lockers, car, buildings/houses, fireplaces, boarders of countries/states, even the Berlin wall- contained people, Digital technology world: CDS, DVDS, Internet, Flash drive/external hard drive, computers
Natural: earth, continents, caves, trees, eggs, water- oceans & rivers- fish, animals who carry their babies (koalas), fruit- seeds, bee hives (bees & honey), physical bodies (bones, muscles, blood, organs)
. Students will know why artists express themselves and why they might choose to use a container in creating artwork.
. Students will know that the purpose and function of containers has developed in art through time.
. Students will know the impact of containers on their daily lives.
. Students will know how to use containers in their artistic practice.
. Students will know how to express themselves, secrets, ideas, and concepts that are contained within them.
Students will be able to…
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to talk about what is contained within their bodies. Students will be able to create using the juxtaposition of both a natural and manmade container.
. Students will be able to express themselves as other artist do, using containers in art making.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to demonstrate the creation of a container.
. Students will be able to express themselves using a variety of art making practices and strategies.
. Students will be able to evaluate artwork and understand why an artist would use a container.
Stage 2- Assessment Evidence
Performance Tasks:
Students will demonstrate these understandings based on the following projects: photograph containers and submit a portfolio of images, combine two container photos in Photoshop, create a self reflection of their human body as a container of secrets, create a three dimensional container using clay that holds a secret, and use a found object container paired with another object to create a alternate meaning.
Students understanding will be judged based on project specific rubrics.
Other Evidence:
Students will reflect on each lesson and self-assess through a written reflection component with each project.
Stage 3- Learning Plan
Learning Activities:
Targeted Grade Level: High School
Total Estimated Completion Time: 2-3 weeks
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Mark Dion: found objects
Linda Arbuckle: ceramics artist and potter
Tiffany Carbonneau: video & ceramics artist
Carrie Longley: ceramic artist
Tim Berg and Rebekah Meyer: ceramic artists
Lesson Plan 1: Exploring the World Around Us: Photographing Containers
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containe, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons, some of which include expressing their inner most feelings.
. Artists create containers for many reasons. (storage, visual appeal, meaning, function etc.)
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Overview:
Students will use digital cameras to document both natural and manmade containers in the world around them. The students will then choose a few of their photographs to focus on and revisit those containers for a few close up images. For the second part of the project the students will choose one natural and one manmade object then, they will combine photographs in Photoshop to create an alternate meaning through the juxtaposition of the containers.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to explain what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to create using the juxtaposition of both a natural and manmade container.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: projector,sketchbooks, pencils, digital cameras, computers, Adobe Photoshop, a class blog or wiki to post images, color printer, paper
Introduction:
Students will participate in a sketchbook day. This involves spending a full day observing where and for what purpose containers are found and used in the world around them. This exercise will get the mind working and thinking about the meaning and function of the container in today’s society. This will also help students connect with containers that they interact with daily. Student list should include both natural and manmade containers that they come in contact with during that day.
Process:
1) When students return from the sketchbook day a class discussion should include:
.What is a container?
.Write on the board natural/ manmade and start list.
.Can anyone give me a few examples of containers?
.Where do you find containers?
.Where might you find containers in art?
2) Students will be introduced to the digital camera as a piece of art equipment and use them to gather a portfolio of both natural and manmade containers in the world around them. They can use their list as a starting point but should spend time investigating new ideas. This exploration and documentation should happen outside of class. Their portfolios should include at least twenty images.
Natural.. Manmade..
3) Prior to and while students are working on their digital portfolios.Students will be exposed to a brief history of containers,artists who use containers in their artwork, (Joseph Cornell, Mark Dion Tiffany Carbonneau)and a few examples of what I am looking for in their portfolios through a PowerPoint.
Discussion questions:
.What impact do containers have through out history?
.How has the function of the container changed through history?
.What impact do containers have on your daily life?
.Why do artists express themselves using containers?
.Why might an artist use a container?
4) Students will submit their portfolios digitally and other students in the class will view and respond. The student will then pick three of each natural and manmade to focus on for a total of six. Once these are chosen the student will reexamine the container with at least three more close-up images. Student will again upload and save these images. (Flickr or other photo site)
Lesson Plan 1 PART 2:
Combining Containers: Digital Manipulation using Photoshop
Estimated Completion Time: 3-4 days
5) Container memory- container matches container, container is matched with a card of what you might find inside that container, or container matches the environment you might find it in, or container matches written word, etc.
and/or
Container flashcard’s- layout the cards and have a few prepared clues on how students could organize containers. (manmade/natural, etc.)
6) Building off of the first project students will choose a total of two images from the six they had selected earlier from their portfolio. Students will work with the combination of both one natural and one manmade container.
Discussion Questions:
.Where did you find the containers that you choose?
.What is the purpose behind the containers that you choose to document closely?
.Why are containers important in the world?
.How did the containers you choose function during its history? Has its function changed?
.Why do artists use containers?
.What differences do you see in a natural vs. manmade container?
.Does the containers’ contents hold relevant to the combination you choose?
.Why combine two of your images?
.How might you combine two of your images?
.What meaning can you create with the combination of your images?
7) Students will then manipulate their two photos using Photoshop. They will use the juxtaposition of these two images to create an alternate meaning.
8) Student will upload the images and also create a display for both the original images and the combination in a three fold framed piece. They can be mounted or presented at their own discretion.
9) The project will culminate with a written reflection that includes both parts of the lesson. Students will be asked to reflect on the main ideas from these projects: what is a container, where did you find containers both natural and manmade, how the function of the container had changed through time, the importance of the container in their daily lives. The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project/process and criteria.
Assessment: Please see Rubric Lesson 1
Artists:
Joseph Cornell: shadow boxes with found objects
Mark Dion: found objects
Tiffany Carbonneau: video & ceramics artist
Lesson Plan 2: Secrets: Self Expression of the Inner Self
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
Essential Questions:
. What does one’s body contain?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
Overview:
The lesson will start with an introduction to the lesson by watching a short Post Secret film. Present a few artists whose work is influenced by the use of containers. The class will discuss the body as a container of both mental and physical things. Then students will do a quick sketchbook activity to reflect on a given Post Secret. The project will then be introduced and students will be asked to think about how they can express their inner most self through art making. I will then demonstrate how to transfer images. Students will bring in supplies from home and turn in a final image on canvas.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
Creation and Communication
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to talk about what is contained within their bodies.
. Students will be able to express themselves as other artists do using containers in art making.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: projector, sketchbook, pencils, 4”x6” or 5”x7” canvas boards, acrylic medium, glue, a variety of supplies for collage: newspaper, construction paper, fabric, images, etc.
Introduction:
Students will be introduced to the lesson with a short Frank Warren Post Secret film. http://www.postsecretcommunity.com/video
There are a few to pick from all will stimulate student interest and should create an emotional response. Please sensor before playing in class.
Process:
1) I will continue introducing this next project with a PP of images from Post Secret, Grayson Perry, Joseph Cornell,and Jack Nichelson. Then lead into an over view of expectations for the projectwith some examples, bring in a variety of materials that would be used for the final projectand end with resources for help.
Discussion Questions:
.What does one’s body contain?
.How is the body as a container important in your daily life?
.Why do artists create and express themselves?
.Why do artists use or make containers?
2) Sketchbook writing activity with prompts:
Pass out a Post Secret to each student- they reflect on the message and the artwork created.
. How does the artwork on the card relate to the secret?
. Think deeply about the person writing the secret and why they wrote it?
. Why do people keep secrets?
. Reflect on your inner self and the secrets you keep from yourself.
3) Class discussion questions:
.How do artists portray feelings and emotions without words?
.How can you express you inner self through art and art making process?
4) Show a variety of materials what could be used in collage (maps, newspaper, construction paper, wire, magazines, fabric, thread, staples, wood, stamps, books, trash, things from nature, images to transfer, just about anything… start collecting things yourself.)
5) Demo transfer of images: applying three coats of acrylic medium to both the surface of the image and the canvas. Let it sit for about five minutes then pull off. Use water and rub lightly to remove if it doesn’t come off.
6) Go over expectations: at least three found materials you bring in, touch at least three sides of your canvas, include at least one image transfer, craftsmanship, and written reflection.
7) In class work time.
8) Extra Post Secret opportunity- send your own secret in!
9) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, what is contained within your body, how do artists express themselves using the container, why is the container important in your daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project the process and criteria.
* Again, I would have numbers posted in the classroom and on any handouts with information on how to seek help.
Assessment: Please see Rubric Lesson 2
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Lesson Plan 3: Clay Containers: Secret Boxes
Targeted Grade Level: High School
Estimated Completion Time: 5-8 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
. Artists create using containers for many reasons (storage, visual appeal, meaning, function etc.).
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Overview:
The lesson will start with an introduction to handmade pottery where students are able to hold and use functional wares. Students will then be introduced to the history of ceramics and the ceramic vessel. They will be asked to think about the changes in function of the vessel and how containers are used today. Students will work in groups to research a few given contemporary artists. The teacher then introduce the project with a PowerPoint on containers. Students will then spend some time reflecting on their inner self as a container and the secrets they hold through a sketchbook assignment. They will then demo how to construct a vessel using slab techniques as well as going over the requirements for the project. After the work is bisque fired students will transfer their prepared secrets in pencil and paint glaze on over top. After glaze firing students will present their final container to the class.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner.
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
3. understands some of the implications of intentions and purposes in particular works of art.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to talk about what is contained within their bodies.
. Students will be able to express themselves as other artists do using containers in art making.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to demonstrate the creation of a container.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: sketchbook, pencils,aprons, needle tools, knifes, ribs, wire tool, canvas, rolling pin, rulers, slip, paint brushes, boards, plastic bags, clay, glaze, kiln, device to boil water, tea, snacks
Introduction:
Bring in a variety of handmade ceramics and pottery. Students will be encouraged to experience it by eating or drinking off of it. I will get some hot water going and brew some tea. Maybe even bring in a few snacks that students could enjoy on the wares.
Process:
1) A PowerPoint exploring the fundamentals in clay will be played with a brief introduction to terms and concepts, a brief history of ceramics and the ceramic vessel as a container.
Class Discussion:
.What is Clay?
.What are the stages of clay?
.How has the function of containers changed through history?
.What do you use containers for today?
2) Students will work in groups to research contemporary ceramic artists- present two important facts to the class. (Artists: Grayson Perry, Linda Arbuckle, Tiffany Carbonneau, Carrie Longley, Tim Berg and Rebekah Meyer)
3) Continue PowerPoint on containers detailing artists above with images of ceramic boxes/vessels.
Class discussion:
.What does your body hold?
.How can you express that through a ceramic form?
4) There will be a 5 min sketchbook writing on your inner most secrets. This is a prepared writing that will be transferred with pencil to the bisque fired piece and glazed over. The pencil will disappear in the glaze firing. This is not erasing your memory, your memory will always be with the piece but it will be kept within it as you keep the secrets within yourself. (Homework: sketch 5-10 sketches of boxes, and continue your writing at home)
Secret prompt: Reflect on your inner self as a container?
5) Demo how to construct a vessel with slabs.
Step 1: wedge clay
Step 2: place clay on canvas and roll out with rolling pin
Step 3: students can cut out paper to use as stencils or simply use a ruler to measure the dimensions of the box. Cut with a table kitchen knife of exacto knife.
Step 4: pull sides of slabs that need to connect to the edge of the table cut at an angle so they will fit together.
Step 5: slip and score edges of the slab and place together
Step 6: place lid on containers
Step 7: add handles or texture if desired
Step 8: store on boards in plastic bags over night
6) Go over requirements for the project: project completion- build one ceramic jar/ container, check for writing include, craftsmanship, completion of sketches, participation in class discussion, written reflection: which addresses the students ability to understand secrets and why secrets are used.
7) Work time: roll out slabs, begin construction, build, dry, bisque fire
8) When removed from the kiln have students transfer prepared writings in pencil to their ceramic piece. This writing will burn off in the kiln. Have students glaze over. If secrets are deeply personal offer to let students work spread out across the classroom or provide blinders and to give them enough privacy to create. Or as an alternate have students rip out there sketchbook page and place inside the piece as it will burn out in the firing.
9) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, what is contained within your body, how do artists express themselves using the container, why is the container important in their world and daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project, the process, and the criteria.
Assessment: Please see Rubric Lesson 3
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Linda Arbuckle: ceramics artist and potter
Tiffany Carbonneau: video & ceramics artist
Carrie Longley: ceramic artist
Tim Berg and Rebekah Meyer: ceramic artists
Lesson Plan 4: Found Objects: Combining to Create Meaning
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create using containers for many reasons (storage, visual appeal, meaning, function etc.).
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. What does one’s body contain?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history and on our daily lives?
Overview:
The lesson will start with a video excerpt on Mark Dion from Art 21. Students will have the opportunity to interact with a few found containers. The project will be introduced and students will be asked to search for found containers. Students will be directed where to find found objects and upon return to class will present their found container. After a short sketchbook activity, students will be asked to change the meaning of the container by bring in or creating an object for the inside of the container. These will again be presented to the class with a critique and students will be asked to share the new meaning that has been created with their combination of objects.
Sunshine Standards:
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to express themselves as other artist do using containers in art making.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
. Students will be able to evaluate artwork and understand why an artist would use a container.
Tools and Materials: found containers as examples,found objects, display case for presentation after the project is completed.
Introduction:
Watch Art 21- Season 4- Ecology with Mark Dion http://video.pbs.org/video/1239798902
Discussion questions:
.How does Mark differ from traditional artists who create objects or paints paintings?
.How does Mark use containers in his art?
Process:
1) Bring in examples of found objects that are containers, give students an opportunity to experience them.
Discussion Questions:
.What is a found object?
.What artists that we have looked at use found objects?
.How does a found object differ from an art object?
.Why would an artist use a container?
.Where could you find found objects?
2) Introduction to project:
Step 1: search for a found object container
Step 2: pair container with another object to create a new meaning. (This second object can be created or found)
2) Where to find found objects: handout that includes: thrift stores, secondhand stores, newspaper ads for yard sales, craig's list, junk yards, flea markets, antique stores, markets, campus recycling
National Thrift Store Directory: www.thethriftshopper.com/
3) Homework is assigned to search for a found object container.
4) Students return to class with container and present their found object in a show and tell fashion.
Discussion Questions:
.What meaning does your container hold right now?
.How can you change the meaning by introducing another object?
5) Ten-Fifteen minute sketchbook exercise: drawing/writing thinking about what object you might introduce into the found object container.
6) Homework is assigned to create or bring in your object.
7) Presentation of final object/container in a class critique. Student’s will be asked to share the new meaning created with the combination of the two pieces and asked to assess, evaluate, and respond to the characteristics of their classmates art.
8) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, where did you find containers in your daily life including both manmade and natural, why is the container important in your daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project the process and criteria.
Assessment: Please see Rubric Lesson 4
Artists:
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Mark Dion: found objects
Extras:
If time allowed I would add a field trip component to this unit plan. Addressing any artist that uses containers. For example: Jack Nichelson if currently at the University of Florida’s HARN: Sojourner Dream Reliquaries June 22, 2010- February 6, 2011
Jack Nichelson has been creating intricate and evocative “box environments” for more than 40 years. Part construction, part assemblage, his sculptures of wood, paint and mixed media have included series on war, toy transport and Japanese culture. Nichelson’s Japan Series, based on his 1982 pilgrimage to the Shinto shrines at Ise, was on view at the Harn Museum of Art in 2003.
Sojourner Dream Reliquaries, Nichelson’s latest series, represents the culmination of his long-standing fascination with the visual presence of religious reliquaries. The subject first captured the artist’s attention following a summer in Europe in 1962. Afterward, Nichelson began constructing small reliquary-sized church forms with secular objects in the interiors.
Begun in 2000, Nichelson’s Sojourner Dream Reliquaries includes 22 sculptures replicating the basic forms of travel trailers from the late 1920s to the early 1950s. Both the compact size and the shapes of the trailers lend them to the secular reliquary concept. The exteriors are enhanced with color enamels and gold, bronze and silver in various textures and some of the roofs incorporate unusual surfaces such as snakeskin and birch bark. One additional work, a trailer park office building, completes the series. The intricate, lighted interior of each work invites the viewer to look very carefully at the details both inside and outside.
Completed over a nine-year period, the Sojourner Dream Reliquaries series has never been exhibited in its entirety. All of the works in the exhibition are lent courtesy of the artist.
http://www.harn.ufl.edu/exhibitions/
Artist References/Bibliography:
Belchior, C. (2009). ContainerArt. Art Nexus, 8(72), 141-142.
Clifford, K. (1998). Deep Storage: collecting, storing and archiving in art. Art Papers, 22(6), 55-56.
Cool, L. (2007). Reinterpreting the Vessel. Metalsmith, 27(1), 48.
Deacon, R. (2010). The Inside. Ceramic Review, 244, 38-39.
Lanks, B. (2010). A Better Box Lunch. Metropolis, 30(1), 46.
Székely, G. (2002). Personal Container Artists. Arts & Activities, 131(1), 51-58.
(2009). Under Cover. Ceramics Monthly, 57(4), 17.
Winterburn, Mollie. (1966). The Technique of Hand-built Pottery. New York: Watson-Guptill.
Frank Warren:
Warren, Frank. PostSecret: Extraordinary Confessions from Ordinary Lives. Warren, Frank, My Secret: A PostSecret Book.
Warren, Frank. The Secret Lives of Men and Women: A PostSecret Book.
Warren, Frank. A Lifetime of Secrets: A PostSecret Book
Post Secret: Sunday Secrets Blog http://www.postsecret.com/
Post Secrets Archive http://postsecretarchive.com/
Post Secret Community http://www.postsecretcommunity.com/
Post Secret: Video Secrets http://www.postsecretcommunity.com/video
Grayson Perry:
Grayson Perry Discusses Craft and Art http://www.youtube.com/watch?v=BAdcD4ZCKak
Saatchi Gallery http://www.saatchi-gallery.co.uk/artists/grayson_perry.htm
Joseph Cornell:
Joseph Cornell Box’s http://www.josephcornellbox.com/
Keats, J. (2008). The Gift of Possibility. Art & Antiques, 31(7), 94-98.
Lampert-Gréaux, E. (2007). Thinking Inside Of The Box. Live Design, 41(10), 30-35.
Mair, K. (2007). Objects of my Affection: Joseph Cornell and the Corporeal Aesthetics of Assemblage. Third Text, 21(6), 707-718.
McShine, Kynaston. (1980). Essays by Dawn Ades, Carter Ratcliff, Adams Stiney, Lynsa Hartigan. Joseph Cornell. New York: Museum of Modern Art.
Roche, J. (2008). Joseph Cornell: Navigating the Imagination. CAA Reviews, 4, 24-25.
Nicholson, G. (2002). Putting Things in Boxes. Modern Painters, 15(3), 76-79.
Niedenthal, S. (2002). Learning from the Cornell Box. Leonardo, 35(3) 249-254.
Winters, L. (2009). Inside and Outside: Boxes Inspired by Joseph Cornell. Arts & Activities, 145(4), 28-29.
Waldman, Diane. (1977). Joseph Cornell. New York: Press of A. Colish.
Jack Nichelson:
Harn Museum of Art: Exhibitions http://www.harn.ufl.edu/exhibitions/
Gainesville article http://www.gainesville.com/article/20100616/MAGAZINE01/100619588
Mark Dion:
PBS Video: Art 21: Ecology http://video.pbs.org/video/1239798902
Art 21: Mark Dion http://www.pbs.org/art21/artists/dion/
Linda Arbuckle:
Linda Arbuckle Ceramcs http://lindaarbuckle.com/index.html
Art Axis http://www.artaxis.org/ceramics/arbuckle_linda/linda_arbuckle.htm
Tiffany Carbonneau:
Art Axis http://www.artaxis.org/tiffany_carbonneau/index.htm
The Free Library http://www.thefreelibrary.com/Tapping+in+to+tapped+out%3A+thinking+about+conceptual+art-a0137406124
Carrie Longley:
Crafthaus: Participatory Sport for Craft Artists http://crafthaus.ning.com/profile/CarrieLongley
Art Axis http://www.artaxis.org/ceramics/longley_carrie/carrie_longley.htm
Tim Berg and Rebekah Meyer:
Timothy John Berg http://www.timothyjohnberg.com/
Art Axis http://www.artaxis.org/ceramics/berg_tim/tim_berg.htm
Established Goals:
Objectives/ Learning Outcomes:
. Students will have a broad scope of containers within the world.
. Students will understand why artists create using containers.
. Students will understand why artists create to express their inner self.
. Students will walk away with a deeper connection to themselves.
. Students will better understand the development of the container through the history of art as both a functional object and an art object.
. Students will learn how to use containers in their own artwork.
Content Standards: Florida Sunshine Standards: Visual Art: Grade 9-12:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner.
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Understandings:
Students will understand that…
Big Ideas:
. The world is full of containers… things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
. Artists create using containers for many reasons.
. Containers have been made and used throughout history for a variety or reasons and purposes.
Specific understandings:
. Student will understand that we live in a container here on earth and that our world is full of containers both natural and manmade.
. Students will understand that their bodies are both physical and mental containers.
. Students will understand that art can be an expression of ones inner self.
. Students will understand that artists use containers in art for many reasons.
. Students will understand the history and progression of the container in our daily lives.
Predictable misunderstandings:
. Students would assume everything is a container.
. Students assume that artists only use containers.
. Students might believe that artists who use containers in art always do so purposefully with strong intentions for the viewer. This purpose might form on their own and not be left open to individual artists and growth as the student delves deeper into the project.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. What does ones body contain?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Students will know…
. Student will know what a container is.
. Students will know that their bodies are both physical and mental containers. (physical, mind/ideas/thoughts/decisions/spirit/secrets)
. Students will know that the world around them is filled with containers; both natural/manmade.
Manmade: pottery/ceramics, jug of orange juice, water bottles, tupperware, grocery bags, cupboards, elevator, microwave, fridge, backpacks, lunchboxes, lockers, car, buildings/houses, fireplaces, boarders of countries/states, even the Berlin wall- contained people, Digital technology world: CDS, DVDS, Internet, Flash drive/external hard drive, computers
Natural: earth, continents, caves, trees, eggs, water- oceans & rivers- fish, animals who carry their babies (koalas), fruit- seeds, bee hives (bees & honey), physical bodies (bones, muscles, blood, organs)
. Students will know why artists express themselves and why they might choose to use a container in creating artwork.
. Students will know that the purpose and function of containers has developed in art through time.
. Students will know the impact of containers on their daily lives.
. Students will know how to use containers in their artistic practice.
. Students will know how to express themselves, secrets, ideas, and concepts that are contained within them.
Students will be able to…
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to talk about what is contained within their bodies. Students will be able to create using the juxtaposition of both a natural and manmade container.
. Students will be able to express themselves as other artist do, using containers in art making.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to demonstrate the creation of a container.
. Students will be able to express themselves using a variety of art making practices and strategies.
. Students will be able to evaluate artwork and understand why an artist would use a container.
Stage 2- Assessment Evidence
Performance Tasks:
Students will demonstrate these understandings based on the following projects: photograph containers and submit a portfolio of images, combine two container photos in Photoshop, create a self reflection of their human body as a container of secrets, create a three dimensional container using clay that holds a secret, and use a found object container paired with another object to create a alternate meaning.
Students understanding will be judged based on project specific rubrics.
Other Evidence:
Students will reflect on each lesson and self-assess through a written reflection component with each project.
Stage 3- Learning Plan
Learning Activities:
Targeted Grade Level: High School
Total Estimated Completion Time: 2-3 weeks
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Mark Dion: found objects
Linda Arbuckle: ceramics artist and potter
Tiffany Carbonneau: video & ceramics artist
Carrie Longley: ceramic artist
Tim Berg and Rebekah Meyer: ceramic artists
Lesson Plan 1: Exploring the World Around Us: Photographing Containers
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containe, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons, some of which include expressing their inner most feelings.
. Artists create containers for many reasons. (storage, visual appeal, meaning, function etc.)
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Overview:
Students will use digital cameras to document both natural and manmade containers in the world around them. The students will then choose a few of their photographs to focus on and revisit those containers for a few close up images. For the second part of the project the students will choose one natural and one manmade object then, they will combine photographs in Photoshop to create an alternate meaning through the juxtaposition of the containers.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to explain what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to create using the juxtaposition of both a natural and manmade container.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: projector,sketchbooks, pencils, digital cameras, computers, Adobe Photoshop, a class blog or wiki to post images, color printer, paper
Introduction:
Students will participate in a sketchbook day. This involves spending a full day observing where and for what purpose containers are found and used in the world around them. This exercise will get the mind working and thinking about the meaning and function of the container in today’s society. This will also help students connect with containers that they interact with daily. Student list should include both natural and manmade containers that they come in contact with during that day.
Process:
1) When students return from the sketchbook day a class discussion should include:
.What is a container?
.Write on the board natural/ manmade and start list.
.Can anyone give me a few examples of containers?
.Where do you find containers?
.Where might you find containers in art?
2) Students will be introduced to the digital camera as a piece of art equipment and use them to gather a portfolio of both natural and manmade containers in the world around them. They can use their list as a starting point but should spend time investigating new ideas. This exploration and documentation should happen outside of class. Their portfolios should include at least twenty images.
Natural.. Manmade..
3) Prior to and while students are working on their digital portfolios.Students will be exposed to a brief history of containers,artists who use containers in their artwork, (Joseph Cornell, Mark Dion Tiffany Carbonneau)and a few examples of what I am looking for in their portfolios through a PowerPoint.
Discussion questions:
.What impact do containers have through out history?
.How has the function of the container changed through history?
.What impact do containers have on your daily life?
.Why do artists express themselves using containers?
.Why might an artist use a container?
4) Students will submit their portfolios digitally and other students in the class will view and respond. The student will then pick three of each natural and manmade to focus on for a total of six. Once these are chosen the student will reexamine the container with at least three more close-up images. Student will again upload and save these images. (Flickr or other photo site)
Lesson Plan 1 PART 2:
Combining Containers: Digital Manipulation using Photoshop
Estimated Completion Time: 3-4 days
5) Container memory- container matches container, container is matched with a card of what you might find inside that container, or container matches the environment you might find it in, or container matches written word, etc.
and/or
Container flashcard’s- layout the cards and have a few prepared clues on how students could organize containers. (manmade/natural, etc.)
6) Building off of the first project students will choose a total of two images from the six they had selected earlier from their portfolio. Students will work with the combination of both one natural and one manmade container.
Discussion Questions:
.Where did you find the containers that you choose?
.What is the purpose behind the containers that you choose to document closely?
.Why are containers important in the world?
.How did the containers you choose function during its history? Has its function changed?
.Why do artists use containers?
.What differences do you see in a natural vs. manmade container?
.Does the containers’ contents hold relevant to the combination you choose?
.Why combine two of your images?
.How might you combine two of your images?
.What meaning can you create with the combination of your images?
7) Students will then manipulate their two photos using Photoshop. They will use the juxtaposition of these two images to create an alternate meaning.
8) Student will upload the images and also create a display for both the original images and the combination in a three fold framed piece. They can be mounted or presented at their own discretion.
9) The project will culminate with a written reflection that includes both parts of the lesson. Students will be asked to reflect on the main ideas from these projects: what is a container, where did you find containers both natural and manmade, how the function of the container had changed through time, the importance of the container in their daily lives. The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project/process and criteria.
Assessment: Please see Rubric Lesson 1
Artists:
Joseph Cornell: shadow boxes with found objects
Mark Dion: found objects
Tiffany Carbonneau: video & ceramics artist
Lesson Plan 2: Secrets: Self Expression of the Inner Self
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
Essential Questions:
. What does one’s body contain?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
Overview:
The lesson will start with an introduction to the lesson by watching a short Post Secret film. Present a few artists whose work is influenced by the use of containers. The class will discuss the body as a container of both mental and physical things. Then students will do a quick sketchbook activity to reflect on a given Post Secret. The project will then be introduced and students will be asked to think about how they can express their inner most self through art making. I will then demonstrate how to transfer images. Students will bring in supplies from home and turn in a final image on canvas.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
Creation and Communication
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to talk about what is contained within their bodies.
. Students will be able to express themselves as other artists do using containers in art making.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: projector, sketchbook, pencils, 4”x6” or 5”x7” canvas boards, acrylic medium, glue, a variety of supplies for collage: newspaper, construction paper, fabric, images, etc.
Introduction:
Students will be introduced to the lesson with a short Frank Warren Post Secret film. http://www.postsecretcommunity.com/video
There are a few to pick from all will stimulate student interest and should create an emotional response. Please sensor before playing in class.
Process:
1) I will continue introducing this next project with a PP of images from Post Secret, Grayson Perry, Joseph Cornell,and Jack Nichelson. Then lead into an over view of expectations for the projectwith some examples, bring in a variety of materials that would be used for the final projectand end with resources for help.
Discussion Questions:
.What does one’s body contain?
.How is the body as a container important in your daily life?
.Why do artists create and express themselves?
.Why do artists use or make containers?
2) Sketchbook writing activity with prompts:
Pass out a Post Secret to each student- they reflect on the message and the artwork created.
. How does the artwork on the card relate to the secret?
. Think deeply about the person writing the secret and why they wrote it?
. Why do people keep secrets?
. Reflect on your inner self and the secrets you keep from yourself.
3) Class discussion questions:
.How do artists portray feelings and emotions without words?
.How can you express you inner self through art and art making process?
4) Show a variety of materials what could be used in collage (maps, newspaper, construction paper, wire, magazines, fabric, thread, staples, wood, stamps, books, trash, things from nature, images to transfer, just about anything… start collecting things yourself.)
5) Demo transfer of images: applying three coats of acrylic medium to both the surface of the image and the canvas. Let it sit for about five minutes then pull off. Use water and rub lightly to remove if it doesn’t come off.
6) Go over expectations: at least three found materials you bring in, touch at least three sides of your canvas, include at least one image transfer, craftsmanship, and written reflection.
7) In class work time.
8) Extra Post Secret opportunity- send your own secret in!
9) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, what is contained within your body, how do artists express themselves using the container, why is the container important in your daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project the process and criteria.
* Again, I would have numbers posted in the classroom and on any handouts with information on how to seek help.
Assessment: Please see Rubric Lesson 2
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Lesson Plan 3: Clay Containers: Secret Boxes
Targeted Grade Level: High School
Estimated Completion Time: 5-8 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create for many reasons. Some of which include expressing their inner most feelings.
. Artists create using containers for many reasons (storage, visual appeal, meaning, function etc.).
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history?
. What impact do containers have on our daily lives?
Overview:
The lesson will start with an introduction to handmade pottery where students are able to hold and use functional wares. Students will then be introduced to the history of ceramics and the ceramic vessel. They will be asked to think about the changes in function of the vessel and how containers are used today. Students will work in groups to research a few given contemporary artists. The teacher then introduce the project with a PowerPoint on containers. Students will then spend some time reflecting on their inner self as a container and the secrets they hold through a sketchbook assignment. They will then demo how to construct a vessel using slab techniques as well as going over the requirements for the project. After the work is bisque fired students will transfer their prepared secrets in pencil and paint glaze on over top. After glaze firing students will present their final container to the class.
Sunshine Standards:
Skills and Techniques
Standard 1: The student understands and applies media, techniques, and process.
2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner.
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
3. understands some of the implications of intentions and purposes in particular works of art.
Cultural and Historical Connections
Standard 1: The student understands the visual arts in relation to history and culture.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to talk about what is contained within their bodies.
. Students will be able to express themselves as other artists do using containers in art making.
. Students will be able to discuss the function of containers in the world and art through time.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to demonstrate the creation of a container.
. Students will be able to express themselves using a variety of art making practices and strategies.
Tools and Materials: sketchbook, pencils,aprons, needle tools, knifes, ribs, wire tool, canvas, rolling pin, rulers, slip, paint brushes, boards, plastic bags, clay, glaze, kiln, device to boil water, tea, snacks
Introduction:
Bring in a variety of handmade ceramics and pottery. Students will be encouraged to experience it by eating or drinking off of it. I will get some hot water going and brew some tea. Maybe even bring in a few snacks that students could enjoy on the wares.
Process:
1) A PowerPoint exploring the fundamentals in clay will be played with a brief introduction to terms and concepts, a brief history of ceramics and the ceramic vessel as a container.
Class Discussion:
.What is Clay?
.What are the stages of clay?
.How has the function of containers changed through history?
.What do you use containers for today?
2) Students will work in groups to research contemporary ceramic artists- present two important facts to the class. (Artists: Grayson Perry, Linda Arbuckle, Tiffany Carbonneau, Carrie Longley, Tim Berg and Rebekah Meyer)
3) Continue PowerPoint on containers detailing artists above with images of ceramic boxes/vessels.
Class discussion:
.What does your body hold?
.How can you express that through a ceramic form?
4) There will be a 5 min sketchbook writing on your inner most secrets. This is a prepared writing that will be transferred with pencil to the bisque fired piece and glazed over. The pencil will disappear in the glaze firing. This is not erasing your memory, your memory will always be with the piece but it will be kept within it as you keep the secrets within yourself. (Homework: sketch 5-10 sketches of boxes, and continue your writing at home)
Secret prompt: Reflect on your inner self as a container?
5) Demo how to construct a vessel with slabs.
Step 1: wedge clay
Step 2: place clay on canvas and roll out with rolling pin
Step 3: students can cut out paper to use as stencils or simply use a ruler to measure the dimensions of the box. Cut with a table kitchen knife of exacto knife.
Step 4: pull sides of slabs that need to connect to the edge of the table cut at an angle so they will fit together.
Step 5: slip and score edges of the slab and place together
Step 6: place lid on containers
Step 7: add handles or texture if desired
Step 8: store on boards in plastic bags over night
6) Go over requirements for the project: project completion- build one ceramic jar/ container, check for writing include, craftsmanship, completion of sketches, participation in class discussion, written reflection: which addresses the students ability to understand secrets and why secrets are used.
7) Work time: roll out slabs, begin construction, build, dry, bisque fire
8) When removed from the kiln have students transfer prepared writings in pencil to their ceramic piece. This writing will burn off in the kiln. Have students glaze over. If secrets are deeply personal offer to let students work spread out across the classroom or provide blinders and to give them enough privacy to create. Or as an alternate have students rip out there sketchbook page and place inside the piece as it will burn out in the firing.
9) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, what is contained within your body, how do artists express themselves using the container, why is the container important in their world and daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project, the process, and the criteria.
Assessment: Please see Rubric Lesson 3
Artists:
Frank Warren: Post Secrets collector
Grayson Perry: ceramic artist
Linda Arbuckle: ceramics artist and potter
Tiffany Carbonneau: video & ceramics artist
Carrie Longley: ceramic artist
Tim Berg and Rebekah Meyer: ceramic artists
Lesson Plan 4: Found Objects: Combining to Create Meaning
Targeted Grade Level: High School
Estimated Completion Time: 3-4 days
Introduction –
Big Ideas:
. The world is full of containers, things that we contain within ourselves and physical things that include both natural and manmade objects.
. Artists create using containers for many reasons (storage, visual appeal, meaning, function etc.).
. Containers have been made and used throughout history for a variety or reasons and purposes.
Essential Questions:
. What is a container? What do they hold? What are they hiding?
. What does one’s body contain?
. Where do you find containers and what are the uses for containers?
. Why do artists express themselves? (using containers?) Why might you?
. Why do artists use or make containers in artwork?
. What impact do containers have through history and on our daily lives?
Overview:
The lesson will start with a video excerpt on Mark Dion from Art 21. Students will have the opportunity to interact with a few found containers. The project will be introduced and students will be asked to search for found containers. Students will be directed where to find found objects and upon return to class will present their found container. After a short sketchbook activity, students will be asked to change the meaning of the container by bring in or creating an object for the inside of the container. These will again be presented to the class with a critique and students will be asked to share the new meaning that has been created with their combination of objects.
Sunshine Standards:
Creation and Communication
Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.
2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
3. understands some of the implications of intentions and purposes in particular works of art.
Aesthetic and Critical Analysis
Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.
Applications to Life
Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.
Lesson Objectives:
. Students will be able to understand what a container is and what its purpose might be.
. Students will be able to search for and find containers in their daily lives including both natural and manmade.
. Students will be able to express themselves as other artist do using containers in art making.
. Students will be able to reflect on the importance of containers in their daily lives.
. Students will be able to express themselves using a variety of art making practices and strategies.
. Students will be able to evaluate artwork and understand why an artist would use a container.
Tools and Materials: found containers as examples,found objects, display case for presentation after the project is completed.
Introduction:
Watch Art 21- Season 4- Ecology with Mark Dion http://video.pbs.org/video/1239798902
Discussion questions:
.How does Mark differ from traditional artists who create objects or paints paintings?
.How does Mark use containers in his art?
Process:
1) Bring in examples of found objects that are containers, give students an opportunity to experience them.
Discussion Questions:
.What is a found object?
.What artists that we have looked at use found objects?
.How does a found object differ from an art object?
.Why would an artist use a container?
.Where could you find found objects?
2) Introduction to project:
Step 1: search for a found object container
Step 2: pair container with another object to create a new meaning. (This second object can be created or found)
2) Where to find found objects: handout that includes: thrift stores, secondhand stores, newspaper ads for yard sales, craig's list, junk yards, flea markets, antique stores, markets, campus recycling
National Thrift Store Directory: www.thethriftshopper.com/
3) Homework is assigned to search for a found object container.
4) Students return to class with container and present their found object in a show and tell fashion.
Discussion Questions:
.What meaning does your container hold right now?
.How can you change the meaning by introducing another object?
5) Ten-Fifteen minute sketchbook exercise: drawing/writing thinking about what object you might introduce into the found object container.
6) Homework is assigned to create or bring in your object.
7) Presentation of final object/container in a class critique. Student’s will be asked to share the new meaning created with the combination of the two pieces and asked to assess, evaluate, and respond to the characteristics of their classmates art.
8) The project will culminate with a written reflection. Students will be asked to reflect on the main ideas from the project: what is a container, where did you find containers in your daily life including both manmade and natural, why is the container important in your daily life, and how can/ did you express yourself through this project? The paper should have the students name, title of the piece/ pieces, a reflection on the main ideas, and a personal reaction to the project the process and criteria.
Assessment: Please see Rubric Lesson 4
Artists:
Joseph Cornell: shadow boxes with found objects
Jack Nichelson: box environments
Mark Dion: found objects
Extras:
If time allowed I would add a field trip component to this unit plan. Addressing any artist that uses containers. For example: Jack Nichelson if currently at the University of Florida’s HARN: Sojourner Dream Reliquaries June 22, 2010- February 6, 2011
Jack Nichelson has been creating intricate and evocative “box environments” for more than 40 years. Part construction, part assemblage, his sculptures of wood, paint and mixed media have included series on war, toy transport and Japanese culture. Nichelson’s Japan Series, based on his 1982 pilgrimage to the Shinto shrines at Ise, was on view at the Harn Museum of Art in 2003.
Sojourner Dream Reliquaries, Nichelson’s latest series, represents the culmination of his long-standing fascination with the visual presence of religious reliquaries. The subject first captured the artist’s attention following a summer in Europe in 1962. Afterward, Nichelson began constructing small reliquary-sized church forms with secular objects in the interiors.
Begun in 2000, Nichelson’s Sojourner Dream Reliquaries includes 22 sculptures replicating the basic forms of travel trailers from the late 1920s to the early 1950s. Both the compact size and the shapes of the trailers lend them to the secular reliquary concept. The exteriors are enhanced with color enamels and gold, bronze and silver in various textures and some of the roofs incorporate unusual surfaces such as snakeskin and birch bark. One additional work, a trailer park office building, completes the series. The intricate, lighted interior of each work invites the viewer to look very carefully at the details both inside and outside.
Completed over a nine-year period, the Sojourner Dream Reliquaries series has never been exhibited in its entirety. All of the works in the exhibition are lent courtesy of the artist.
http://www.harn.ufl.edu/exhibitions/
Artist References/Bibliography:
Belchior, C. (2009). ContainerArt. Art Nexus, 8(72), 141-142.
Clifford, K. (1998). Deep Storage: collecting, storing and archiving in art. Art Papers, 22(6), 55-56.
Cool, L. (2007). Reinterpreting the Vessel. Metalsmith, 27(1), 48.
Deacon, R. (2010). The Inside. Ceramic Review, 244, 38-39.
Lanks, B. (2010). A Better Box Lunch. Metropolis, 30(1), 46.
Székely, G. (2002). Personal Container Artists. Arts & Activities, 131(1), 51-58.
(2009). Under Cover. Ceramics Monthly, 57(4), 17.
Winterburn, Mollie. (1966). The Technique of Hand-built Pottery. New York: Watson-Guptill.
Frank Warren:
Warren, Frank. PostSecret: Extraordinary Confessions from Ordinary Lives. Warren, Frank, My Secret: A PostSecret Book.
Warren, Frank. The Secret Lives of Men and Women: A PostSecret Book.
Warren, Frank. A Lifetime of Secrets: A PostSecret Book
Post Secret: Sunday Secrets Blog http://www.postsecret.com/
Post Secrets Archive http://postsecretarchive.com/
Post Secret Community http://www.postsecretcommunity.com/
Post Secret: Video Secrets http://www.postsecretcommunity.com/video
Grayson Perry:
Grayson Perry Discusses Craft and Art http://www.youtube.com/watch?v=BAdcD4ZCKak
Saatchi Gallery http://www.saatchi-gallery.co.uk/artists/grayson_perry.htm
Joseph Cornell:
Joseph Cornell Box’s http://www.josephcornellbox.com/
Keats, J. (2008). The Gift of Possibility. Art & Antiques, 31(7), 94-98.
Lampert-Gréaux, E. (2007). Thinking Inside Of The Box. Live Design, 41(10), 30-35.
Mair, K. (2007). Objects of my Affection: Joseph Cornell and the Corporeal Aesthetics of Assemblage. Third Text, 21(6), 707-718.
McShine, Kynaston. (1980). Essays by Dawn Ades, Carter Ratcliff, Adams Stiney, Lynsa Hartigan. Joseph Cornell. New York: Museum of Modern Art.
Roche, J. (2008). Joseph Cornell: Navigating the Imagination. CAA Reviews, 4, 24-25.
Nicholson, G. (2002). Putting Things in Boxes. Modern Painters, 15(3), 76-79.
Niedenthal, S. (2002). Learning from the Cornell Box. Leonardo, 35(3) 249-254.
Winters, L. (2009). Inside and Outside: Boxes Inspired by Joseph Cornell. Arts & Activities, 145(4), 28-29.
Waldman, Diane. (1977). Joseph Cornell. New York: Press of A. Colish.
Jack Nichelson:
Harn Museum of Art: Exhibitions http://www.harn.ufl.edu/exhibitions/
Gainesville article http://www.gainesville.com/article/20100616/MAGAZINE01/100619588
Mark Dion:
PBS Video: Art 21: Ecology http://video.pbs.org/video/1239798902
Art 21: Mark Dion http://www.pbs.org/art21/artists/dion/
Linda Arbuckle:
Linda Arbuckle Ceramcs http://lindaarbuckle.com/index.html
Art Axis http://www.artaxis.org/ceramics/arbuckle_linda/linda_arbuckle.htm
Tiffany Carbonneau:
Art Axis http://www.artaxis.org/tiffany_carbonneau/index.htm
The Free Library http://www.thefreelibrary.com/Tapping+in+to+tapped+out%3A+thinking+about+conceptual+art-a0137406124
Carrie Longley:
Crafthaus: Participatory Sport for Craft Artists http://crafthaus.ning.com/profile/CarrieLongley
Art Axis http://www.artaxis.org/ceramics/longley_carrie/carrie_longley.htm
Tim Berg and Rebekah Meyer:
Timothy John Berg http://www.timothyjohnberg.com/
Art Axis http://www.artaxis.org/ceramics/berg_tim/tim_berg.htm
