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Lesson Plans

Re: Animal Unit

[ Thread ][ Subject ][ Author ][ Date ]
wendy sauls (wsauls)
Mon, 22 Nov 1999 17:18:21 -0500

> Dear Wendy,
> I would love to see your unit!

thanks for your great resources - how cool!!! :) wendy

Art Class Eighth Grade Outline
Theme: Creature of Art
Wendy Sauls

Class Projects

1. Tlingit and Haida Indian design - mythology and abstraction in ink and

students will research Tlingit and Haida cultures on the Internet and
construct a knowledge base of the cultures

students will listen to a Haida creation myth read by the teacher

students will identify design aspects of Northwest Coast Native art

students will explain the relationship of people and animals as signified in
NW Coast art

students will create an animal design in the style of NW Coast Native

students will suggest ideas for conservation of natural and cultural

All standards addressed.

2. Aboriginal dot paintings - legendary representations in tempera paint

students will research Australian aboriginal peoples and their art via the

students will define the nature of animal representation and design style of
these people

students will decide what type of technique to use to create their own
animal dot paintings

students will discuss repetitive motion, rhythm, and the idea of dreamtime
as an altered state of being and make contemporary analogies

students will compare dot painting, pointillism (Seurat and Close),
impressionism, and pixel (computer) art

students will debate the pros and cons of copying the art style of a culture
as well as the preservation of cultural art and commercialization of...

All standards are addressed.

3. Origami and paper sculpture animals - paper folding and paper sculpture
with chalk pastels

students will receive historical background information from the instructor
regarding the art of origami

students will view teacher demonstration of origami and will follow her
demonstration with their own completion of the same origami animal

students will contrast traditional Eastern and Western aesthetics and
discuss importance of originality, naming ways to make their creations more
original/unique/personal and doing so

students will observe teacher's demonstration of chalk pastel techniques and
of basic paper sculpture methods

students will view and contrast Eastern and Western landscapes

students will integrate their origami animal, a paper sculpture animal, and
chalk pastel background reflecting unification of Eastern and Western

All standards addressed except VAE 1.3.3.

4. Sumi-e painting illustrating haiku poems about animals - ink and
watercolor painting and calligraphy

students will investigate relationship of text and illustration via study of
children's' books

students will receive instruction on techniques of sumi-e painting as well
as historical/cultural background information

students will review requirements for haiku poetry

students will view teacher demonstration of calligraphy methods

students will create artwork which combines text (haiku) and illustration

student pages will be reproduced and assembled into books, copies of which
will be given to KMS and Wiles media centers for student check out

All standards addressed.

5. Oaxacan animalitos - polymer clay creatures

students will research the Oaxacan culture and art via the Internet

students will identify design characteristics of Oaxacan animal sculptures

students will sketch in color a plan for their animal sculpture

students will view teacher demonstration of polymer clay techniques

students will construct animals in the Oaxacan style out of polymer clay

students will think of ideas for other modern age art materials (like
polymer clay) according to previous experiences, problems...

students will determine what is involved in assessing the value of art
objects and the morality of artists receiving the same or less compensation
for their work than promoters/distributors

students will decide whether/how to display their work at school considering
the possibility of damage/theft and apply concerns to gallery/museum

All standards addressed.

6. Gyotaku NOT! - animal printmaking without the smell! (mixed media)

teacher will present students with information about gyotaku (printing with
real dead fish) and compare to Japanese aesthetic ideals and cuisine
(freshness all important)

students will identify problems inherent to traditional gyotaku as well as
important philosophical/communicative aspects of technique and provide
alternatives to process to create art which embodies similar principles

students will use alternative printmaking techniques and materials to create
animal print records/collages (faux?)

students will present and critique their results with classmates

students will discuss cases of rotting museum exhibits

All standards addressed.

7. Audobon's realism - modeled drawings in ink and colored pencil

students will study work of Audobon, hear about his life as a naturalist,
historical perspective of US wildlife conservation, will compare realist
style to da Vinci, Durer; emphasis on observation

students will receive instruction from teacher on colored pencil techniques

students will draw and color animal models - whatever we can have in class!
(will borrow from Janet Daniel Wisby, bring in others)

students will discuss role of artists and art museums in providing public
with records of extinct or rare species (i.e. emu, coelacanth)

VAA, VAB, VAD 1.3.1, 1.3.2, 1.3.3, VAE

8. Marc's fauvism - wild animals in wilder colors! group project murals in
tempera paint

students will view and critique Franz Marc's animal paintings thinking about
the association of color and meaning

students will from teams to plan and draw animal murals

students will paint murals in the Fauve color scheme

students will display murals in hallways

students will discuss the importance of permanence and preservation of
artwork (murals on paper vs. murals on walls, etc.) - students will view
contemporary Gainesville animal murals (Evangelista's manatees, E. Univ.
convenience store...) and critique, compare to their own. Will also discuss
US culture's relationship with animals, nature, cleanliness, zoos... to be
continued below.

All standards addressed.

9. Butterworth's constructions - found object sculptures

students will view photographs of Butterworth's horses (and hopefully visit
her work at the Harn!) as well as other contemporary animal sculptures

students will bring found objects to class to create sculptural
constructions of their chosen animal subjects

students will work in teams to create their animal sculptures, deciding what
is necessary or basic to represent their particular subject (i.e. a camel's

students will talk about impact of recycling on preserving animal habitats,
the notion of art media as making a philosophical statement, animal rights
organizations and campaigns

students will present and critique their sculptures

All standards addressed.

10. Micrograph monsters - close-up, larger-than-life views in oil pastel

students will view photographs taken through a microscope of organisms

students will observe teacher demonstration of oil pastel techniques

students will choose to base their artwork on a micrograph or to create
their own fantastic version of an organism viewed up close

students will compare monsters of the past (dragons, sea monsters, etc.) and
artists' depictions of with monsters of the present (ebola, AIDS) and
consider the relationship of good and beauty and evil and ugly (could a
picture of a deadly virus be beautiful?)

students will discuss the impact of technology on the visual arts

All standards addressed.

11. Russian folk painting - watercolor paint and metallic ink

students will listen to a traditional Russian folk tale concerning an animal
and view examples of Russian folk art

students will view and compare Russian folk art and Western European
illuminated manuscripts from the 17th century (ex: Book of Hours) in style
and content (secular)

students will write a short description of a legendary creature and provide
an accompanying visual depiction of their animal utilizing Russian folk art
design features

students will define folk art and judge its validity as a term, comparing
folk artists, artisans, craftspersons, fine artists, commercial artists,
designers and their products historically and in modernity

VAA, VAB, VAC, VAD, VAE 1.3.1, 1.3.2

12. African carving - kingdom in clay

students will research African art on the Internet and using educational
materials from the Harn Museum and discover and list stylistic tendencies
and cultural affiliations with animals

students will hear an African animal myth and compare it to previously heard
legends of other cultures

students will sketch a plan for a clay sculpture of an animal in the African

students will debate whether only African animals should be modeled or if
any animal is an appropriate subject

students will discuss current controversies surrounding art materials
(ivory, fur...)

students will observe demonstration of clay working techniques

students will sculpt animals according to determined stylistic qualities

All standards addressed.

Class project grades are based upon student's participation, effort, and
following directions.

Weekly Homework Sketch Assignments

1. Find at least 10 photographs of animals (more is better) for your

2. Choose an animal from your photo collection and draw it in an abstract
style. Include a background.

3. Think of the ugliest animal you can. Sketch it. Think of the most
beautiful animal and sketch it. Write about the reasons for your choices
and compare your two drawings.

4. Illustrated word - write the name of an animal you choose in a way which
describes it.

5. Find a picture of a cartoon animal in the comics or on a product label.
Glue it in your sketchbook. Make your own cartoon animal (in color).

6. Make a movie poster with a human-animal hybrid (in color).

7. Draw an animal in its home. The home must be a structure, not "the

8. Make a series of gesture drawings of an animal in action - at least six

9. Create a conglomerate design with animal textures - scales, fur,

Homework grade if turned in on time, complete, directions followed, not a
quickie: 100
1 day late: 90
2 days late: 80
3 days or later: 70

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