Collage Material Making Day OBJECTIVE: STEPS: ALL You must use at least 4 out of 6 of the mediums today.

Transcription

1 Collage Material Making Day OBJECTIVE: Today is a production day for creating collage material. The goal is to create as much material as possible by experimenting with different mediums to fill the page. This is the beginning step for our collage making. Quantity is more important than quality at this point, so don t think too hard about how you will fill your sheets of paper just fill them with different kinds of marks, patterns, etc. STEPS: 1. Write your name on the back of each sheet of paper. 2. There are six material stations set up: acrylic paint, ink, ebony pencil, colored pencil, water color, and oil pastels. 3. You will be receiving 20 half sheets of 9x12 drawing paper. The goal today is to fill ALL of these sheets with material. You can combine materials on one page if you like. You must use at least 4 out of 6 of the mediums today. 4. If you feel stuck and don t know what to do, use these prompts: -Create as many kinds of marks as possible: make a nervous mark, make a bold mark. -Create ten versions of the same color. -Create a pattern. -Create a texture. -Create a range of values on one sheet. -Use only transparent value. -Use only opaque value. -Create a contrast. -Actions: drag, blend, marbleize, drip, pour, scratch, smooth, spill, and splatter, You can collaborate with each other on this. If you see someone else doing something interesting with a material, try it out yourself. When we begin collage making, you will be allowed to share your material with each other, so you can also think of this is a collaborative process.!

2 Name: Collage Narratives 1. Make sure your name is on the back of ALL of your collages. 2. Select 5 out of your 15 collages that: Have the most developed idea, feel finished, and are the most visually pleasing to you. 3. Answer the following questions for each of your 5 collages. You must write at least one full sentence for each question. This is to help create a narrative for the interruptions that you ve made in your images. Number the back of your collages so that I can identify which one you re writing about. Collage 1 What is it? What does it mean? What is the purpose of this space? How is your interruption changing the space? How did you interrupt? What kind of space are you re-imagining through your interruption? What else could happen here? Collage 2 What is it? What does it mean? What is the purpose of this space? How is your interruption changing the space? How did you interrupt? What kind of space are you re-imagining through your interruption? What else could happen here? Collage 3 What is it?

3 What does it mean? What is the purpose of this space? How is your interruption changing the space? How did you interrupt? What kind of space are you re-imagining through your interruption? What else could happen here? Collage 4 What is it? What does it mean? What is the purpose of this space? How is your interruption changing the space? How did you interrupt? What kind of space are you re-imagining through your interruption? What else could happen here? Collage 5 What is it? What does it mean? What is the purpose of this space? How is your interruption changing the space?

4 How did you interrupt? What kind of space are you re-imagining through your interruption? What else could happen here? General Reflection: 1. What was your process for creating the 15 collages? How did having to create a lot of work in a short amount of time affect your creative process or work rhythm? What did it allow? What did it not allow? 2. Does your creative process that you just described fit into the spaces you created? If not, how would you interrupt your interruptions to include your creative process as a primary purpose for the space?

5 IMAGE RESPONSE SHEET RUBRIC For each slide: 95%: The student has answered all three questions for each slide in detail 85%: The student has answered at least two of the questions for each slide in detail 75%: The student has answered less than two questions for each slide and has answered them generally. 65%: The student has answered one question for each slide or has not addressed the questions asked.!

6 FINAL COLLAGE RUBRIC: Complete/Incomplete: You have created 15 collage interruptions in photographs of school space. Excellent: 5 pt You have 15 completed collages Good: 4 pt You have at least 12 completed collages Average: 3 pt You have at least 10 completed collages Poor: 2 pt You have at least 6 completed collages Objective Not Met: 1 pt You have less than 6 collages Composition: You have created a considered composition and can speak to the following questions: Have you considered the whole space? Are you making strategic choices? What part of the page is being used? Why or why not? Excellent: 5 pt All the compositional choices you ve made are considered and intentional Good: 4 pt Most of the compositional choices you ve made are considered and intentional Average: 3 pt About half of the compositional choices you ve made are considered and intentional Poor: 2 pt Less than half of the compositional choices you ve made are considered and intentional Objective Not Met: 1 pt Overall, your compositional choices are unconsidered and unintentional Narrative and Strategic Choice Making: Can you speak to each choice you ve made? If the visual interruption you ve made is minimalistic, can you explain this choice? You can answer these questions: How am I interrupting and what have I interrupted? Excellent: 5 pt You have written a detailed analysis of both your conceptual and visual choices Good: 4 pt You have written a general analysis of your conceptual and visual choices Average: 3 pt Your analysis addresses in detail your conceptual or your visual choices made but not both Poor: 2 pt The majority of your choices made were not strategic and your analysis reflects this Objective Not Met: 1 pt Your narrative does not address the questions above Shapes are thought about in relationship to each other: There is some relationship or interaction between what s going on in the photograph and the material you re adding. This could be through shape, value, color, movement, narrative, etc. Excellent: 5 pt The interaction between the added or subtracted material and the photograph is clear in each collage Good: 4 pt The interaction between the added or subtracted material and the photograph is clear in the majority of your collages Average: 3 pt The interaction between the added or subtracted material and the photograph is clear in about half of your collages Poor: 2 pt The interaction between the added or subtracted material and the photograph is clear in less than half of your collages Objective Not Met: 1 pt The interaction between the added or subtracted material and the photograph is unclear in your work Process: You can articulate your making process. How did you approach creating these interruptions? Excellent: 5 pt You have observed and described your rhythm of working in this project and connected it to your making process as an artist in general Good: 4 pt You have observed and described your rhythm of working in this project alone Average: 3 pt You have made general observations about your work process Poor: 2 pt Your making process was unclear to you and your narrative reflects this Objective Not Met: 1 pt You are unable to articulate your making process

7 Name: Image Response Sheet For each image, please answer the following questions: What do you see? What is being interrupted? What is the technique for interruption? ARTURO HERRERA

8 GORDON MATTA-CLARK

9 JONATHAN SAFRAN-FOER

10 Questions= 5 pts. each, 30 pts total PAIR SHARE RUBRIC PACING: 5 pt: The student has answered the question and has either provided a suggestion or strategy for working faster or provided an explanation for why they are on the right track. 4 pt: The student has answered the question. 0 pt: The student has not answered the question. WORKING MOMENTS: 5 pt: The student has specifically described two working moments in their partners work and has given some explanation. 4 pt: The student has specifically described two working moments in their partner s work. 3 pt: The student has generally described two working moments in their partner s work. 2 pt: The student has described only one working moment in their partner s work. 1 pt: The student did not address the question directly. CHALLENGES: 5 pt: The student specifically describes a challenge that they have observed their partner experiencing in their work and provides a suggestion. 4 pt: The student specifically describes a challenge that they have observed their partner experiencing in their work but does not provide a suggestion. 3 pt: The student generally describes a challenge that they have observed their partner experiencing in their work. 2 pt: The student has not written enough to sufficiently describe a challenge or a suggestion. 1pt: The student has not addressed the question. COMPOSITION: 5 pt: The student specifically describes the two examples and provides an explanation. 4 pt: The student specifically describes the two examples but does not provide an explanation. 3 pt: The student generally describes the two examples. 2 pt: The student does not address composition in their response. 1 pt: The student does not complete the question. NARRATIVE: 5 pt: The student has observed and is able to elaborate on a narrative direction based on the group of works that have been completed up to this point. 4 pt: The student has observed a narrative direction based on the group of works presented at this point, their analysis is not necessarily summative of the full group of works.

11 3 pt: The student has generally observed a narrative direction based on a small selection of the works. 2 pt: The student is making observations based on the work but not describing a narrative direction. 1 pt: The student does not complete the question. SHAPES IN RELATIONSHIP TO EACH OTHER: 5 pt: The student specifically describes the kinds of interactions occurring between the added shapes and the photograph background and provides suggestions for works that could use more focus. 4 pt: The student specifically describes the kinds of interactions occurring between the added shapes and the photograph background. 3 pt: The student makes general observations about the added shapes and the background but does not describe how they interact. 2 pt: The student makes observations that are not connected to the shapes in relationship to each other. 1 pt: The student does not complete the question.!

12 PAIR SHARE SHEET: Your Name Your Partner s Name LESSON 2: PAIR SHARE PACING: Do you think your partner will have 15 completed collages after two more work days? If not, make a suggestion for how they might work more quickly. WORKING MOMENTS: Describe two working moments in your partners work. Explain why it s working CHALLENGES: Describing a moment where you think your partner is experiencing a challenge in their work. Suggest something for them to try.

13 COMPOSITION: Is your partner creating considered compositions overall? Point out a work where you think the composition is exceptionally strong. Point out a work where you think the composition needs some more consideration. Explain why for both. 1. Strong Composition: 2. Needs Work: NARRATIVE: What is the narrative that you re starting to see in these collage interruptions? What kinds of stories are you getting from what you re seeing? SHAPES IN RELATIONSHIP TO EACH OTHER: What relationships or interactions do you notice between what s going on in the photograph and the material you re adding that are not literal (i.e. something in doorway or window and nothing else). Which works could use some more consideration in this department?

14 PHOTO EXERCISE ON NOTICING: Investigative Walk: Documenting School Space During this short walk through the school, I want you to be searching for corners and spaces that you see as potential for another use. You must document 20 spaces, corners, staircases, doorways, and other spots that you can re-imagine being used for another purpose, one that might make the school a nicer place for you to be in. For example, a couch on the landing of the stairs, an aquarium in a locker, a hot tub in the hallway. You won t be making these changes, obviously, just imagining them and then taking a photograph of the space you are thinking about. This collection of photos isn t going to be a finished art piece, just a starting point, so no need to get nervous or over think it. The goal is to look at the space that you move through every day with a different eye. What are spaces that you might interrupt or transform if you could? You must take 20 photos in this short time, so any place you pass that catches your eye, snap it quickly. Even though this will be a quick exercise, make sure your photos are well considered and not blurry.