As a result of this lesson, students will be able to:€¦ · Web viewVA:Cr2.2.7a-b: Students will be able to explain how to put their animation online for sharing in a responsible

Level 3: ART 309 & Student Teaching

Pixilation Central Focus How can a community can work together to send a message?Grade Level Middle School (7) Class Size 15Time 1:50Class Demographics Boys and girls from the Bloomington-Normal Illinois area - two autism spectrum students

National Visual Arts Standards AddressedVA:Cr1.1.7a-a: Apply methods to overcome creative blocks.VA:Cr2.1.7a-a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design. VA:Cr2.2.7a-b: Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats. VA:Cr3.1.7a-a: Reflect on and explain important information about personal artwork in an artist statement or another format.

Common Core State Standards Addressed● CCSS.ELA-LITERACY.SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

● CCSS.ELA-LITERACY.SL.7.1.B. - Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

● CCSS.ELA-LITERACY.SL.7.1.D. - Acknowledge new information expressed by others and, when warranted, modify their own views.

Forms 2D 3D 4DFrames Cultural Subjective Structural PostmodernConceptualFramework Artwork Artist Audience World

LEARNING OBJECTIVESAs a result of this lesson, students will be able to:

1. VA:Cr1.1.7a-a: Students will demonstrate persistence in development of their pixilation animation in the continued development of their drama component.

2. VA:Cr2.1.7a-a: Students will demonstrate persistence in the use of both glaze and underglaze painting on ceramic forms to facilitate the understanding of community made during the previous ceramics lesson.

3. VA:Cr2.2.7a-b: Students will be able to explain how to put their animation online for sharing in a responsible way to keep themselves, and their classmates safe.

4. VA:Cr3.1.7a-a: Students will write artist statements on their participation on the murals from last week, and add to their artist statements of their ceramics forms now that they have applied glaze.

TEACHER MATERIALS

● Teacher example

● Mural

● Sharpies

● Bulletin paper

● Underglaze

● Computer with PowerPoint

● Projector

● iPad

● Ceramic forms previously fired

●

● Stop Motion App

● Drama Props

● Glaze

● Paint brushes

STUDENT MATERIALS

● Previously made mural

● Previously made ceramic form

● iPad

● VAPD folders

● Glaze

● Paint brushes

● Sharpies

● Previously made drama plan

● Drama props (if wanted)

● Stop Motion App

● Underglaze

● Pencils

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9EHS = Early High School grades 10-11 • LHS = Late High School grade 12


ARTISTS IN CONTEXT

Key Artists Norman McLaren, Gyula Nagy, Kerry James Marshall, Kala Stein, Oren LavieKey Artworks Better Homes, Better Gardens, 1994

Acrylic and collage on unstretched canvas100 × 142 in; 254 × 360.7 cm

Form and Plenty in Grey, UndatedCeramics, varying sizes

Ujjhullam, 1988Pixilation animation

Neighbours, 1952Pixilation Animation



Her Elegance, 2008Pixilation, animation, music video

Key Critical Questions 1. What message are these artist’s communicate?2. What message are you as artists trying to communicate?3. How has your community worked together to develop your message?4. How has experimental animation and technology affected animation as an art form?

VOCABULARY AND LANGUAGE ACQUISITIONVocabulary Community - A group of people living in the same place or having a particular

characteristic in commonPixilation - An animation technique using real people’s body movements in still shots strung together to create a cohesive product. Animation - a dynamic medium using still images made to appear as moving images. Materials can include 3D objects, images on celluloid sheets, and fractured body movements, all exhibited on film. Rule of Thirds - a technique designed to help artists build drama and interest in a piece by imagining that your image is divided into nine parts. Generally, if you place your subject at the top, bottom, left or right area, it will make a good composition. Glaze - Mostly made of silica, glaze is actually a glass which adheres to pottery when fired in a kiln.

Language Functions interpretLanguage Demands Syntax DiscourseLanguage Tasks and Activities

1. Students will write an artist statement that utilizes at least two vocabulary words to explain their process and work.

2. Students will make connections between their group artworks, and the key artists during the teacher led discussion.

Language Supports 1. PowerPoint2. Posters3. Artist Statement handout with vocabulary words included

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

● Launch ● Instruction Methods



● The Teacher will welcome the students back into the classroom and ask students what sorts of things they were thinking about for their animation filming over the past week for today.

● Students groups will talk for approximately 3 minutes about their hopes for the day’s animating.

●Group discussion

●Think, Pair, Share

● Instruction ● Instruction Methods

● The Teacher will gather student’s attention again.

● The Teacher will begin the PowerPoint presentation, reiterating vocabulary, reinforcement of student group communities, key artist presentations, and schedule for the day.

○ Re-introduction of Kala Stein. ○ Glaze discussion and demonstration

■ What is Glaze?

■ How/When do we apply glaze to forms?

● Students will apply glaze to their forms.

● Teacher will re-start the PowerPoint:○ Introduction of Norman McLaren, Gyula Nagy, and Oren Lavie

■ IMPORTANT!! The McLaren video is just over 8 minutes long. Pay attention to time. If the students were chatty during launch you are likely running behind. Do not play entire video. 3-5 minutes is sufficient.

○ Vocabulary description○ Introduction of Animation○ Critical questions:

■ What message are these artist’s communicate?

■ What message are you as artists trying to communicate?

■ How has your community worked together to develop your message?

■ How has experimental animation and technology affected animation as an art form?

○ Framework questions:

■ What do you think of when you think of animation?

■ McLaren’s animations follow the most basic principles of animation, why are they considered experimental?

■ What makes pixilation interesting/noteworthy?

■ How does this animation change the game for animation yet to come?

■ What does this ‘new’ animation challenge?

■ Did these challenges make a difference? ○ Reintroduction of Kerry James Marshall’s Better Homes, Better

Gardens as a community mural concerning narrative. ○ Teacher Example

●Lecture

●Group discussion

●Group work



● The Teacher will explain that these animations will be pieced together and put up unlisted on YouTube (or Google Drive) for their parents to view.

○ Internet safety/appropriateness discussion

● The Teacher will show students the iPads and explain how to use the Stop Motion App.

● The Teacher will show students how to retake frames in the event of an error.

● The Teacher will remind students of the limitations of the animation:○ Inability to animate speech○ Appropriate Actions

● The Teacher will remind students the requirements for the animation;○ Narrative○ Beginning, Middle, End○ One, maximum two students in front of camera at a time○ One Student as Director/cinematographer

● The Students will break into their groups to begin animating. ○ One teacher per group to ensure students have assistance.

● Group work○ Students can use Sharpies to make finishing touches as

promised.○ Students will animate their dramatic stories.

● The Teacher will collect the iPads.

● The Teacher will aid students in working on their artist statements.

● The Teacher will put the

● Closure ● Instruction Methods

● The Teacher will ask students what they learned about animation during their first official day as animators.

● Group Discussion

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERSAdaptations and Accommodations

● Students with anxiety about being in front of the camera can choose to do their actions standing with their back to the camera.

● Students with anxiety can trade their turn in front of the camera for another student’s turn being director after gaining approval from the teacher.

Enrichment and Extensions

● Students finished with their animating will be asked to spend time with their group planning what they liked about the process, what they didn’t like, and what they wish they could have done differently.

Activity for Early Finishers

● Students finished early will learn how to submit their finished cinematography to youtube or Google Drive with proper settings.

OBJECTIVE-DRIVEN ASSESSMENTS1. Students will complete a written artist statement documenting their learnings on animation, and their participation in the

murals project, to meet standard VA:Cr3.1.7a-a and standard VA:Cr1.1.7a-a. 2. Students will be formatively assessed during their participation in group discussions during lecture and group work on the

development of their pixilation, their understanding of glaze, appropriate use of images of self on the internet, and tools of the animator as part of standards: VA:Cr2.1.7a-a, VA:Cr2.2.7a-b, and VA:Pr4.1.7a-a.

INTERDISCIPLINARY CONNECTIONSEE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9EHS = Early High School grades 10-11 • LHS = Late High School grade 12


●Language Arts - Students will write artist statements using correct grammar.

●Theater Arts - Students will learn how to prepare a dramatic performance for video production.

REFERENCESArtsy (2018). Kerry James Marshall - 119 Artworks, Bio bio & Shows shows on Artsy. (2018). Retrieved from

https://www.artsy.net/artist/kerry-james-marshall

Taylor, B., & Doody, K. (2014). Glaze: The ultimate ceramic artist's guide to glaze and color. Hauppage, NY: Barron's

Educational Series.

Finlayson, K. (2018). McLarens Negatives | MJSTP Films. Retrieved from � http://mjstpfilms.com/english/films/mclarens-negatives?/normanmclaren/

McWilliams, D. (2018). Norman McLaren: Hands-on animation. Retrieved from

https://www.nfb.ca/playlists/donald_mcwilliams/mclaren/

NAGY, G. (2018). Gyula NAGY - Festival de Cannes 2018. Retrieved from

https://www.festival-cannes.com/en/artist/gyula-nagy

* Developed and written by Ariana Garcia,Joey Hatch, and Tessa Johnson; Art Education, Illinois State University, 2018 *


Documents

As a result of this lesson, students will be able to:€¦ · Web viewVA:Cr2.2.7a-b: Students will be able to explain how to put their animation online for sharing in a responsible