Artsy Lenses in the Fashion Capital!
Lance Rhodes
[email protected]
4/22/13
Lesson Theme: Artsy Lenses Functional Project/Foundations of Social Studies
Grade Level: 2nd grade
Time: 30 minutes
Lesson Overview: Students will develop an understanding for functional objects by creating their own unique eye wear. Each student will learn the importance of templates/sketches to construct a work of sculptural art. The possibilities of creating new ideas into functional objects in the applied arts will be addressed as well as the connection between the art culture of New York City. The students will act as designers creating eyewear for consumers.
Visual Culture: By referencing to designers Coco and Breezy, students will see how the innovation of out-of-the box eye wear has appealed to consumers in stores and online. Famous celebrities have been seen sporting the eye wear and has gained Coco and Breezy a large crowd based on their functional art. These designers' eyewear have become apart of pop culture.
Standards:
Using Structures and Functions: Standard 2: VA2-2.3- Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.
Foundations of Social Studies: Communities: Standard 2-4: 2-4.1- Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature.
Foundations of Social Studies: Communities: Standard 2-3: 2-3.5- Explain the effects of supply and demand on the price of goods and services.
Creating works of Visual Art: Standard 1: VA2-1.4- Use all art materials and tools in a safe and responsible manner.
Making Connections: Standard 6: VA2-6.2- Discuss and compare the similarities and differences between the visual arts and other arts disciplines.
Lesson Objectives: Through this lesson students will be able to personalize structures of their eyewear and select their own shapes to add uniqueness to their structures. Students will apply elements of texture and shape through their productions. Students will learn to categorize this type of art. Through a post test, students will conclude what they've learned through from the presentation.
Assessment:
· Two shapes for the lenses of the eyewear are drawn. (10pts)
· Texture is implemented through materials added. (beads, feathers, etc.) (10pts)
· An example of at least two different colors that represent your emotion. (10pts)
· Eyewear is completely painted on the outside. (10pts)
· Lens of the eyewear is the same shape as the border of the lens. (10pts)
· Eye wear is constructed carefully. (10pts)
. Area is cleaned appropriately. (10pts)
. Post Test is completed. (15pts)
. Name, date, and class is written on post test and eyewear. (15pts)
Vocabulary:
Shape- A 2-D area enclosed by an outline. Shapes can vary from geometric, organic, to abstract.
Texture- The feel or look of an object/form. Textures can be soft, rough, bumpy, shiny, or gritty.
Template- A stencil, pattern, or overlay used in the applied arts to close off and replicate shapes.
Functional Art- Art that is intended for practical use but decorated or sculpted using the elements and principles of art.
Applied Arts- Category of art that fuses design and aesthetics into objects of everyday use.
Fashion Capital- a city which has a major influence on international fashion trends and is a key centre for the fashion industry.
Pop Culture- A mainstream way of life where in which mass media has influence. this collection of ideas permeates the everyday lives of the society.
Metropolitan Area- A region of heavily populated cities and towns and neighborhoods that are typically key economic and political regions.
Historical Information: Functional art is categorized into the field of applied arts which broke the boundaries of the normal fine arts which concentrated on the beauty meaning of art as opposed to art for everyday use. With fine art being the origin of the Applied Arts, it has streamed into the fields of fashion design, graphic design, interior design, and industrial design and even bookmaking. Coco and Breezy consider themselves artists as opposed to fashion designers for the signature handmade eyewear. These twin girls left their home in Minneapolis to take New York City by storm with their odd yet luring style of wearable art. They have developed their own influence in the realm of Applied Arts.
[email protected]
4/22/13
Lesson Theme: Artsy Lenses Functional Project/Foundations of Social Studies
Grade Level: 2nd grade
Time: 30 minutes
Lesson Overview: Students will develop an understanding for functional objects by creating their own unique eye wear. Each student will learn the importance of templates/sketches to construct a work of sculptural art. The possibilities of creating new ideas into functional objects in the applied arts will be addressed as well as the connection between the art culture of New York City. The students will act as designers creating eyewear for consumers.
Visual Culture: By referencing to designers Coco and Breezy, students will see how the innovation of out-of-the box eye wear has appealed to consumers in stores and online. Famous celebrities have been seen sporting the eye wear and has gained Coco and Breezy a large crowd based on their functional art. These designers' eyewear have become apart of pop culture.
Standards:
Using Structures and Functions: Standard 2: VA2-2.3- Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.
Foundations of Social Studies: Communities: Standard 2-4: 2-4.1- Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature.
Foundations of Social Studies: Communities: Standard 2-3: 2-3.5- Explain the effects of supply and demand on the price of goods and services.
Creating works of Visual Art: Standard 1: VA2-1.4- Use all art materials and tools in a safe and responsible manner.
Making Connections: Standard 6: VA2-6.2- Discuss and compare the similarities and differences between the visual arts and other arts disciplines.
Lesson Objectives: Through this lesson students will be able to personalize structures of their eyewear and select their own shapes to add uniqueness to their structures. Students will apply elements of texture and shape through their productions. Students will learn to categorize this type of art. Through a post test, students will conclude what they've learned through from the presentation.
Assessment:
· Two shapes for the lenses of the eyewear are drawn. (10pts)
· Texture is implemented through materials added. (beads, feathers, etc.) (10pts)
· An example of at least two different colors that represent your emotion. (10pts)
· Eyewear is completely painted on the outside. (10pts)
· Lens of the eyewear is the same shape as the border of the lens. (10pts)
· Eye wear is constructed carefully. (10pts)
. Area is cleaned appropriately. (10pts)
. Post Test is completed. (15pts)
. Name, date, and class is written on post test and eyewear. (15pts)
Vocabulary:
Shape- A 2-D area enclosed by an outline. Shapes can vary from geometric, organic, to abstract.
Texture- The feel or look of an object/form. Textures can be soft, rough, bumpy, shiny, or gritty.
Template- A stencil, pattern, or overlay used in the applied arts to close off and replicate shapes.
Functional Art- Art that is intended for practical use but decorated or sculpted using the elements and principles of art.
Applied Arts- Category of art that fuses design and aesthetics into objects of everyday use.
Fashion Capital- a city which has a major influence on international fashion trends and is a key centre for the fashion industry.
Pop Culture- A mainstream way of life where in which mass media has influence. this collection of ideas permeates the everyday lives of the society.
Metropolitan Area- A region of heavily populated cities and towns and neighborhoods that are typically key economic and political regions.
Historical Information: Functional art is categorized into the field of applied arts which broke the boundaries of the normal fine arts which concentrated on the beauty meaning of art as opposed to art for everyday use. With fine art being the origin of the Applied Arts, it has streamed into the fields of fashion design, graphic design, interior design, and industrial design and even bookmaking. Coco and Breezy consider themselves artists as opposed to fashion designers for the signature handmade eyewear. These twin girls left their home in Minneapolis to take New York City by storm with their odd yet luring style of wearable art. They have developed their own influence in the realm of Applied Arts.
Image Description: These images show how visual culture for everyday attire such as shades can influence the masses. Celebrities are usually on top of the most popular fashions and in the case of Coco and Breezy's wearable art, functional art can take on a whole new meaning. It can become a product of fashion design in the Applied Arts. Celebrities such as Lady Gaga, Nicki Minaj, Miguel, Kelly Osborne, and Ciara have been seen sporting Coco and Breezy's wearable art.
Teacher Exemplar:
Teacher Exemplar:
Questioning Strategies:
Leading Response Questions:
· Do you think you can use art to make everyday objects more fun to use?
· Do you view the typical objects you use everyday such as the shoe or the toothbrush as artistic?
· Does the texture or color of daily practical objects appeal to you? How might this keep you drawn to using the object?
Information Process Questions:
· Does the object have color, texture, and form?
· What are the types of textures in the object?
· How does the shapes, colors, and textures define your personality?
Productive Questions:
· How might you apply the technique of creating eyewear to creating other functional objects?
Lesson Procedures: I will begin my presentation by defining functional art in the applied arts field and introducing the work and history of designers Coco and Breezy and the fashion capital of New York City. (5 min.) Next, I will model the instructions for creating the project and distribute materials afterwards. (7min.) Students may now begin the production activity while I pass out post tests. (10 min.) Students will then begin their project by drawing their unique lens shapes onto their templates in the spaces indicated. (Shapes must not exceed size of transparency squares) Students must mimic the shape of the lens on the inside to create the boarder of the lens. Be sure that the shapes connect to the bottom border of the lens pieces on the template. Next, students must cut out the space of the unique shape in order to see through it. Students will then trace the outside of the lens shape onto the transparent squares and cut them out. Next, students will color the pieces of the structure with markers using at least two colors reflective of them. After the marker dries, they will then cut out the parts of their eyewear. Using glue, the transparency will be joined to the back of the cut out lens shapes. Next, the student will use the slits to hook the three parts of the eyewear together. After this is complete in ten minutes, students will be instructed to clean up (5 min.) and then take the post test. (3 min.) I will instruct them to only answer 4 questions from the post test to preserve time. To conclude I will ask the class how confident are they that can make a functional piece of artwork after creating the eyewear.
Evaluation: Student learning will be assessed through hands on production, visuals, and testing. Rendering of their own eyewear and knowledge within the post test will demonstrate their knowledge of the material. Grades will be calculated based on completion of objectives for the lesson. The post test doesn't have to be graded separately but each student will be responsible for providing their best answers based on the lesson covered.
Materials and Preparation: Every student will need colored markers. Each student will need scissors, glue, eyewear templates (matte board preferably), beads & other decorative textures, and two colored transparency squares. As the teacher, you must provide students with the templates and give them access to other materials. Each student can choose their choice of the other materials.
Resources:
- http://cocoandbreezy.com
- http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/FINALAPPROVEDSSStandardsAugust182011.pdf
- http://en.wikipedia.org/
Extra Materials: Every student MUST have an Applied Arts Objective/Post Test handout. (Document Below)
Leading Response Questions:
· Do you think you can use art to make everyday objects more fun to use?
· Do you view the typical objects you use everyday such as the shoe or the toothbrush as artistic?
· Does the texture or color of daily practical objects appeal to you? How might this keep you drawn to using the object?
Information Process Questions:
· Does the object have color, texture, and form?
· What are the types of textures in the object?
· How does the shapes, colors, and textures define your personality?
Productive Questions:
· How might you apply the technique of creating eyewear to creating other functional objects?
Lesson Procedures: I will begin my presentation by defining functional art in the applied arts field and introducing the work and history of designers Coco and Breezy and the fashion capital of New York City. (5 min.) Next, I will model the instructions for creating the project and distribute materials afterwards. (7min.) Students may now begin the production activity while I pass out post tests. (10 min.) Students will then begin their project by drawing their unique lens shapes onto their templates in the spaces indicated. (Shapes must not exceed size of transparency squares) Students must mimic the shape of the lens on the inside to create the boarder of the lens. Be sure that the shapes connect to the bottom border of the lens pieces on the template. Next, students must cut out the space of the unique shape in order to see through it. Students will then trace the outside of the lens shape onto the transparent squares and cut them out. Next, students will color the pieces of the structure with markers using at least two colors reflective of them. After the marker dries, they will then cut out the parts of their eyewear. Using glue, the transparency will be joined to the back of the cut out lens shapes. Next, the student will use the slits to hook the three parts of the eyewear together. After this is complete in ten minutes, students will be instructed to clean up (5 min.) and then take the post test. (3 min.) I will instruct them to only answer 4 questions from the post test to preserve time. To conclude I will ask the class how confident are they that can make a functional piece of artwork after creating the eyewear.
Evaluation: Student learning will be assessed through hands on production, visuals, and testing. Rendering of their own eyewear and knowledge within the post test will demonstrate their knowledge of the material. Grades will be calculated based on completion of objectives for the lesson. The post test doesn't have to be graded separately but each student will be responsible for providing their best answers based on the lesson covered.
Materials and Preparation: Every student will need colored markers. Each student will need scissors, glue, eyewear templates (matte board preferably), beads & other decorative textures, and two colored transparency squares. As the teacher, you must provide students with the templates and give them access to other materials. Each student can choose their choice of the other materials.
Resources:
- http://cocoandbreezy.com
- http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/FINALAPPROVEDSSStandardsAugust182011.pdf
- http://en.wikipedia.org/
Extra Materials: Every student MUST have an Applied Arts Objective/Post Test handout. (Document Below)
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
applied_arts_post_test.docx | |
File Size: | 12 kb |
File Type: | docx |
Reflection & Images from my teaching: The feedback I recieved from my lesson was that it could have been more organized and it could have been clearer about the integrated lesson.
- Fun and unique assessment because students enjoy projects that they can interact with and use everyday.
- Interesting way to introduce the students to applied arts because of its ties to fashion.
- Lesson was simple and clean. each student created shades that they were proud of and the cleanup was easy.
- Presentation should have established the social studies component of the lesson so students could better understand supply and demand as well as the geography of New York.
- I could have interacted more with the students by walking around the classroom.
- A possible video about the artists would have been helpful in enhancing the information about Coco and Breezy.