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High [9th-12th] Lesson Plan

Bottled Art HIstory

Created on February 26, 2016 by MisterPP



Students paint a large glass bottle in the style of a historical or contemporary artist.


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THE PLAN
Students will research an artist of their choice and create a visual presentation about that artist (keynote)

Students paint a large glass bottle in the style of the artist they chose (many copy a painting by the artist they chose)

large glass bottles (I ask my staff for wine bottles and always receive enough quickly - lol)
spray paint primer
acrylic paint in a variety of colors
paintbrushes
palettes (I use styrofoam plates)
water containers
spray sealant

Need these materials? Visit Blick!

Teacher introduces the project and shows examples. Teacher discusses presentation component and encourages students to choose their personal favorite artist (living or dead)

Teacher removes labels from bottles (soaking in hot water mixed with baking soda does wonders) and paints them with a spray paint primer (enough for each student to have a bottle)

Students create a research presentation on the artist of their choice and paint a bottle in that artists style

Students show their research presentation to the whole class (always my favorite part - inevitably students choose artists I have never heard of - so I learn too)

Class critique of completed bottles.

Fee free to contact me any questions!

THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Visual Arts Standard 2:
Using knowledge of structures and functions


[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

THE FEATURES
Claude Monet, Faith Ringgold

Symbolism

Color/Value, Contrast, Emphasis, Form, Movement, Proportion/Size, Unity/Harmony

Acrylic

History/Social Studies, Multicultural Studies, Technology