5 sessions; 50 minutes per session

SWBAT create a collage of torn book pages using a glue solution.
SWBAT implement principles of art and elements of design in their piece.
SWBAT use literary graphics for a statement piece.

Heavy paper
Graphite Pencils
Erasers
Old,used books
Elmer's glue and water
Paint brushes
Colored pencils
pens
acrylic paints
Watercolor Paints
paper towels
masking tape
Painting boards or easels
Water cups or buckets

Need these materials? Visit Blick!

1- Have students take a large piece of paper and tape all 4 edges to their easel or drawing board.
2- Mix up a solution of Elmer's glue and slightly water it down so it's thinner but not transparent.
3- Brush the mixture onto the paper.
4-Take torn pages of books and layer them how you wish on the paper.
5- Put more glue solution over top the pages once they are down, make sure no edges are sticking up.
6- Dry overnight
7- Have students lightly sketch out a delicate graphic, illustration from a favorite book, and favorite book quotes on top of the book page collage.
8- Students may use pens, colored pencils, watercolors, and acrylic paints to design and color the graphics. If they are transparent and let the text show through it creates a neat effect.

Students will be assessed on their ability to follow directions with adhering the pages with the glue solution, the effectiveness of the graphic over top of the text, and their creativity in arranging the pages and doing their graphic.

This was one of those projects where they all turned out really well, even if someone was not a strong artist. Many of the graphics that were simpler actually had a stronger effect. "Less is more" goes a long way with this one. It makes a nice gift too, many of my kids want to give them to moms for mother's day.

[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

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[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

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[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

[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

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[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

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Abstract Art, Art Deco, Conceptual Art, Contemporary Art, Folk Art, Realism, Street Art, Symbolism

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Texture, Unity/Harmony, Variety

Acrylic, Canvas, Collage, Colored Pencil, Crayon, Drawing, Mixed Media, Painting, Paper, Pencil, Tempera, Watercolor