Due to Virtual learning our normal acrylic landscape paintings could not be done. So we switched to magazine collage, using the same idea in creating a landscape showing, background, middle ground and foreground.
1. SWBAT define and recognize foreground, middle ground and background.
2. SWBAT define and describe what a collage is
1. Magazine, newspapers, junk mail
3. Plain paper for backing
1. Explanation of Landscape and examples of foreground, middle ground and background were shown
2. Students picked a landscape photo to work from. They had a choice of photos that were provided or they could pick one on their own. If they picked their own, the teacher had to approve it.
3. Once a photo is picked, students very loosely sketched and blocked out the placement and colors for their landscape.
4. Students then used the materials they gathered. They can rip, tear or cut their materials and use their choice of glue.
5. Students will work on the background first, then the middle ground, and finally the foreground. This helps to create a sense of depth as they layer from the back to the front of the piece.
6. This project spanned several 70 minute class periods.
7. Pictures of progress were sent along the way and advice was given virtually.
Students will be assessed based on the attached rubric
This was a great project to do virtually. Not many supplies are needed but I did have to tell my students way in advance to gather a magazine or catalogues to cut up. Many said they don't have them around the house. I offered alternatives like junk mail, advertisements, colorful newspapers, food wrappers. If this was done in the classroom I would have provided the magazines.
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
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
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 create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[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 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 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
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[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