Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Art Education Student Teachers

Title:
Kara Walker Narrative Silhouette Collage This lesson will introduce students to the work of the contemporary African-American female artist Kara Walker. Students will then choose a contemporary topic relating to identity, stereotype or prejudice in order to create their own Kara Walker silhouette collage.

Grade level or class: Secondary 9-12

Description:

Objectives How will students demonstrate effective use of layers? How will students demonstrate the understanding of contrast? What will students use to portray positive and negative space in a narrative framework? How will students demonstrate compositional balance with forms? What evidence of investigation into prejudice(s) will be present? How will students identify Kara Walkers historical subjects and their meaning? In what form will students explain an aspect of personal relevance to their subject? What aspects of diversity and visual culture will students share? * How will students identify elements of magical realism?

Vocabulary Silhouette - the outline of a body viewed as circumscribing a mass. Collage - an artistic composition made of various materials (as paper, cloth, or wood) glued on a surface. Positive Space The part of the picture plane that occupies the subject. Negative Space - The part of the picture plane that does not occupy the subject. Narrative- A spoken or written account of connected events; a story: "a bare narrative of the details". This can also be adapted to go in the direction of addressing magical realism the more fantasy aspect of Kara Walkers images. In this case, students will be encouraged to use more dream-like imagery that relates to their personal interests/dreams (music, sports, writing, living in the woods, flying above a city, freedom from a situation). This can also be an additional element for gifted students. Pennsylvania State Academic Standards: 9.2.8-12.A. Explain the historical, cultural and social context of an individual work in the arts. 9.1.8-12 C. Identify and use comprehensive vocabulary within each of the arts forms. A. Know and use the elements and principles of each art form to create works in the arts and humanities: -Visual Arts: balance contrast emphasis/focal point movement/rhythm proportion/scale repetition unity/harmony

Modifications for Individual Differences:

Slower/ADD: Pre-cut out shapes or silhouettes, less abstract topic, less emphasis on composition more emphasis on completeness. Gifted/Early: A written paragraph on chosen topic, more requirements for compositional elements (ex: at least 5 types of imagery/paper) Absent: Give copy of f lesson, go over briefly, and designate a student to assist with catching up. Materials and/or Equipment: Power-Point for Introduction -Overhead projector, computer Digital Camera for obtaining resource material Magazines, Newspaper, Textured paper, old books, solid-color paper 11X18 Cardstock/ Heavyweight paper Exacto Knives/Scissors Rubber Cement/ Glue Stick Pencils/Pens for tracing Tracing paper or access to light up box or windows

Preparation:
Check Supplies Prepare bins or stacks of scrap paper for students to use and put away. Prepare cups for scissors and supplies and designated places to return supplies Handout with images of Walkers work and a small article to respond to for homework (includes questions and sketches) List of possible themes attached to handout/ in description. Set-up PowerPoint Possibly provide a student example from previous lessons

Lesson Sequence (activities and procedures):

1.

2. 3.

Anticipatory Set: As students enter the room have them retrieve their journals and look at a striking work of Walkers (ex: Hunting Scene) displayed on the powerpoint. Instruct them to answer questions on the board relating to the image for five minutes, and then open the class to share what they wrote down. What stands out to you? What do you think these images relate to socially/historically? How do you react to this piece? What do you think is happening? What issues are being addressed/ is the artist trying to discuss? Watch part of Walkers short video on PBS Art 21 to learn about her work. Have the students recap the video. -Introduce Assignment: Students will be creating their own silhouette/collage piece - Students will choose/create a topic from the handout and make sketch (to be approved by teacher). -Students need at least one silhouette of a figure, one cutout indicating scenery, and one cutout indicating an object. -Their entire paper (11x18) must be covered with media/collage elements (no white space). -Students will complete a one page reflection on their art work and topic when they are completed.

Students complete prepatory Journal Handout A. Choosing a topic from the list or choosing your own after asking teacher (Ex: Latinos in America, Women in the Office, Black Males in Pop-culture, Teen Realities, Women roles through History, My Heritage, Sexual _ Identity, Christianity Confused, Socio-Economic Status in America, etc) B.In their journal handout, students will make a list of the type of imagery they may want to include (possibly allow students in computer lab to gather research/images). At least 5 things (athlete running. Building crumbling, woman climbing, etc) C. Sketch out ideas of what you want your composition to be (loosely) in your journal: (ex: river in backround , person walking away from a crowd). Do these images tell a narrative? What do the images represent? D. Teacher must review/approve design before moving on to the next step. 5. Demonstration A. Tracing and Cutting templates and tracing template: Use internet/cameras/magazines to trace figures for silhouettes. Photos may be printed out in black/white, and cut out as templates. Magazine images may also be cut out as templates. Inform teacher if you want image enlarged (copier). Remember to trace backwards in certain cases so your trace-lines dont show up. Use white pencil for black paper. Keep scraps/templates in personal folder B. Demonstrate proper way to handle materials 1.How to use and exacto knife. Let students use scissors if they prefer/ seem incapable of Exacto knife. 2. How to effectively use rubber cement C. Demonstrate effective ways to layer collage elements and cut outs. 1. Plain/Transparent paper mixed with patterned. 2. Balance using shape, and size. 3. Little to no mark-making (like Kara Walker) unless discussed with teacher. 4. Options for covering entire page ( few large pieces, many small pieces, small pieces last/ on top) 6. Allow students to begin work on their collage, facilitate as necessary 7. Evaluate: Students will post finished work in front of the class. We will go around and look at the pieces. Students will write 2 sentences about each others work in their journal. This will include what the other student did well, and how you as a viewer reacts to the artworks imagery/theme. If time permits we will openly share our comments, and identify objectives that were demonstrated in each others work.

Grading Rubric:

see attached

Student Teacher Reflection: Note what worked and what didnt.

Resources for this lesson: Include all the sources or you used or one might
want to consult for further info.

http://www.gabriellegamboa.com/teach/9_12/silhouette.html http://uartsrocks.blogspot.com/2009/10/silhouette-lessonplan.html http://www.pbs.org/art21/artists/kara-walker

Kara Walker Handout Ms. Bubolz : Intro to Art

Kara Walker was born in Stockton, California, in 1969. She received a BFA from the Atlanta College of Art in 1991, and an MFA from the Rhode Island School of Design in 1994. The artist is

best known for exploring the raw intersection of race, gender, and sexuality through her iconic, silhouetted figures. Walker unleashes the traditionally proper Victorian medium of the silhouette directly onto the walls of the gallery, creating a theatrical space in which her unruly cut-paper characters fornicate and inflict violence on one another. In works like "Darkytown Rebellion" (2000), the artist uses overhead projectors to throw colored light onto the ceiling, walls, and floor of the exhibition space; the lights cast a shadow of the viewers body onto the walls, where it mingles with Walkers black-paper figures and landscapes. With one foot in the historical realism of slavery and the other in the fantastical space of the romance novel, Walkers nightmarish fictions simultaneously seduce and implicate the audience. Walkers work has been exhibited in many acclaimed museums and galleries. http://www.pbs.org/art21/artists/kara-walker

Kara Walker Handout N/P/D:____________________ Ms. Bubolz : Intro to Art: Journal Entry and Sketches
1. Choose a topic from the list or ask the teacher about creating your own Topics: Latinos in America, Women in the Office, Black Males in Pop-culture, Teen Realities, Women roles through History, My Heritage, Sexual Identity, Christianity Confused, Socio-Economic Status in America, your own. My topic will be: ____________________________________________________________

2.Make a list of the type of imagery you may want to include. Have at least 5 things prepared. Example: Athlete running. Building crumbling, woman climbing, children growing, etc)

3. Sketch out ideas of what you want your composition to be (loosely): Example: river in background , person walking away from a crowd, tree falling. Do these images tell a narrative? What do the images represent? You may use extra paper.

4. Teacher must review/approve design before moving on to the next step

Assignment: Kara Walker Silhouette Collage

Vocabulary Silhouette - the outline of a body viewed as circumscribing a mass. Collage - an artistic composition made of various materials (as paper, cloth, or wood) glued on a surface. Positive Space The part of the picture plane that occupies the subject. Negative Space - The part of the picture plane that does not occupy the subject. Narrative- A spoken or written account of connected events; a story: "a bare narrative of the details".

You will be creating your own silhouette+collage piece - Students will choose/create a topic from the handout and make sketch (to be approved by teacher). -Students need at least one silhouette of a figure, at least one cutout indicating scenery, and at least one cutout indicating an object. -Their entire paper (11x18) must be covered with media/collage elements (no white space). -Students will complete peer evaluation assignment upon completion, and self reflection for homework.

Steps:
1. Answer questions on board after looking at Kara Walkers art. 2. Complete your journal handout. Follow instructions. 3. Use internet/cameras/magazines to trace figures for silhouettes. -Photos may be printed out in black/white, and cut out as templates. - Magazine images may also be cut out as templates. Inform teacher if you want image enlarged (copier). -Remember to trace backwards in certain cases so your trace-lines dont show up. -Use white pencil for black paper. Keep scraps/templates in personal folder 5. Cut out shapes with Xacto knife or scissors 6. Layer and glue your collage elements. Remember: -. Plain/Transparent paper mixed with patterned. - Balance using different shapes, and sizes. -. Little to no mark-making (like Kara Walker) unless discussed with teacher. -. Options for covering entire page ( few large pieces, many small pieces, small pieces last/ on top) 7. Close: . - Students will write 2 sentences about each others work in their journal. This will include: A. What the other student did well B. How you as a viewer reacts to the artworks imagery/theme. If time permits we will openly share our comments, and identify objectives that were demonstrated in each others work. 8. Homework Journal: Reflect on what you learned about your topic, what you enjoyed about the project, what you struggled with, and how did your artistic decisions (size, figure, color, composition) effect the meaning of your artwork.

Grading Rubric Journal Handout

50 Possible Points
Did student demonstrate effective use of layers? ____10-9 Yes, background middle ground and foreground, with additional mixed paper ____ 9-8 Yes, Background, and foreground, some additional ____ 7-8 Some, Just background and foreground ____ 7-6Litte indication of z ____ 5-0 Hardly evident, none.

Did the student portray positive and negative space in a narrative framework? ____10-9 Yes, silhouettes had clear positive and negative countours, that related _ thematically to the composition ____ 9-8 Yes, Background, and foreground, some additional ____ 7-8 Some, Just background and foreground ____ 7-6Litte indication of ____ 5-0 Hardly evident, none. What evidence of investigation into prejudice(s) will be present? ____10-9 Yes, background middle ground and foreground, with additional mixed paper ____ 9-8 Yes, Background, and foreground, some additional ____ 7-8 Some, Just background and foreground ____ 7-6Litte indication of background or forground, some layering ____ 5-0 Hardly evident, none. Journal Points __/10 Cleanup Points ___/10 Total ___/50 = ______%