Daily Lesson Plan # 4 ame: C!

ristine Long To 'no(: De)larative

Unit Title: Roaring 20s Cultural Value Advertisements Date: Tuesday" ##$#%$#& To do: Pro)edural +aterials and Resour)es

Vo)a*ulary

Students will know that an in-progress critique is important to the art-making process which is always evolving. Students will show an understanding of the importance of line, shape, contrast, and value in a work of art (specifically a relief print) by creating a crayon rubbing of their advertisement. Students will understand how to give and receive constructive feedback in order to make a piece more successful. Students will understand how to carve a linoleum plate in a safe manner. Students will identify various ways an artist can combine image and text to express a meaning in a work of art.

,istory RelatedAmeri)an Dreamhe idea that people could come to !merica with nothing, work hard, and become rich and then create the perfect family. Red .)are- he promotion of the fear of communism spreading to !merica. #%2# /mergen)y 0uota A)t"aximum number of immigrants per year was #$%,&&&'educed immigration from eastern and southern (urope by only allowing country to send #) of immigrants already in !merica in *+*& #%24 Reed-1o!nson A)t"aximum number of immigrants per year reduced to *$,,&&& 'educed immigration from eastern and southern (urope by only allowing country to send -) of immigrants already in !merica in *.+& 2mmigration La( o3 #%2%- he annual quotas of the *+-, act are made permanent. ativism- the policy of protecting the interests of native inhabitants against those of immigrants. 4omen .u33ragewomen/s right to vote #%t! Amendment- an amendment to the

Students will 0 1earn how to use carving tools safely in order to create their printing plate. 1earn how to create a crayon rubbing of their plate in order to see the progress they/re making. 2se knowledge about the *+-&s and the elements of art to talk about their peers/ work.

3ultural exemplarsadvertisements from the *+-&/s, current advertisements and others. !rtist exemplars-images of advertisements and posters from the *+-&/s, images of 4arbara 5ruger/s work. !rt "aterials- roll paper, newsprint, rubber gloves, wooden spoons, brayers, plexiglass, ink, linoleum plates, gouges, dust pans and small brooms, band-aids, drawings, buckets and old sponges to wash brayers, paper towels, thumb tacs or magnets, hand wipes 'eferences- book about advertising the !merican dream in the *+-&/s, various web sources about printmaking advertisements, art elements, artists/ work, and historical concepts. http677qui8let.com7*.#.9$*#7us-history+th-grade-midterm-study-guide-flashcards7 http677en.wikipedia.org7wiki7*+-&s http677pre8i.com7xh%pemxgo:im7theamerican-dream-of-the-*+-&s7 http677pre8i.com7xh%pemxgo:im7theamerican-dream-of-the-*+-&s7 http677www.besthistorysites.net7index.php7 american-history7*+&&7roaring--&s http677kclibrary.lonestar.edu7decade-&.htm l http677www.stars-*.com7arts7art:dictionar y.html http677www.columbus.k*-.nc.us7echsart7; '<= "!5<=>)-& ('"S.pdf 3oncept ?isuals- general printmaking visual, historical concepts visual ;rocess ?isuals- don/ts of carving visual, steps for hand printing visual @istory vocabulary visual !rt vocabulary visual

2.S. constitution, ratified in *+-&, guaranteeing women the right to vote. Pro!i*ition- the period (*+-&A##) when the (ighteenth !mendment was in force and alcoholic beverages could not legally be manufactured, transported, or sold in the 2.S. .)o5es Trial- a Bury was to decide the fate of Cohn Scopes, a high school biology teacher charged with illegally teaching the theory of evolution. he meaning of the trial emerged through its interpretation as a conflict of social and intellectual values between DtraditionalistsE and DmodernistsE. ,ire-Pur)!ase- a system of payment for a commodity in regular installments while using it. Art RelatedRelie3 Print- ;rinting methods in which a block of wood, linoleum or some other materialFs surface is carved so that an image can be printed from it 6rayer- ! tool used to roll ink onto a surface by hand 6lo)7- <n printing, a piece of thick, flat material, with a design on its surface, used to print repeated impressions of that design. 2n7- 3oloring material composed of pigment (color) , a binder, and a vehicle. <nk is usually thicker than most paints, and has a slower drying rate. Line- a continuous

mark made by a moving point. .!a5e- an enclosed space consisting of a length and width. Contrast- a large difference between two things (ex6 light and dark) Value- the lightness or darkness of a color. Color- !n element of art with three properties6 (*) hue or tint, the color name, e.g., red, yellow, blue, etc.6 (-) intensity, the purity and strength of a color, e.g., bright red or dull redG and (#) value, the lightness or darkness of a color. /m5!asis- features of an artworkG something singled out, stressed, or drawn attention to ,at)!ing$Cross,at)!ing- 3reating tonal or shading effects with closely spaced parallel lines http677www.stars-*.c om7arts7art:dictionar y.html 8oal and /L9 :o)us ; 8rade <%< +.C 9*=e)tives: Hocus on "S3 Standard 2A>#> Ietermine ways that works of art provide social commentary, document historical events, and reflect the values and belief of the society in which they are created. &C>2> 2se appropriate art vocabulary to describe, analy8e, and interpret visual qualities found in the work of designers, architects, planners, and artists. A D U.,>?> !ssess and interpret how individuals, issues, and events changed or significantly influenced the course of 2.S. history after *+&&. JJJ 2S@- 2S @istory "S3/s 9*=e)tive: Students will be able to use their knowledge about safe carving and crayon rubbing techniques to carve their plate and create a proof of their print. /ssential 0uestions: Khy might artists use a combination of images and text to portray a meaningL @ow do advertisements during certain eras express cultural valuesL @ow can color, contrast, and shape be combined to effectively emphasi8e an obBectL @ow did the identity and values of people in 2nited States evolve through the pursuit of the !merican Iream during the *+-&sL Lesson 9*=e)tive: Students will be able to use their knowledge about safe carving and crayon rubbing techniques to carve their plate and create a proof print. :ormative Assessment: Students will be assessed through their participation during the critique, ability to answer questions, frequent checks, and through the actual creation of their plate and proof print.

Preassessment$Drill: 2-&mins> @#0-#0:#0A

(written on board) Drill: ;lease list two important things to keep in mind when carving your linoleum plate. T: D3ould < have a volunteer please share one of the important things to remember when carvingE .: D!lways carve away from yourself and othersE T: DMou/re exactly right. his is super important because the linoleum is a little hard to cut through and when you/re pushing the gouges that hard to get it through the linoleum, it/s very easy to slip. <f you slip and are cutting towards yourself, it won/t be good. Safety is the most important thing about today. Ioes anyone have anything different to addLE .: D!lways keep your hand that/s not cutting behind the one that is.E T: D>ood. his is very important. Mou will need to use your nondominant hand to steady the linoleum but it "2S be behind the one that/s cutting. !gain, if you slip, you do not want anything in the gouge/s path.E D1ike < said earlier, safety is the most important thing to keep in mind today. <f you are in any way incapable of using the tools properly, they will be taken away and you will instead have to scratch into a Styrofoam plate. <f you do happen you cut yourself, which < know none of you will because you are responsible enough to be very careful, < do have 4and!ids so Bust ask for one. < was told that you all were a very responsible7mature class and that/s why we have given you the privilege of using these tools. So please show us that we made the right choice.E D/+9 #: @CarvingA D he first thing you/ll need to do before you carve is grab a gouge and your linoleum plate. here are different si8e gouges to choose from. 1arger ones are for carving out bigger areas and smaller ones are for working in detailed areas. hey are grouped by si8es on the back table. Khen < release you from the demo, please grab your materials from the back. hen, you are ready to carveE *. -. #. ;lace the linoleum in front of you in whichever orientation you/d like to start with. Since for many of you this is the first time you are making a linoleum print, < suggest starting in a larger, blank space in case you make a mistake. =ext, steady the linoleum with your non-dominant hand and start carving. Mou want the gouge to be at about a #& degree angle. Mou want to make sure that you are skimming the surface, not digging a hole to 3hinaN Once you get the feel for carving, it is important to know that there are two different approaches to doing this. Mou can either carefully carve along the lines that you drew which will give you a black background with a white line drawing, or you can carve the spaces around the obBects which will make them black and the background white.

2ntrodu)tion$+otivation$Dis)ussion: 2-&mins> @#0:#0- #0:#&A

Tea)!er Demonstration: B-#0mins> @#0:#&-#0:20A

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(< will do a small demo for each of those methods so the students can visuali8e it.) DMou have -& minutes to get as much carving done as possible. Io not rush, you will have plenty more time to finish carving your plates.E #0:4B-#0:4C D/+9 2: @Crayon Ru**ingA D<n order to check our progress, we will be creating a quick crayon rubbing. o do this, simply grab a crayon and a piece of newsprint. ;lace the newsprint on top of your plate and use the side of the crayon to rub across the surface of your plate. Mou should start to see the areas that you have carved. Mou have $ minutes to create your crayon rubbing. (-& mins) Students will begin carving their linoleum plate

A)tivity$4or7 Period: &0-&Bmins>

@#0:20-#0:40A

JJ eachers will be walking around to answer questions and keep a watchful eye on all students to make sure they are taking proper safety precautions. ($ mins.) Students have this time to put away their gouges and sweep up the linoleum scraps. hey will then be asked to come back to the demo table. ($ mins) Students have time to do a quick crayon rubbing in order to check the progress of their carving. Khen you/re done, please put your name on your proof and stack it in the center of your table. 'eturn your crayons to the bin on your table. his will happen on an individual basis after students create their crayon rubbing. !ll students must be cleaned up and back in their seats by *&6$*N Students with special needs will get additional support from the teacher and may be assigned a DbuddyE at their table to help him7her stay on track. Hor students with severe special needs they may Bust be able to have another student help create the print with them. 2n-5rogress )ritiEue: !s the students are finishing up their crayon rubbings, < will choose a few students/ to display on the board. hese will range from works that are done really effectively to ones that are not as strong. < will ask students to raise their hands and choose one that has a nice, developed design and explain why. hen < will ask students to choose one that they think expresses a message related to the 'oaring -&s well and ask them to explain those choices. Kere your obBectives metL Kere the students engaged throughout the lessonL 3hoose one aspect of your lesson that you think your students really understood, why do you think they Dgot itEL Kas there a concept or specific part of the lesson that the students didn/t fully understandL @ow can you address that in your next lessonL

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@#0:4C-#0:B#A

Clean u5 @B minutesA @#0:4C-#0:B#A A))ommodations:

Closure$ .ummary: @C minsA @#0:B#- #0:BDA

Tea)!er Re3le)tion: