The Functions of Art: Personal and Practical

Book Making 7th Grade Estimated Length: 7-10 days Lesson Plan Description: The three main functions of art are function, or practical; personal; and cultural. The e ploration of all three functions are pertinent to disco!ering a"ilities in art, the purpose for ma#ing art, and a de!elopment of right "rain capa"ilities leading to a higher de!elopment of artistic s#ill. $ersonal art helps reflect upon emotions, ideas%concept formation, and the a"ility to transform feeling into something tangi"le. &tudents 'ill "e disco!ering ho' it is possi"le to transform a personal 'or# of art into a practical and functioning 'or# of art. Materials: $rinting (n# )rayers &poon $aper Tape *oam $lates +ar!ing ,tensils Laminator -achine &tring &#etch $aper (n# $alettes &cissors +leaning &upply Learning Objectives: 1. &tudents 'ill #no' and "e a"le to recite the differences in the functions of art; personal, practical, and cultural. .. &tudents 'ill de!elop a "asic understanding of printma#ing techni/ues, the related tools, and the importance of craftsmanship, and a clean 'or#ing area. 0. &tudents 'ill utili1e printma#ing terminology 'hen discussing their 'or# and others, 'hile 'or#ing to de!elop an e tensi!e artistic !oca"ulary. 2. &tudents 'ill understand ho' the different functions of art are inter-relata"le, and the connections "et'een the three, 'hile turning a personal 'or# of art into something they can use in their e!eryday li!es. e!uence: Day One: &tudents 'ill "e introduced to the unit "y ela"orating on pre!iously learned material a"out the functions of art. 3fter a discussion a"out personal%practical 'or#s of art, students 'ill "egin s#etching ideas for their prints. They must use lines, shapes, and negati!e space to de!elop a personal composition.

Day Two: &tudents 'ill continue 'or#ing on their s#etches until they feel they ha!e an image that reflects their feelings, personality, or ideas. 3 demonstration 'ill follo' regarding ho' to dra' onto their foam plates, the different tools they can use, ho' they can achie!e certain effects, and challenges that may present themsel!es 'ith the medium. &tudents 'ill "egin dra'ing onto their foam plates for the remainder of the period. Day Three: &tudents 'ill continue 'or#ing on their foam plates, until they are ready to print. 3 demonstration 'ill sho' students ho' to print their foam plates, the different tools and ho' they are used%maintained, different techni/ues they can use to apply the in#, ho' to pull a print from their plates, and the "asic printma#ing craftsmanship techni/ues. &tudents should continue dra'ing on their plates for the remainder of class. Day Four: $rinting 'ill "egin, materials 'ill "e organi1ed "efore the start of class to allo' for ma imum time to print. &tudents 'ill "e 'or#ing in different stations, each ta"le 'ill "e a different color, and students 'ill 'or# to share materials, and clean up responsi"ilities. Those 'ho still need time to dra' may do so, 'ith the #no'ledge that 'e only ha!e a certain num"er of days allotted for printing. Day Five: 3ll students 'ill "e printing "y this point. &tudents should finish all dra'ing and must "egin printing today. &tudents 'ill "e 'or#ing in different stations, each ta"le 'ill "e a different color, and students 'ill 'or# to share materials, and clean up responsi"ilities. &tudents should 'or# to finish up printing today, "ecause 'e should "egin on the practical aspect of the lesson, ma#ing s#etch"oo#s. Day Six: &tudents 'ill ha!e half of the period to finish printing, and the other half 'ill "e used to discuss ho' 'e can ta#e a personal 'or# of art into a practical piece. 3 demonstration 'ill follo' on laminating the prints, punching holes, cutting paper, and ma#ing a uni/ue, personal, and practical s#etch 4ournal that they can use throughout the class. Day Seven: &tudents 'ill laminate their 'or#s and "egin ma#ing their s#etch 4ournals. &tudents should 'or# to finali1e their pro4ects, to "e handed in for assessment. 5e 'ill discuss one another6s personal images, 'hat it means to them, 'hy they chose to create it the 'ay the did, use the colors that they used, and ho' they 'ill use their s#etch 4ournal.

"esources: 7iscussing ho' lines can e!o#e emotion, or mood. 7ifferent e amples dra'n on the "oard of lines creating emotion using te t:

#ocabular$: Brayer: a "rayer is a hand roller used in printma#ing techni/ues to spread in# or to offset an image from a plate to paper. Contour Line: +ontour means 8outline8, and presents e terior edges of o"4ects. 3 plain contour has a clean, connected line, no shading and emphasi1es an open 8shell8 of the su"4ect. Engraving: a method of intaglio printing in 'hich the lines or tones of an image art cut directly into the surface of a 'ooden "loc# or a metal or plastic plate. Drypoint: a type of engra!ing. 3n essentially linear medium that deri!es its image and e pressi!eness from the artist6s dra'ing s#ills. ,sually com"ined 'ith some other type of process to incorporate larger areas of shado'ing and color. Proo s: prints made at !arious stages during the creati!e process to act as guidelines for further stages to change, correct or impro!e the image. !elie Printing: the original flat surface of a linoleum or 'ood "loc# is the printing surface. 3ny parts of the design not to "e printed are cut out, leading the ma4or raised 9in relief:. The surface is in#ed 'ith a roller, then transferred to paper "y direct pressure. E amples on this method are linocut, 'oodcut and 'ood engra!ing. tandards%Fra&e'or(s: Curri"ulu# Stan$ar$ %: 3pply appropriate media, techni/ues, and processes. select media and analy1e ho' it effecti!ely communicates and e presses ideas; use the /ualities and characteristics of art media, techni/ues, and processes to enhance communication of their e periences and ideas; e press and communicate ideas sym"olically and realistically; use increasingly comple art materials and tools in a safe and responsi"le manner. Curri"ulu# Stan$ar$ &: (dentify and apply the elements of !isual art and principles of design. recogni1e and reflect on the effects of arranging !isual characteristics in 'or#s of art; select and use the elements of art and principles of design to impro!e communication and e pression of ideas; descri"e and analy1e !isual characteristics of 'or#s of art using !isual arts terminology. Curri"ulu# Stan$ar$ ': &elect and apply a range of su"4ect matter, sym"ols and ideas. use su"4ects, themes, and sym"ols that communicate and e press intended meaning in their art'or#; consider and compare the sources for su"4ect matter, sym"ols, and ideas in their o'n and others; 'or#. Curri"ulu# Stan$ar$ (: 3naly1e, interpret and e!aluate their o'n and others; art'or#. compare multiple purposes for creating 'or#s of art;

 analy1e the meanings of contemporary and historic art'or#s; e!aluate the /uality and effecti!eness of their o'n and others; 'or# "y using specific criteria; compare a !ariety of indi!idual responses to their o'n art 'or#s; descri"e their o'n responses to, and interpretation of, specific 'or#s of art; descri"e their o'n artistic gro'th o!er time in relation to specific criteria. Curri"ulu# Stan$ar$ ): &tudents 'ill ma#e connections among the !isual arts, other disciplines, and daily life. compare characteristics of 'or#s of art and other art forms that share similar su"4ect matter, themes and purposes; create art 'or# that reflects the connections among !isual arts and other disciplines; apply the principles of design in sol!ing a !isual arts pro"lem. Assess&ents: General 7th grade rubric for each project. Self assessments on each project. Unit Quiz Daily Class Participation !ome"or# $%ell &or#' Total of < prints, . to "e used for the co!er and "ac# of their s#etch"oo#s (magery must "e personal images created through the use of line, and negati!e space to demonstrate personal mood, emotion, or personality. SEE BACK OF UNIT FOR ASSESSMENT RUBRICS