Lesson Plans
STANDARDS BASED LESSON PLAN
PUBLIC ART INSTALLATIONS AND THEIR IMPACT ON THE COMMUNITY
COURSES
- This lesson plan is developed to include the full range of K-12 Art
students. There are three separate lesson plans that build upon each
other, or can be used separately for a specific age group.
K-5
MIDDLE SCHOOL SIXTH, SEVENTH AND EIGHTH
HIGH SCHOOL
OUTCOME:
Students will work with an irregular shape to create art
Students will understand two dimensional and three dimensional shapes and forms
Becoming aware of art within communities
Developing a knowledge and profiencey of different art mediums and techniques
NATIONAL ART VISUAL STANDARDS
CONTENT STANDARD 1: Understanding and applying media, techniques and process
CONTENT STANDARD 2: Using knowledge of structures and functions
CONTENT STANDARD 4: Using the visual arts in relationship to history and cultures
Project Statement-
A culture can be remembered and studied by the artwork it leaves behind and how it defines the environment. This
project is based on having the student become aware of
three-dimensional art in communities and their impact on the
surroundings and environment in relationship to history. The
impact of this art on culture in the community and the area it
enhances. The students will also have to deal with the form
provided to communicate their idea to the viewer through color, by
material, identifiable artists or styles the student will create their design by using the shape of the form and the problems it causes.
Defining Public Art
Public
art is no longer defined simply as murals, monuments, or memorials. The
new definition of public art addresses the field as both a product and
a process. Beyond paintings and sculptures in public locations, public
art today includes events, performances, temporary installations,
projected images, sounds capes, and interactive street theater. These
are often "place-specific" activities or installations responding to
elements or characteristics found in a particular location, such as its
history, physical environment, audiences, or current social concerns. Public
art is also a creative exercise or experiment, exploring relationships
among various audiences and various disciplines. Artists, designers,
community organizers, arts administrators, and site stakeholders work
toward shared goals pertaining to broad (or specific) themes or
subjects.Education
is a vital component of any meaningful public art process. Public art
is about relationships, solving problems, and interacting with
audiences in the environment. It is a special type of engagement, often
affecting a very broad and diverse spectrum of people.>
*internet source
Fremont’s Big Fish of the Platte Public Art Installation
ELEMENTARY LESSON PLAN - K-5
Students will be given only a side view template of the “Big Fish of the Platte”. We will brainstorm on many ways we can change the look of the fish by using crayons, colored pencils and markers.
TEACHER METHODS
BRAINSTORMING IDEAS:
We will talk about the different uniforms, costumes people wear for their jobs and for celebrations. Examples of these would be “Santa- Fish”, “Husker-fish”, “Police-fish” involving discussion from the students about what additional tools or clothing would the fish need? Drawn on the board by instructor
Lists would be made on the white board for reference of our ideas, chart below
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Santa Fish |
Beard, hat, bag of toys, Santa suit |
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Husker Fish |
Football, helmet, uniform |
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Police Fish |
Badge, uniform, ticket pad, handcuffs, hat |
We will discuss different types of fish and what we can add to the form
to change it, to fit our new art idea. Examples would be clown fish
like Nemo, orange with white stripes; true channel catfish and their
coloration. (Curriculum links to Science with colorations of fish in
the wild)
We will discuss silly ideas relating to the fish. Examples of that are “cat fish”, with the addition of cat type ears or pictures of different cats drawn on the body. “Gold-fish” addition of gold glitter; Angel-fish” addition of halo and wings; “Fish and Chips” addition of potato chips and fish sticks; “Star-fish” addition of stars.
Instruction
will demonstrate different techniques of using the crayon, colored
pencils and markers to create different art techniques. Example of
these are shading with crayons and colored pencils; resist techniques
using crayon and watercolor markers
RESOURCES:
Additional resources used are picture books from the library of different types of fish and animals and sports magazines.
Students will be shown books of “Cow Parade in Kansas City”, “Tour deLincoln bikes in Lincoln, NE” ;“J Does in Omaha” and the “Pawnee City Penguins” in Pawnee City, NE. We
will talk about how they make the students feel when they see these
types of things in the different towns. What it is like to drive down
“O” Street in Lincoln and see a fish on a bike and how they feel about
this.
Teacher will provide fish template
Use pencils, colored pencils, markers, crayons and erasers
CRITERION FOR OUTCOME:
Students
will have used a form that is not traditional drawing paper, but
already drawn form. They will work with a two dimensional form
They will make an identifiable fish with a theme.
The students will look for details to make their fish realistic to their idea.
Each
student will produce a fish not like anyone else’s and solve the
problem in the way that encourages self-exploration and imagination.
Students will show their fish to the class and discuss where they would like to have it sit for others to view it.
The students will discuss what the reaction will be from the people who see it (show and share).
Students will have a beginning knowledge of public art installations in surrounding cities
MIDDLE SCHOOL LESSON PLAN 6-8 GRADES
Students will be given all four of the templates of the “Big Fish of the Platte”. Time of the project will be extended to a full week or more if necessary
Discussion will include the Belief Statements below along with a brainstorming session as outlined above in the Elementary K-5 Lesson Plan.
Additional
books on famous artists and a discussion of their styles, and possible
interpreted uses will also be included to help formulate the student’s
idea.
Student’s
idea will be discussed individually with the instructor, before doing
all four views and the possible types of materials to use if made into
the full-scale model.
Additional use of oil pastels or watercolor techniques will be demonstrated for the students use
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Belief Statements:
1. You believe that art should look like other things in the world. For example, a clock should look like a clock in the real world (i.e., Big Ben in London)
2. You believe art should be controversial; that art should attract attention, draw a reaction from the community and perhaps initiate a change in one’s thinking.
3. You believe that art should be functional, and that art should serve a purpose. A sculpture, for example, should have a function such as a fountain.
4. You believe that art has to be made from traditional art material such as clay, or stone. For example, carved sculptures representing human figures.
5. You believe that art should always show or express feelings. Some artwork seems sad, angry, happy, joyful, or silly.
6. You believe art has to be different than all other art.
----------From Thinking Through Aesthetics by Marilyn Stewart, Davis Publication |
MIDDLE SCHOOL
Students will work with all four views of the template available, and have a knowledge of a three dimensional form
They will make an identifiable fish with a theme
The students will look for details to make their fish realistic to their idea.
Each
student will produce a fish not like anyone else has and solve the
problem in the way that encourages self-exploration and imagination.
Students will show their fish to the class and discuss where they would like to have it sit for others to view it.
The students will discuss what the reaction will be from the people who see it
Students will have a knowledge of public art installations in surrounding cities
Students will have a knowledge of some of the more identifiable famous artists and their style
HIGH SCHOOL –LESSON PLAN
All information given above will be used along with the requirements from the "Fremont Big Fish of the Platte" public art contest. Go to the following site www.mainstreetfremont.com click on Big Fish of the Platte link, from there click on artist information in address bar then on artist information highlighted in the body of the article, print all available information.
OBJECTIVES:
1. Students will examine and discuss purposes of art in public places
2. Students will solve problems in developing their design to a full scale project
3. Students will have a knowledge of other public art installation
Student will research the one of following public art installations: "JDOES
- Omaha, NE"; "CowParade- Zurich, Switzerland, New York City, and
Chicago"; "Tour deLincoln - Lincoln, NE"; "Pigs in Des Moines, Iowa”;”
Horses in Louisville, Kentucky"
Varied Problem Solving Techniques
Students will have to deal with a form that is an irregular shape and that will be viewed in the round
Students will need to show profiency in art production techniques
Students will create a design using the "Big Fish of the Platte" prototype for competition.
The
actual fish will be 5 feet tall and 40 pounds made out of fiberglass.
Any changes or additions to the design you will need to have an idea of
how to construct it in a three-dimensional form
Your grade is based on the creativity of your idea and originality.
You will need to know what medium you will use for your finished design.
You
may provide small detail of areas that cannot be viewed easily on the
pattern provided in addition to the patterns provided.
You
will use the attached form to design your fish idea in all four views
provided. If necessary you may alter the form to fit your design needs
A list of what materials and products you will use needs to be attached to your design
Below chart is posted on the bulletin board for student’s information
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GRADING CRITERIA – Big Fish |
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- Meeting the requirements of the “Big Fish of the Platte
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30% |
- All four views of work in harmony together
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30% |
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a. Over-all strength in idea
b. Choice of material
c. Choice of color scheme
d. Choice of theme
e. Link to art style or artist
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- Neatness of work
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30% |
- Use of medium– example if painted, strokes are neat and concise
- or are based on an artistic style
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4. Daily work, using time efficiently |
10% |
EXTENTIONS:
Students may submit their designs for consideration to the “Big Fish of the Platte” call for artist
SUMMATIVE ASSESSMENTS
1. Students will write a critic of their design in relationship to the following standards and how they feel they meet the
NEAE Stadards:
9.1.7 Production, Performance, and Exhibition
9.2.7 Historical and Cultural Context
9.4.7 Structures and functions
2. Students will also critic another student’s work in relation
The
process of the student's work is available to be viewed click on
"Awards and Scholarships" section on the left. Their designs and
finished product. There is a virtual gallery.
