Submitted by: Shannon McGraw, The
Parish Episcopal School, Dallas, TX UNIT: Sculpture - 3D Design - Mixed media - Recycling Lesson: Self Portrait using watch parts and tin - Mixed media Grade Level: Middle School
Students utilized watch parts along with other tin objects to create a 'self-portrait.' The portrait had to address the metaphor or the watch parts by having either the word 'watch' or 'time' in its title. They were to use originality and imagination when creating their body parts while being able to demonstrate an understanding of certain elements and principles of art like focal point, repetition, texture and balance. They also had to add a word of words that further clarified their theme.
*Gather watch parts from repair shops around town (Shannon's watch parts were donated). Cut wood boards to size (Shannon used old barn siding). Bring in a collection of tin/aluminum cans.
Students looked through the watch parts and were to bring in tin that had good letters, colors and patterns on them. Each student decided on their theme. They were to work from large to small, have a focal point and utilize repetition, while paying attention to detail.
Students measured out a 12"x15" (30.5 x 38 cm) paper and began gathering, cutting, and arranging. Shannon had them work on a white piece of paper, the same size as the wood, because she wanted them to see how the background, in terms of color and texture, would transform their portraits.
Attach pieces together - use rivets, wire brads, E600 Glue (or Goop). Glue together/join then mount on background wood. Will some parts move? How will you do that?
Title work - class critique - discussion
Assessment: Rubric adapted from Marianne Galyk
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Students compare multiple purposes for creating works of art
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks