Creating Altered Books
Submitted by: Stephanie Corder, AZ Academy,
U.S. Virgin Islands
UNIT: Altered Books - Tip Ins
Lesson: Tip Ins - "Games People Play"
Grade Level: High school (adaptable to middle school)
Objectives and Standards:
With the intent of creating a new book from a recycled one, students will design a page spread within the theme of "Games People Play" to be photocopied for everyone to have one page from each classmate. The challenge will be to after each copy in a way that makes it unique from the others. To complete this project, students will permanently attach the pages they receive from the other students into their books, also known as "tipping in". Standards: 1. HS. B&C, 2.HS.A&B, 3.HS.B, 5.HS.B,D,E, 6.HS.C
Materials:
Recycled books with the pages cut out 8'/2" x11" (21.5 x 28 cm) Drawing Paper
Mixed media - Colored Pencils
References:
Procedures:
1. Students plan a design around the theme of "games people play" incorporating at least three different techniques such as collage, paint, pencil etc. into their design as well as a piece from an actual game into their composition.
HW: Four thumbnails (small sketches with ideas for your design)
2. Once design is completed students will obtain 13 photocopies to attach to "good quality" paper and then plan how to make each page individualized. For example, could hand color an element in each page, add a collage, etc.
3. Once pages are complete, students will do a page exchange, with everyone receiving one page from each classmate to glue into their books.
Tip In procedure
Remove pages except for ½ inch tab. The pages are glued in between two tabs. It is advisable to place wax paper between the pages until the glue is dry. PVA (or regular Elmer's Glue
Rubric:
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Tip In Books: Games People Play Student Name: |
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Excellent |
Good |
Average |
Needs Improvement |
Rate Yourself |
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Effort:-Made good use of time to develop project to the best of ability. |
4 |
3 |
2 |
1 |
|
Craftsmanship –Work is neat, clean & complete? Made skillful use of art materials? |
4 |
3 |
2 |
1 |
|
Project shows thought in how it was designed? |
4 |
3 |
2 |
1 |
|
Understanding of elements and principles of design |
4 |
3 |
2 |
1 |
|
Final Grade: |
Your Total: |
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Fellow student critique:
Please write two positive comments about the art work you are critiquing. Try to remember to not say anything that you wouldn’t want anyone to say about your own work!
1.
2.
Explanation of Grades: How to get an A in Art
(Revised from rubric published by Woody Duncan)
A 90-100 Wow it is remarkable. EXCELLENT! You showed initiative, lots of creativity, and went beyond the limits of the project!
B 80-89 It is GOOD, you did everything required, with a bit more effort and imagination, it could be an "A"
C 70-79 Average craftsmanship, not bad, but could be better.
D 60-69 Poor craftsmanship- Needs improvement did you not care for this project? It is unfinished; shall I leave your grade unfinished as well?
F Below 60 Big fat O, Missing Project, I saw you working on it, where’d it go?
National Standards:
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 apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks |
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art |
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Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works |
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use |
Students evaluate the effectiveness of artworks in terms of organizational structures and functions |
Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life |
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Students create artworks that use organizational principles and functions to solve specific visual arts problems |
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Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art |
