URBAN LEGEND CYANOTYPE
LESSON PLAN
INSTRUCTIONAL UNIT:
TEACHER: Yeltsin Anthony Penado
Teaching for Learning 1
5/2/2017
GRADE: 8th Grade
# OF STUDENTS: 15-20
SUBJECT: Visual Arts
LENGTH OF LESSON: Two 60 minute lessons
CONTENT STANDARDS AND CONTENT OBJECTIVES:
1.0: Artistic Perception
Develop Perceptual Skills and Visual Arts Vocabulary
1.1: Use artistic terms when describing the intent and content of artwork.
Analyze Art Elements and Principles of Design
1.2: Analyze and justify how their artistic choices contribute to the expressive quality of their own works of art.
1.3: Analyze the use of the elements of art and the principles of design as they relate to Conceptual meaning
2.0: Creative Expression
Creating, Performing, and Participating in the Visual Arts
Skills, Processes, Materials, and Tools
2.1: Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes (e.g., printing press, silk screening, and computer graphics software).
2.2: Prepare a portfolio of original two- and three-dimensional works of art that reflects refined craftsmanship and technical skills.
2.3: Develop and refine skill in the manipulation of digital imagery (either still or video).
2.4: Review and refine observational drawing skills.
Communication and Expression Through original works of art
2.5: Create an expressive composition, focusing on dominance and subordination.
2.6: Create a two- or three-dimensional work of art that addresses a social issue.
3.0: Historical and Cultural Context
Role and Development of the Visual Arts
3.1: Identify similarities and differences in the purposes of art created in selected cultures.
3.2: Identify and describe the role and influence of new technologies on contemporary works of art.
Diversity of the Visual Arts
3.3: Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
3.4: Discuss the purposes of art in selected contemporary cultures.
4.0 Aesthetic Valuing:
Derive Meaning
4.1: articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2: Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
Make Informed Judgments
4.3: Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
4.4: Articulate the process and rationale for refining and reworking one of their own works of art.
4.5: Employ the conventions of art criticism in writing and speaking about works of art.
5.0: CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Connections and Applications
5.1: design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters and major events in the production.
5.2: Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.
Visual Literacy
5.3: Compare and contrast the ways in which different media (television, newspapers, and magazines) cover the same art exhibition.
Careers and Career-Related Skills
5.4: Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).
GOAL OF UNIT:
-Students will conceptualize their projects before they create their final projects.
-Students will understand the concepts of shape, form and layering.
-Students will create narratives and present them to the class.
-Students will use elements and principals of design to demonstrate a narrative.
-Students will learn how to expose Cyanotypes, an introduction to experimental photography.
-Students will learn the history of Cyanotypes and similar forms of art in the past and present.
-Students will learn basic darkroom etiquette and rules.
-Students will practice presentation of a work of art.
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ASSESSMENT: The goal is for students to present a myth or urban legend in the form of a cyanotype print. The students will craft a composition based on their narrative. Students will explore a narrative through shape, form, value and line by creating an 8x10 cyanotype. The instructor will first show a few examples of Greek pottery, Woodblock printing, and Anna Atkins. The instructor will then read a Creepy Pasta (online urban legend). Students will first sketch ideas for a myth or legend that they may want to make into a cyanotype print. They will use scissors to cut out shapes from construction paper and pick organic plant matter for their compositions. The students will coat their sheets of cyanotype in the darkroom; this will teach basic darkroom etiquette and safety. Once the cyanotypes are coated the students will then ready materials that will be exposed in the composition they want. They will expose the cyanotypes in sunlight or under a UV exposure unit in the darkroom. This will result in a finished piece, the students will present their works and describe what elements of their composition lead their narrative and why.
LEARNING ENVIRONMENT:
Materials, Equipment and Technology needed:
-Access to a dark room or proper conditions.
-Access to UV light.
-100 sheets of paper for sketches (sketchbook if part of full course)
-Pencils
-Cyanotype Chemicals: two large bottles = 100 8x10 sheets of paper
-100 Sheets of 8x10 Photo paper
-8 large developing tubs (can fit two projects at once)
-1 Bottle of Hydrogen peroxide (for developing)
-25 Scissors/brushes
- Black Construction Paper
-Organic materials/plant matter
STEPS THROUGH THE LESSON:
1st session: 60 minutes:
1: (15 minutes): Will start out with a quick presentation by reading an urban legend or watch a short video:
Questions:
-why do you think people still shoot photography in black and white?
-what are a myth/urban legend that you know?
-why do you think people make use art to tell stories?
2: (15 minutes): students will be introduced to the dark room and they will coat some sheets of cyanotype. The instructor will demonstrate a basic cyanotype in the dark room.
1: Solution A and B are mixed in equal proportions
2: the mixture is then applied to the photo paper
3: then a demo composition is placed on the coated sheet of paper
4: the photo paper is then exposed to UV light
5: the paper is then put into a bath of water to stop the exposure
6: the class then examines the results, uses elements and principals of design to describe cyanotype
3: (20 minutes) students will write a short urban legend or myth and start drawing sketches of possible compositions for story. Students will take this time to conceptualize their narrative.
-this will be a time when the instructor will let the students work individually or in groups and visit students and help them problem solve or conceptualize their narratives.
4: (5 minutes): Quick closing discussion about project and assess the progress of the students
5: (5 minutes): clean-up
2nd Session: 60 Minutes:
1: (10 minutes): will start out the class with a quick presentation of a few artists:
-Greek Ceramic pottery to describe positive and negative compositions.
-Anna Atkins: the first female photographer and first person to use cyanotypes as a form of art.
-woodblock printing, screen printing
2: (30 minutes): studio time, the students expose their images
3: (20 minutes): presentation of narrative and clean up
-students will describe their narratives and compositional decision making.