Recycled Chandeliers
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 8th grade
Time to Complete: 7-8; -45 minute class periods
**In ADEPT format guidelines for Black Water Middle School**
SC Standard/Common Core Standard:
· Identify the materials, techniques, and processes used in a variety of artworks.
· Describe ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
· Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
· Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
· Discuss and write about the ways that time, location, climate, resources, ideas, and technology give meaning and value to an artwork.
Academic Vocabulary:
Diane Landry
Dale Chihuly
Harmony
Balance
Color
Movement
Unity
Symmetrical
Asymmetrical
Radial
Variety
STUDENT OUTCOME: You will learn….
· Students will gain knowledge on the meaning of Canadian Artist, Diane Landry’s, work and create their own Chihuly-inspired chandelier out of transparency sheets, scissors, and water bottles.
Bellwork: Students will be introduced to the works of Diane Landry and discuss the significance of the objects found in her work.
BEFORE: Energize Learning
- Students will be introduced to the significance of Quebec’s water supply within Landry’s work and discuss how she portrays this subject matter. Students will discuss the use of principle of Harmony within Landry’s work to how it is similar to the harmony used within Dale Chihuly’s.
(Class discussion, visual examples, and compare and contrast)
DURING: (Teacher) New Information/Introduce content
-Students will be shown several techniques on how to create a chandelier out of transparency sheets and water bottles.
(Class circulations, teacher demonstration, and correction& praise)
DURING: (Student) Applying Knowledge
-Students will create a rough sketch of their chandelier. Once given permission to start on their final, students will be given scissors, markers, transparency sheets, water bottles, and fishing line to create their chandelier. Their final should be the correct dimensions for the chandelier to sit on top of a podium. They will be graded on the use of scissors and markers, the overall harmony of the piece, and an opening for a potential light source.
AFTER: Generalize/Summarize
Group critique with students. Photograph student work.
Assessment/Performance Task:
Grading Rubric
Click Here for Student Examples
Email: [email protected]
Date: February 2014
Grade Level: 8th grade
Time to Complete: 7-8; -45 minute class periods
**In ADEPT format guidelines for Black Water Middle School**
SC Standard/Common Core Standard:
· Identify the materials, techniques, and processes used in a variety of artworks.
· Describe ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
· Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
· Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
· Discuss and write about the ways that time, location, climate, resources, ideas, and technology give meaning and value to an artwork.
Academic Vocabulary:
Diane Landry
Dale Chihuly
Harmony
Balance
Color
Movement
Unity
Symmetrical
Asymmetrical
Radial
Variety
STUDENT OUTCOME: You will learn….
· Students will gain knowledge on the meaning of Canadian Artist, Diane Landry’s, work and create their own Chihuly-inspired chandelier out of transparency sheets, scissors, and water bottles.
Bellwork: Students will be introduced to the works of Diane Landry and discuss the significance of the objects found in her work.
BEFORE: Energize Learning
- Students will be introduced to the significance of Quebec’s water supply within Landry’s work and discuss how she portrays this subject matter. Students will discuss the use of principle of Harmony within Landry’s work to how it is similar to the harmony used within Dale Chihuly’s.
(Class discussion, visual examples, and compare and contrast)
DURING: (Teacher) New Information/Introduce content
-Students will be shown several techniques on how to create a chandelier out of transparency sheets and water bottles.
(Class circulations, teacher demonstration, and correction& praise)
DURING: (Student) Applying Knowledge
-Students will create a rough sketch of their chandelier. Once given permission to start on their final, students will be given scissors, markers, transparency sheets, water bottles, and fishing line to create their chandelier. Their final should be the correct dimensions for the chandelier to sit on top of a podium. They will be graded on the use of scissors and markers, the overall harmony of the piece, and an opening for a potential light source.
AFTER: Generalize/Summarize
Group critique with students. Photograph student work.
Assessment/Performance Task:
Grading Rubric
Click Here for Student Examples