Recreate Name: 8

Lesson example

Morgan Hughes

Lesson Plan

Re-creating Your Name

8th grade

BIG IDEA:        Artists use measurements and symmetry to create detailed works of art

                           Aim:                To re-create names of students using symmetry and decorative design

Rationale:       Students are interested in designing and creating artwork that represents them while making connections to math and history

Behavioral Objectives

• Analyze the symbolism and compositional elements of various initials from medieval manuscripts

• Compare and contrast 3 different examples of medieval initials

• Demonstrate the process of how manuscripts were made during the medieval era

• Apply this process in an original and completed full color composition

Vocabulary/Keywords

Initial, decoration, layout, Symmetry, The Book of Kells, The Winchester Bible, The Book of Durrow

Materials:  Ruler, Compasses, H Pencil, Paper, Paintbrushes, Paint (acrylic or watercolor),

Resources:  Handout of medieval manuscript initials and interactive slideshow http://www.fitzmuseum.cam.ac.uk/pharos/images/swf/manuscript/manuscript_5a.html

Motivation

-Do Now:

The Do Now will consist of 1 initial from the three manuscripts listed.  Students will write down designs and familiar objects you see in the initial.  How is each initial different? How are they similar? 

-Discuss student answers of what they found, how they where similar and different.  This develops the student’s critical thinking and will lead to a discussion of key words.

How do they depict design and symbolism?

What are the types of illustrations or storytelling depicted?

-Show a brief interactive slideshow about the process of manuscripts from

http://www.fitzmuseum.cam.ac.uk/pharos/images/swf/manuscript/manuscript_5a.html

Procedure

Place vellum on top of graph paper

Line graph paper with edge of vellum

Tape down paper together so both the vellum and graph paper do not move

With an H pencil and ruler make a border utilizing the graph paper set behind the vellum

Using a ruler and graph paper to set letters of name evenly apart, begin to sketch letters in designated measured areas

-Add Decorative images and symbols by hand and with a compass

-Handout pencils and paper

-Students will begin to sketch thumbnails of letters and then move onto the vellum

Assessment

Formative

Classroom discussion and participation is provided

Compare and contrast initials in medieval manuscripts

Questions are asked and answered throughout lesson

How do the students use symmetry and symbolism?

How are they influenced by manuscript examples?

Scan room to make sure students understand, listen and follow direction

Summative

Students are provided with rubric to stay on task

Last class will be a critique of Name Project

What obstacles did you encounter in the process?

How did you resolve them?

How did symbolism represent your name?

Scan the room to make sure students are following direction

How was use of symmetry creative?

Ask students about the composition elements and symbolism they are choosing to use to represent their own name.

Closure

What was the main symbolism and compositional elements of you name?

How did the symbolism represent the name?

What was the core imagery that was represented in you work?

How does this compare and contrast to the manuscript examples?

What types of colors were represented throughout the composition?

Standards and Benchmarks

NYS

1.  Creative Opportunities: students learn to be detailed oriented using rulers and grid for measurements but within these guidelines can use paint and brushes to express themselves through symbolism

2.  Knowledge of the Visual Arts:  Students learn about symmetrical and asymmetrical design along with planning and layouts

3.  Valuing the Visual Arts: Students appreciate the intricate and creative designs of medieval manuscripts from the Drogo Manuscript, The Winchester Bible, and The Book of Durrow

NYC

I.  Art making: using grids, layouts, pencils, paints.  Learning how to create manuscripts and having an appreciation for medieval creative craftsmanship.

II. Literacy in Art: vocabulary and critically thinking about manuscripts by comparing and contrasting

II. Making Connections: Math and History

IV. Community and Cultural Resources: show interactive manuscript website

V.  Lifelong Learning and Careers:  Students appreciate the hard work of the artist who designed these historical manuscripts