| Objectives: |
- Students will organize an exhibit of class-created, Mithila-style
paintings.
- Students will create one of the following to contribute to the success
of the show: advertisement/poster for show educational material for
wall display graphic-designed brochure
- Students will critique the works of their classmates in a positive
way that contributes to understanding of the role of the arts in depicting
common human experience.
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| Duration: |
|
| Preparation: |
- Teacher must locate and arrange appropriate display space for the
exhibit. This could be the school library, multi-use room, or local
venue used for other art exhibits. Teacher should make reservations
for use of the space for given period of time.
|
| Visual
Arts Standards: |
- 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. Students apply what they learned in the visual arts
across subject areas. They develop competencies and creative skills
in problem solving, communication, and management of time and resources
that contribute to lifelong learning and career skills. They also learn
about careers in and related to the visual arts.
- 5.1 Design an advertising campaign for a theater or dance production
held at school, creating images that represent characters and major
events in the production.
- 5.4 Demonstrate an understanding of the various skills of an artist,
art critic, art historian, art collector, art gallery owner, and philisopher
of art (aesthetician).
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| Materials: |
- Student-produced paintings; matte board for framing works; 90 lb.paper
(18" X 24") for advertisement posters; tagboard for mounting
educational background for show; paper for flyers.
|
| Strategies: |
- Teacher elicits student ideas and gives whole-class overview of project
expectations; class critique; students work cooperatively.
|
| Procedures: |
- Teacher presents the culmination of the Mithila unit: students will
display their work in a show for the school community. The goal will
have dual objectives: showing of work and education of the student body
about regional Indian painting.
|
| Day
One |
Into: |
- Teacher asks the class, "What can we do to share what we've learned
with the rest of the school?" Announce that the final project will
be to produce an exhibit of their work. In addition to organizing the
show, students will be asked to create a final"product" about
Mithila painting: brochure, poster, or educational background information
for the show.
|
| Through: |
- Teacher asks the class to braintorm a list of what is involved in
putting on an art show. List should include:
- determining what work will be displayed
- locating and positioning display panels
- matting and framing the work
- obtaining materials for framing the work
- volunteers to matt/frame paintings
- volunteers to hang the work
- creating labels for the work (names/titles)
- writing background information about Mithila painting *
- designing posters to advertise; * designing
brochures for teachers, board members, parents*
- Teacher should elicit those tasks that students don't name while listing
these tasks for all to see. Note that the final three require a "product"
that students must create. (Presumably the teacher has parent volunteers
or aides who will help with hanging the show.)
- Teacher assigns the final unit project: create an advertisement for
the exhibit:
- design an 18" X 24" poster for display
- create a flyer using computer-generated graphics for distribution
to students, parents, and teachers.
- compose and format educational background material for display
at the exhibit.
|
| Beyond: |
- Students should return to class the following day prepared to discuss
their own paintings in a class critique. They should also be prepared
to choose one of the final projects they wish to do.
|
| Day
Two |
Into:
|
- Teacher explains the purpose of the critique. Emphasize that it is
an opportunity to display one's work in the context of what classmates
have created. Invite the class to provide positive, specific comments.
Invite each artist to explain what he/she attempted to do; invite honest
appraisals by the artists about their work.
|
| Through: |
- Everyone in the class displays their Mithila paintings. Critique proceeds
with teacher facilitation.
- After the critique, ask the class if they could "group"
the paintings by category. Do this using topics such as: school scenes;
holidays; social/emotional situations; family, etc.
- Teacher tells the class that this will be their "show"
for the exhibit they will produce. Ask students to join committee groups
to see who they will be working with for the exhibit. Allow time for
a brief discussion of their ideas. Teacher manipulation of groups may
be necessary: poster group can be large/students can work independently.
The flyer group should have four or five students who can work cooperatively
on the design and production. The educational background group should
also be comparatively small.
|
| Beyond: |
- Journal writing assignment: students should do a short entry on their
ideas.
|
| Day
Three |
Into: |
- Teacher instructs students that the success of the show is in their
hands. "Get to work!"
|
| Through: |
- Students should form into their working groups to affirm their interest
in doing one of the following jobs:
- publicity (posters)
- publicity (flyers)
- information (educational panels)
- Teacher clarifies expectations and delineates time table for the show.
Students have class periods to produce their final products.
|
| Beyond: |
- Continued work and reflection on their projects.
|
| Day
Four and Five |
- Studio time to work on their projects. Internet access for background
research.
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