Claudia Chaseling Abstract Collages

Learning Targets 

I can...

• Create an original Claudia Chaseling Abstract Collage using assemblage techniques learned in class
• Use shape variation (geometric organic free form), line types (horizontal vertical diagonal), and texture (smooth rough) inspired by German Artist (1973-Present) Claudia Chaseling
• Use paper techniques (cutting folding scoring tearing bending) and design principles (balance movement proportion) based on Abstract Art
• Define Abstract (uses shapes form color and line to create a composition with no visual references)

Lesson One
Day One, Art Start

1. Liberty (2016) Claudia Chaseling

2. Read A is for Art: An Abstract Alphabet by Stephen T. Johnson

3. Discussion Questions "What do you see? Where does your eye go first? Where does your eye move next? Are the flowers centered? Why did the artist draw the flower large? What does this artwork remind you of? How do you think the artist made this work? What do you think this work of art is about? What made you come to that conclusion? Why do you think the artist made this artwork? What makes you think that? what do you think is good about this work of art? Why do you think other people should see this work of art? What would you do with this work if you owned it?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Draw three line types (contour continuous outline) as a line design for the abstract collages 

3. Outline three line types (contour continuous outline) with black oil pastels for the Claudia Chaseling Abstract Collages

Day Two, Art Start

1. Retrieve Claudia Chaseling Abstract Art for Assigned Table

2. Seventy Years (2016) Claudia Chaseling

3. Discussion Questions "What does art mean to you? What ideas, concerns, or objectives have motivated your work? How would you describe your artistic style? What is success or successful for you? Is there a distinct mood? Does it make you think about anything? Does anything jump out at you? What did the artist say about the piece? How did you start out as an artist? When do you feel your best? Do you struggle with comparison to other artists? If so, how are you able to move past this? What do your paintings reveal about your personality? Where or how do you rediscover inspiration? Who is the artist shown above?" 

Lesson Activities

1. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the positive space (foreground) of the abstract collages

2. Use drawing techniques (contour outline continuous) to add basic shapes (geometric organic free form) to the negative space (background) of the abstract collages

3. Use drawing techniques (contour outline continuous) to add details (pattern texture designs) to the Claudia Chaseling Abstract Collages

Day Three, Art Start

1. Retrieve Claudia Chaseling Abstract Collages for Assigned Table

2. Set Up Studio Area (scissors, glue sticks, oil pastels)

Lesson Activities

1. Use complementary colors (red green; blue orange; yellow purple) to fill in the positive space (foreground) of the abstract collages

2. Use complementary colors (red green; blue orange; yellow purple) to fill in the negative space (background) of the abstract collages

3. Add design details (patterns texture designs) to the positive space (foreground) of the Claudia Chaseling Abstract Collages

Artist Examples

Student Examples

Louise Nevelson Inspired Assemblages

Learning Targets

I can...

• Create an original Louise Nevelson Inspired Assemblages using sculpture techniques learned in class
• Use neutral colors (black brown gold), shape variation (geometric organic free form) and form (two dimensional three dimensional) inspired by American Sculptor (1899-1988) Louise Nevelson
• Use assemblage techniques (layering overlapping found objects) and design principles (composition gradation proportion) based on Modern Art
• Define Relief Sculptures (any work which projects from but which belongs to the wall or other type of background surface)

Lesson One
Day One, Art Start

1. Ancient Secrets III (Part 2) (1964) Louise Nevelson

2. Read Breaking Tradition: The Story of Louise Nevelson by Natalie Bober

3. Discussion Questions "How does a sculpture compare to a painting? How does Louise Nevelon's sculptures compare to other sculptures? Why would she paint them in a solid color? Does her work have balance, variety, and texture? Why? Did she fill the space with a variety of shapes and forms/ Does she have more negative space or positive space in her sculptures? How is Louise Nevelon's sculptures similar or different of sculptures by other artists? What did Louise Nevelson use to create her assemblages? In your opinion, why do you think that it was important for her to select and use these materials? What visual impact does color play in Nevelson's 'Dawn's Wedding Chapel IV' and 'Cascade'? Do you enjoy the work of Louise Nevelson?"

Lesson Activities 

1. Choose 12" X 15" Wooden Background

2. Use collage techniques (overlapping cropping forming) to make three dimensional objects for wooden sculptures

3. Use assemblage techniques (attaching, combining, found object) to connect all three dimensional objects of the Louise Nevelson Inspired Assemblages

Day Two, Art Start

1. Retrieve Louise Nevelson Inspired Assemblages for Assigned Table

2. Diminishing Reflection XX (1966) Louise Nevelson

3. Discussion Questions "How do you think the exposure to wood affected her career? What if her father owned a textile factory? Have you seen anything like this before? What kinds of shapes do you see? Are some of the shapes and pieces repeated? What colors do you see? Do you think this piece is monochromatic? Have you ever made anything like this? If you were to make a sculptor like this, what would you make it out of? What do you like about this sculpture?"

Lesson Activities 

1. Use addictive techniques (containers, wooden scraps, clothing pins) to add details to wooden sculptures

2. Use found objects (beads, buttons, wooden objects) to add different sizes (small, medium large) to wooden sculptures

3. Use adhesive techniques (super glue, glue bottles, string) to connect different sizes (small medium large) of the Louise Nevelson Inspired Assemblages 

Day Three, Art Start

1. Retrieve Louise Nevelson Inspired Assemblages for Assigned Tables

2. Set Up Studio Area (spray paint, tempera paint, watercolor paint)

Lesson Activities

1. Use neutral colors (black brown gold) to fill in the positive space (foreground) of the wooden sculptures

2. Use neutral colors (black brown gold) to fill in the negative space (background) of the wooden sculptures

3. Use shade (black) to add the illusion of depth within the Louise Nevelson Inspired Assemblages

Artist Examples

Student Examples

 Love In A Box

Learning Targets

I can...

• Create an original Love In A Box using collage techniques learned in class
• Use analogous colors (blue purple red), space (positive, negative), and value (lightness darkness) inspired by American Artist (1903-1972) Joseph Cornell
• Use assemblage techniques (collage found object mixed media) and design principles (composition gradation variation) based on Modern Art
• Define Symbol (a mark, sign, or word representing an idea)

Lesson One
Day One, Art Start

1. Untitled (Owl Habitat) (1940) Joseph Cornell 

2. Read A Box Story by Kenneth Kit Lamug

3. Discussion Questions "Does the outside of the box represent how you see yourself in the world? Did you use symbolism to represent an abstract concept? How do you hold on to positive thoughts and dispose of negative feelings? When did you last use a box? What do you notice about these boxes? What do you want to find out about this box? How many boxes can you find in the classroom? Where do you see boxes at school? How many faces does the box have? What do you know about boxes? What do you want to find out about boxes? What can we do with a box? Can we use boxes to build? What can we create with a box? What could we do with this box? What can we use to put boxes together? What would you like to ask this box?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use pencils to draw line types (parallel, perpendicular, angled) of box onto drawing paper

3.Use permanent maker to outline line types (parallel. perpendicular, angled) of box for Love In A Box

 Day Two, Art Start

1. Retrieve Love In A Box for Assigned Tables

2. Double Level Blue Sand Trap With Map And Starfish (1952) Joseph Cornell

3. Discussion Questions "What do you see? What does this work of art remind you of? What do you think this work of art is made of? Where would you display this work of art? Why? Does this work follow any design principles? What types of tools do you think were used to make this artwork? Are both of these artworks three dimensional solids? Does Joseph Cornell use different colors for each artwork? What geometric structures are they based on? How would you describe the pattern? How many faces does a box have? What is the space of each face? How many vertices does it have? How many edges does it have? Did his artwork come out as expected?"

Lesson Activities

1. Use marker to finish outlining line types (perpendicular, parallel, angled) of box of box drawings

2. Use analogous colors (blue purple red) to fill in positive space (hearts) of box drawings

3. Use analogous colors (yellow orange green) to fill in negative space (background) of Love In A Box

Day Three, Art Start

1. Retrieve Love In A Box For Assigned Table

2. Set Up Studio Area (glue sticks, scissors, construction paper) 

Lesson Activities

1. Use implied texture (stripes, cardboard, glitter) to add details to positive space (hearts, box) of box drawings

2. Use value to add highlights (reflective light, moon light) to positive space (hearts, box) of box drawings

3. Use value to add shadows (cast shadow, shadow) to negative space (background) of Love In A Box

Artist Examples

Student Examples

 Scarab Sculptures

Learning Targets

I can...

• Create an original Scarab Sculpture using sculpture techniques learned in class
• Use line types (horizontal vertical diagonal), shape variation (geometric organic free form) and space (positive negative) inspired by Ancient Egypt
• Use art element: form (composite simple grid) and design principles (composition balance proportion) based on Ancient Art
• Define Scarab (an ancient Egyptian gem cut in the form of a beetle with wings and engraved hieroglyphs)

Lesson One
Day One, Art Start

1. Scarab With Separate Wings (712-342) The Brooklyn Museum

2. Read The Scarab's Secret by Christina Balit

3. Discussion Questions "What is the common name for the Egyptian Scarab? What did the scarab beetle represent to the ancient Egyptians? What color was commonly used to paint scarab beetle amulets? To the Ancient Egyptians, what did the ball the scarab pushed represent? Which ancient Egyptian deity, one with a scarab's head, aided in the daily movement of the sun? In which of the following ways was a pectoral scarab typically used? What was the purpose of the ancient Egyptian scarab called the heart scarab? Which pharaoh, father of the famous Ikhnation, was known for issuing several types of commemorative scarabs? Was the scarab charm used only with the deathly in ancient Egypt? What is the meaning of the scarab?"

Lesson Activities 

1. Use modeling techniques (hand building forming shapes) to make three dimensional spheres for clay scarab

2. Use assemblages techniques (attaching slip/score smoothing) to connect the three main body parts (head thorax abdomen) of the clay scarab

3. Use addictive techniques (eyes balls long legs wings) to add additional parts to Scarab Sculptures

Day Two, Art Start

1. Retrieve Scarab Sculptures for Assigned Table

2. Winged Scarab Amulet (664-332) The Metropolitan Museum 

3. Discussion Questions "Why are insects fo colorful? Which insects is bigger, the male or female? What are some differences between insects? Why are insects symmetrical? What is the most important part of a painting? Why types of shapes can you use to break up your drawing? Which wing looks transparent like you are looking through the wing of an insect? What does the Scarab mean in Egypt? Why did the Egyptians worship scarab beetles? What was the Scarab Beetle used for? What color was a Scarab Beetle?"

Lesson Activities

1. Use assemblage techniques (attaching slip/score smoothing) to connect the details (eyeballs long legs wings) of the clay scarab

2. Add embellishments (beads rainbow wire buttons) to decorate the outside (bug) of the clay scarab

3. Add imprints (texture plates stamps) to outside (bug) of the Scarab Sculptures

Day Three, Art Start

1. Use analogous colors (red blue purple) to fill in the positive space (bug) of the Scarab Sculptures

2. Use analogous colors (red blue purple) to fill in the negative space (wings sun) of the Scarab Sculptures

3. Use metallic colors (gold silver bronze) to outline the line types (horizontal vertical diagonal) of the positive space (bug) of the Scarab Sculptures

Artist Examples

Student Examples

 Beverly Buchanan Cardboard Houses

Learning Targets

I can...

• Create an original Beverely Buchanan Cardboard House using assemblage techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and space (positive negative) inspired by African American Artist (1940-2015) Beverly Buchanan
• Use sculpture techniques (assemblage, carving, casting) and design principles (balance, harmony, unity) based on American Art
• Define Architecture (the art or practice of designing and constructing buildings)

Lesson One
Day One, Art Start

1. Red Ladder (1995) Beverly Buchanan

2. Read "Beverly Buchanan: Shackworks A Sixteen Year Survey" by Eleanor Flomenhaft

3. Discussion Questions "How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? What responsibilities come with the freedom to create? How do artists grow and become accomplished in art forms? What role does persistence play in revising, refining, and developing artwork? In what ways do artist take risks with their work? How do artist make and solve problems as they work on a piece of art? How do artists change their minds about their artwork as they continue working on it? How do artists talk and write about their artwork? How do artists talk and write about their experiences in making art?"

Lesson Activities

1. Choose Three 12 X 12 Cardboard Sheets

2. Use three compositional elements (shape, color, texture) to represent a memory, place, or event from ones own heritage

3. Use line variation (wavy, straight, curved) as a design principle (balance, movement, repetition) within ones Beverely Buchanan Cardboard House

Day Two, Art Start

Lesson Activities

1. Use compass, protractors and texture plates to add symmetrical shapes and expressive lines to cardboard houses

2. Use form (two dimensional three dimensional) to fill in the positive space (house) of the cardboard houses 

3. Use form (two dimensional three dimensional) to fill in the negative space (base) of the Beverly Buchanan Cardboard Houses

Day Three, Art Start

1. Retrieve Beverely Buchanan Cardboard Houses for Assigned Tables

2. Set Up Studio Area (glue sticks, cardboard, push pins)

Lesson Activities

1. Use scissors to cut out two dimensional symmetrical shapes to create a three dimensional cardboard sculpture

2. Glue Down three dimensional symmetrical shapes to create a three dimensional cardboard house

3. Add decorations (old art, newspaper, fabric scraps, colored paper, buttons, collage bits) to positive space (house) of Beverely Buchanan Cardboard Sculptures

Artist Examples

Student Examples