How can exploring our senses help to create meaningful experiences in art? What can we learn about ourselves and the world around us by focusing on our senses in art making?
Image By: Karey Mortimer
Overview Students will have a deeper understanding of what the five senses are from lesson one and two. Students will use their examinations and discussions from art viewing in lesson two to develop and create a work of art with a focus on what senses are used in the process and what experiences viewers may have when viewing their final work of art. Students will discuss and analyze each other’s final works in relation to materials, five senses and what they have learned about each other and the world around them. Enduring Ideas/Essential Questions How can exploring our senses help to create meaningful experiences in art? What can we learn about ourselves and the world around us by focusing on our senses in art making? National or State Learning Standards Students will: VA.912.C.1.1: Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression. VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. VA.912.C.1.8: Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention. VA.912.C.2.1: Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective. VA.912.C.2.3: Process and apply constructive criticism as formative assessment for continued growth in art-making skills. VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. VA.912.O.2.1: Construct new meaning through shared language, ideation, expressive content, and unity in the creative process. VA.912.O.2.3: Investigate an idea in a coherent and focused manner to provide context in the visual arts. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept. VA.912.S.3.11: Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination. VA.912.S.3.4: Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art. Lesson Objectives In this lesson, students will (1) individually develop and create a work of art with a focus on exploring the five senses; (2) collectively and individually examine works of art from classmates; (3) collectively discuss the different ways we use our senses in creating art; (4) collectively and individually assess their work and the work of others. Tools and Materials For this art lesson you will need mixed media materials such as, canvas, drawing paper, paint brushes, pencils, water cups, turpentine, glass jars, erasers, modge-podge, scissors, construction paper, acrylic paint, oil paint, charcoal, palettes, and random objects for inspirations such as lemons, flowers, bird feathers. Introduction On the board in the classroom, write the two enduring ideas listed above. Begin with asking the students those questions and write their responses on the board. Have students gather lesson two examples of contemporary artists to review. Have students gather their lesson one drawings as a starting point of their work of art plan for this lesson. Recap on what the five senses are and the different ways we use them in everyday life, viewing art and ways to use them when creating our own art. Ask students to focus on what they see, smell, hear, taste and touch while working on their art. Ask students to imagine that a viewer could step into it to consider what experiences in relation to the five senses they could have. Students should have already discussed the materials they want to use to develop their work. Have the students gather the materials and begin spending the lesson time on creating and finishing their final work. Procedure
Write the two enduring ideas on the board in the classroom and begin a discussing by asking the students the questions and writing their responses on the board.
Have students gather the handouts of contemporary artists’ works for students for reference and their drawings from lesson one.
Have a recap discussion on what the five senses are and the different ways we use them.
Have the students imagine that they could step into works of art and describe what they would see, smell, hear taste or touch.
Ask the students to focus on the five senses when they create their work.
Ask the students to consider what a viewer might experience if they stepped into their work of art.
Students then will begin creating their works of art with materials they have chosen.
Students will complete a student self-assessment sheet to be turned in. (See Handouts/Resources Tab).
Distribution and Clean-Up Distribute any handouts of artwork samples and students drawings to refer to as references when beginning their final art work. Have a designated table or area with all material readily available for students to select and bring to their areas. When students are finished working, be sure to have them place all materials back to the appropriate areas and to clean up their work spaces. Have students hang up their final works onto the wall for discussion. After the discussion, place their works on a wire rack or in cubbies to completely dry if needed. Assist with any final spraying of fixative if needed. Closure Students will review their previous drawings and sample contemporary artist work from lesson one and two. They will recap on all of the five senses and how we use them in everyday life and in art viewing and art making. Students will work on their final works of art using appropriate materials selected and clean up when they have finished. Students will hang up their works on the wall for discussion. Students will discuss their own works of art and select another classmates to discuss and interpret in relation to what senses can be explored when viewing the work. Students should have a deeper understanding of how using our five senses with viewing and creating art will help shape experiences, connect them with others, themselves and the world around them. Students will learn valuable knowledge from these lessons that can be applied to other areas of their lives and help create more meaningful experiences and become deeper thinkers. Assessment Questions and strategies to consider when determining how successful a students is demonstration their understanding of this lesson’s objectives and enduring ideas are: How well were the student’s interpretations of their own as well as their classmate’s works of art? How well did students engage in discussion on the final works of art? Were students able to successfully grasp the main idea of the lesson? Were students able to effectively portray their thought process in creating their own work of art? In comparing the student’s own assessment to the completed work, does the student show an understanding of the lesson? Artists or Works of Art Studied
Joana Vasconcelos, Giallina
Alexei Antonov (various still life fruit and flower paintings)
Need to find: (1) Samples of contemporary artist work that is in relation to the five senses from lesson two; (2) Drawings from students in lesson one; (3) mixed media materials for students to select for their final work of art. Formative/Summative Assessment: During the unit, teachers will continually discuss the five senses with the students and give examples of different ways that we use them. The teacher will ask students to recap the discussions in lesson two on interpreting different works of art by contemporary artists in relation to the senses. The teacher will ask the student to explain what their work of art represents in relation to the five senses and to interpret another classmate’s work of art. The teacher will review discussions and student self-assessment sheets to assess that students understanding of the lesson.