Project 2 Description: Students will explore the idea of narrative by using space exploration as a prompt to learn about how artists can tell a story with their art. We will ask them questions to give them prompts and they can use sketches and ideation to come with an idea of how they could travel to space without being limited by reality. Students will be exploring using acrylic paint in an acrylic pour in order to mimic the swirling of a galaxy as further inspiration for their space narrative. Essential Understandings: Artists and designers can use art as a form of storytelling. Artists and designers can use abstraction as a way to spark ideas for their artwork. Outcomes/Learning Target:
Key/Concepts Skills:
Documentation of Learning We divided this lesson into two parts - an ideation session which led to the students drawing a way to travel to space and an acrylic pour to mimic the swirling of a galaxy. For part one we started the class by turning off the lights and having the class close their eyes and visualize what space looked like. All of the students participated and this exercise set up a very calm mood. We asked students questions about what items were in space and after a brief brainstorming session the students got to work. We gave them a prompt that they could pick anything to travel to space in except a rocket ship. By providing a constraint we hoped to get the students to use their imaginations to create new possibilities of travel they may not have thought of before. Space Travel on Wings This student began her picture immediately and not only came up with a way to travel on wings, but also drew a picture of a green haired alien she met along the way. She added a narrative to her space drawing without any prompting. Space Travel on Flowers Space Travel in a Rocket Ship This student did draw a rocket ship, but took his time and was very careful with his drawing. So far he has shown a trend towards drawing precise geometric shapes. He was one of the students that seemed to enjoy visualizing space and like the other students, did not hesitate in getting started with his drawing. Space Travel on a Pokemon This student was frustrated at the start because he could not get the pokemon to look how he wanted. He was worried his starts did not look perfect and we emphasized that no star or drawing is perfect and he could use as much paper as he wished to practice drawing the stars. After he made a few marks on paper he relaxed and ended up liking his original stars so much he taped them to his pokemon drawing to make a larger picture. Acrylic Pours We were not sure how the students would like doing the acrylic pours because you can't control exactly how the final product would look, but they absolutely loved them. The class did not hesitate to pick out many colors to fill the cup and were more fearless than they were with the drawings. Perhaps because the pressure was off to make something look real. It is with this part of the lesson that the students really got into the process of making rather than worrying about the final outcome. Three students have different levels of comprehension and processing and after explaining the project with the acrylic pours, they all seemed extremely intrigued. All three comprehended the directions quite well from our demo, and didn't need much help at all when it came to the process.When one student was done choosing the colors and pouring them in, he insisted on doing the flipping, lifting, and moving of the cup when being flipped onto the canvas, he took charge! He moved his canvas around very slowly, creating EXACTLY what he wanted to make, with a clear vision in mind.
Many students liked the concept of getting down and dirty and being able to be loose with the materials. Abbey even resorted to finger painting at one point. Many of the students were extremely happy with their product and wished to hang it on their wall at home. What started out as a group project turned into individual acrylic pours as the students were enamored with the process.
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