Jackson Pollack: FINGER SPELLED Name
This art project combines the visual style, history, and meaning of the work by Jackson Pollack with the use of the visual art as a tool to express the deaf and hard of hearing identity and the use of sign language within Deaf art.
Grades: 9-12
Length: 3-4 Class Days
Topic: ASL Name Art
Goals:
Materials: 18" by 22" White Illustration Paper, Pencils, Scissors, Glue Brushes, Acrylic Paint, Aprons, Paper Towels, Cups
Activity:
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Grades: 9-12
Length: 3-4 Class Days
Topic: ASL Name Art
Goals:
- To develop an awareness of the art style of Jackson Pollack in addition to developing and practicing the skill of drawing hands that spell out the student name in the American Sign Language alphabet.
- To continue making a connection of the visual art as a medium to express Deaf culture and language.
Materials: 18" by 22" White Illustration Paper, Pencils, Scissors, Glue Brushes, Acrylic Paint, Aprons, Paper Towels, Cups
Activity:
- Students will learn about the artist Jackson Pollack, his style and his associated art movement.
- Students will be asked to build on their developing skill to draw the human figure by being asked to draw their hands spelling out each letter from the ASL alphabet to spell their first name.
- Students will practice drawing the different hand shapes from observation on the sketch paper before drawing their final finger spelled name.
- Cut out each letter from their name that they have drawn using scissors and then arrange their names on a line pattern of their choosing on the 18" by 22" white illustration paper. Hold off on gluing the hands on the paper until they have painted the paper.
- Students can choose as many colors as they want for their Jackson Pollack style painting and use the brushes to flick, drop, and shake the paint on their 18" by 22" white illustration paper to imitate Pollack's painting method. Make sure they are wearing their aprons since this project may get messy.
- After their paintings are dried, students can then glue on their drawn hands to spell their names in the line pattern they decided on.
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FRANK LLOYD WRIGHT STAINED GLASS
Grades: 11-12
Length: 5-6 Class Days
Topic: Frank Lloyd Wright Stained Glass Art
Goals: Students will demonstrate an understanding of the visual elements, such as geometry and balance present in the style of Frank Lloyd Wright’s glass art by creating a stained “glass” art piece with their zodiac symbols in it.
Materials: 8.5" by 11" Clear Plastic Boards, Sketch Paper, Pencils, Tape, Black Sharpie Marker, Color Sharpie Markers, Rulers, Zodiac Calender
Activity:
Day One:
*Prep classroom before students arrive. Set up photos on the blackboard and on teacher table.*
10 Minutes:
Day Two:
5 Minutes:
Until End of Class:
Clean Up/Wrap Up Class:
Day Three:
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Length: 5-6 Class Days
Topic: Frank Lloyd Wright Stained Glass Art
Goals: Students will demonstrate an understanding of the visual elements, such as geometry and balance present in the style of Frank Lloyd Wright’s glass art by creating a stained “glass” art piece with their zodiac symbols in it.
Materials: 8.5" by 11" Clear Plastic Boards, Sketch Paper, Pencils, Tape, Black Sharpie Marker, Color Sharpie Markers, Rulers, Zodiac Calender
Activity:
Day One:
*Prep classroom before students arrive. Set up photos on the blackboard and on teacher table.*
10 Minutes:
- Show students an example of Wright’s glass window art. Ask if they know of this art, style, and of the artist that created it.
- Introduce the name, “FRANK LLOYD WRIGHT”. Write it on the blackboard so students can visually see it in addition to fingerspelling it.
- Give a brief history lesson explaining the artist and art.
- Born in 1867, Died in 1959.
- Art spans periods of 1890 – 1959 (til he died).
- Art Movement he was involved:
- Born in 1867, Died in 1959.
- He was one of the first architects to design and supply custom-made, purpose-built furniture and fittings that functioned as integrated parts of the whole design.
- Wright fully embraced glass in his designs and found that it fit well into his philosophy of organic architecture. Glass allowed for interaction and viewing of the outdoors while still protecting from the elements.
- Wright sought to achieve a balance between the lightness and airiness of the glass and the solid, hard walls,
- Wright's best-known art glass is that of the Prairie style. The simple geometric shapes that yield to very ornate and intricate windows.
- When finished, move on to the topic of astrology.
- Show astrology chart.
- Question students if they know of it.
- Explain how it works, “birthdates” “signs” “characteristics given to people born under that sign.
- Tell students they will include their astrology symbol into their art project.
- Art work will be done in style of Wright’s glass windows with the subject of their astrological sign.
Day Two:
5 Minutes:
- Review what’s expected of their sketches today. They need to focus on including their sketches of their zodiac symbols into a background that will be their plastic “glass” window art.
- LINES – One, cross, perpendicular, grids, vertical, horizontal, etc.
- SQUARES – Single, Overlapped, Many, Large, Small
- CIRCLES – Single, Overlapped, Many, Large, Small
- Other Design elements are fine as long as they are geometric and are simple.
- Show examples and leave them with students to draw ideas from.
- Make rulers, and extra scrap paper available if they need them
Until End of Class:
- Work with students and assist as needed.
- Refer to examples and suggest a design if a student is struggling.
- Remember, it can be simple, as long as it has LINES, SQUARES, CIRCLES, and their ZODIAC SYMBOLS.
Clean Up/Wrap Up Class:
- Leave 5 minutes before end of class for clean up.
- Ask the students to clean up their papers and art and place them into their individual drawers.
- Any pencils, rulers, or tools used must be returned to where they came from.
Day Three:
- Allow students to continue working on their sketch.
- If they are finished with their line work, explain they will need to use color pencils to block in their color layouts. They MUST follow THREE RULES:
- No color may touch each other.
- Any areas on paper you leave white will be clear on the plastic version.
- Colors they choose will be limited by availability of colors in permanent markers
- No color may touch each other.
- Provide color pencils and let them work on their own and assist when needed.
- Allow students to continue working on their sketches and color blocking.
- If they are finished with their color blocking, prepare them for transference of sketch to the plastic.
- Provide them with 8.5 x 11 plastic cutouts that will fit the size of their sketch paper.
- Tape their sketch paper to a larger background paper to hold it in place.
- Tape their plastic cutout on top of their sketch paper and line up the edges.
- Explain they will start by tracing all of their lines first using a black permanent marker.
- Use a ruler for lines.
- Provide black permanent markers and let them work on their own and assist when needed.
- Allow students to continue working on their color blocking and black marker lines.
- If they are finished with tracing their lines with black marker on the plastic, provide them with the color permanent markers so they may begin coloring in their areas on the plastic cutout to match their colored sketch.
- Warn them not to smudge the marker before its had time to dry and to take their time.
- Let them work on their own for the rest of class and assist when needed.
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CHUCK BAIRD ANIMAL ASL ART
Grades: 9-12
Length: 8-10 Class Days
Topic: Chuck Baird "ASL Art"
Goals: Students will demonstrate an understanding of the visual elements of art and cultural importance of ASL in Deaf culture by creating an illustration of an animal composed of the ASL alphabet letter of its first name.
Materials: 11" by 14" Color Paper, Pencils, Color Pencils, Erasers, Camera, Computer, Printer, Sketch Paper
Activity:
Length: 8-10 Class Days
Topic: Chuck Baird "ASL Art"
Goals: Students will demonstrate an understanding of the visual elements of art and cultural importance of ASL in Deaf culture by creating an illustration of an animal composed of the ASL alphabet letter of its first name.
Materials: 11" by 14" Color Paper, Pencils, Color Pencils, Erasers, Camera, Computer, Printer, Sketch Paper
Activity:
- Introduce the name, “CHUCK BAIRD”. Write it on the blackboard so students can visually see it in addition to finger spelling it.
- Show students an example of Baird’s animal ASL art. Ask if they know of this art, style, and of the artist that created it.
- Give a brief history lesson explaining the artist and art
- Students go to the library or use classroom computer to research an animal of their choosing, as well as research into more examples of Baird’s work.
- Students will pick one animal and print an image of it for the purpose of sketching it for their illustration.
- Next, they will draw the rough sketch of the animal combined with a photograph of themselves taken and printed by the teacher, signing the animal they have chose for their illustration. The idea is to merge the sign into the animal itself somehow. Give assistance as needed for this.
- When students are ready for their final illustrations, they may begin by transferring the rough sketch to the chosen color paper of their choice and then filling it in using color pencils.
- Allow time for them to work on their illustration in detail and it may take a few days for it to be completed.