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Wish You Were Here

Lesson Title: Wish You Were Here
Grade Level: 7th


Brief History:
Famous for his photography, William Wegman also does paintings and drawings. Using humor and imagination, Wegman’s paintings integrate individual postcards into larger pictorial scenes. He develops and elaborates upon a detail from one postcard and connects it to the next. His work takes on a dreamlike quality, similar to that found in Surrealism. In what at first appears uncomplicated, he weaves the familiar with the strange and leaves the viewer very unsure of his or her location.

NETS:
1.b – Create original works as a means of personal or group expression.
3. b – Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media.
6.a – Understand and use technology systems and applications.
6.d – Transfer current knowledge to learning of new technologies.

Goal:
Students will create a work about their home, or a very special place, that begins with an initial collaged element.

Objectives: Students will:
1. Learn about William Wegman and his artwork.
2. Understand and use collage to make a composition that is layered and balanced.
3. Use technology to create their compostion, i.e., computer, scanner, photoshop, digital
images, etc.
4. Understand how to attach final image to the class blog.
5. Create a collaged composition about their home or a very special place.

Requirements:
After learning about William Wegman and visiting some of his online galleries, students will create a work about their home that begins with an initial collaged element, such as a postcard, object, drawing, text, etc. Using traditional or digital media, students will expand and develop a composition to communicate to others the sense and spirit of their special place.

Resource Materials/Visual Aids:
• Sperone Westwater 2006
• Texas Gallery 2005
• CMCA 2008

Materials:
- Computer
- Scanner
- Any resource materials necessary to collect images, i.e., books, magazines, paintings, digital images, etc.

Teacher Preparation: Teacher will:
• Research William Wegman and find links for students to look at his work.
• Create clear instructions for students with an exemplar and resources for more examples.

Introduction to Lesson:
Teacher will introduce William Wegman’s work to the class. Students will become familiar with all of Wegman’s work, but specifically his collaged paintings. Teacher will show exemplar and describe the methods used to create the work. Teacher will suggest many different ways in which this project can be addressed; photography, drawing, painting, Photoshop, etc. Teacher should go over copyright laws and image appropriation.

Directions:
1. Collect images to be used in composition.
2. If images are not already on the computer scan them in.
3. Using many different images and elements create a collaged composition.
4. Put last name in title of document.

Closure:
Save all work. Be sure last name is in the title of any document. If possible, back up on a removable hard drive.

Critique/Evaluation/Assessment:
Post images to class blog along with a short description of work.

Extensions:
Early finishers can add figures to their landscape; self, family, friends, fantastical creatures…

Time Allotment:
Introduction: 15 minutes
Work Time: 25 minutes
Closure/Discussion: 5 minutes

Vocabulary:
William Wegman – Famous photographer, also does painting and drawing.

Safety Concerns:
Whenever doing assignments on the Internet it is always important to warn students about possible dangers of the Web. Be sure to go over copyright laws regarding image appropriation.

Bibliography/References:
William Wegman: New and improved altered photographs, postcard
collages and paintings. Sperone Westwater. Retrieved September 24, 2008 from
http://www.artnet.com/Galleries/Exhibitions.asp?gid=1006&cid=99138

William Wegman: New paintings. Texas Gallery. Retrieved September 24, 2008 from
http://www.texgal.com/Wegman2005/index.htm

William Wegman: Paintings and drawings. Center for Maine Contemporary Art.
Retrieved September 24, 2008 from http://www.cmcanow.org/exhibitions.php?id=45

Bosched Creatures

Grade Level: 5th

Brief History:
Hieronymus Bosch (1453 – 1516) was a painter who leaves behind more questions than paintings. Bosch introduced a new vision to painting – not a new style, or technique, or school of art – but a new vision.
Bosch was born and died in what is now the Netherlands, during the Middle Ages and a volatile time for Christianity. In some ways, Bosch was an old-fashioned painter, making use of the standard religious themes of his day, but only after removing everything in them that smacked of the predictable. He was a true innovator who would continue to inspire the geniuses of the centuries to come. Some historians see Bosch as a proto-type medieval Surrealist, and parallels are often made with the 20th century Spanish painter Salvador Dali.

Hieronymus Bosch, The Garden of Earthly Delights, 1503 - 1504

P.A. Academic Standards:
1.6 Listening and Speaking
3.3 Biological Sciences
9.1 Production and Exhibition of Visual Arts
9.2 Historical and Cultural Contexts
9.4 Aesthetic Response

Goal:
Students will create a Bosched creature by combining at least three different animals; one for the head, another animals body, and a third animals legs. These parts do not need to be animals, students are free to use their creativity and use any inanimate object they would like.

Objectives: Students will:
1. Learn about Surrealism and Hieronymus Bosch.
2. Understand characteristics of certain animals.
3. Enhance their sculpting skills.
4. Remember and apply knowledge learned in previous classes.
5. Design an original creature from at least three real or fantastical animals, or inanimate an object.

Requirements:
Students will design an original creature from at least three real or fantasy creature, or any other inanimate object, using the ideas of Surrealism and Bosch’s fantastical creatures for inspiration.

Resource Materials/Visual Aids:
- Teaching board with exemplars of the project and of artwork by Bosch and
other Surrealists.
- Samples of details of Bosch’s work
- Pictures of animals for reference and inspiration when sculpting their own animal parts.
- Planning worksheet to be filled out before students begin working in clay: they must
first decide which three to five animals or objects with which they wish to work.

Thumbnails from Bosch's Garden of Earthly Delights.

Materials:
- Clay (if you use Craolya’s Model Magic you do not need water or to glaze them)
- Pencil
- Clay tools
- Small cups of water
- Tabletop protector
- Small piece of heavier weight paper or cardboard (to place each finished piece)
- Glaze

Teacher Preparation: Teacher will:
• Research Hieronymus Bosch and find examples of his work.
• Research Surrealism and find examples of artwork.
• Collect samples and books of animals for the students to use as reference and inspiration.
• Make a planning handout for the students to fill out before beginning working in clay.
• Create exemplars and teaching board.

Introduction to Lesson:
Teacher will introduce the students to Hieronymus Bosch and show examples of his work. The students will be asked to compare Bosch’s painting to those of the Surrealists. The teacher will remind the students that with Surrealism the artists use ordinary objects and put them in a different order or next to other familiar objects that do not match in order to give it a new perspective. Teacher should then go over a few clay modeling techniques.

Here are a few examples of my own Bosched Creatures

Directions:
DAY 1
1. After introduction to the lesson, the teacher will go over a few techniques for making basic forms in clay.
2. Fill out worksheet, selecting the animal parts you wish to mix up.
3. Using clay, create the head or top of your creature. Remember you have a certain amount of clay, so divide clay into sections based on how much clay you think each part will need. Make sure you accurately depict the features that make this animal or object unique and or recognizable (i.e., ears, nose, trunk, teeth).
4. Using clay create the body or middle of your creature. You may include the arms and or tail if applicable, or you may choose another animal to represent each of these parts.
5. Using clay, create the legs/feet/fins of the your creature.
6. Attach the legs/feet/fins to the body/middle.
7. Finally attach the head/top to your creature.
8. Make sure the parts are securely attached. Clean area around the attachments.
9. Place creature on the small piece of paper or cardboard. REMEMBER TO WRITE NAMES ON PAPER.

DAY 2
1. Teacher will go over glaze techniques and the Do’s and Don’ts of glazing.
2. Select desired glaze(s) for your creature and glaze.



Closure:
Students will place their creature on the small paper or cardboard given out in the beginning of class and carefully carry it to the designated safe area to dry. Students will then clean up their work areas.

Critique/Evaluation/Assessment:
If there is time after clean-up, students may walk by the finished creatures. Once the creatures are completely dry and fired, students will be able to show the class their work and discuss decisions made and final outcomes.

Extensions:
Write a story about your animal. What special powers does he or she have with all of its mixed up features? Where do he or she live? Create a habitat for your animal.

Time Allotment:
DAY 1
Introduction: 15 minutes
Work Time: 25 minutes
Closure/Discussion: 5 minutes
DAY 2
Introduction: 15 minutes
Work Time: 25 minutes
Closure/Discussion: 5 minutes

Vocabulary:
Hieronymus Bosch – An innovative painter in his day, and even today, known for his paintings of the torments of human life, death, and sin.
Juxtaposition – The position of objects, colors, or shapes next to or near (side by side) another to create meaning within the viewer’s mind.
Middle Ages – Commonly dated from the fall of the Western Roman Empire in the 5th century to the beginning of the Early Modern Period in the 16th century.
Realism - A style of painting that depicts what the eye can see.
Surrealism – An artistic movement that began in the early 1920’s, in which the art features the elements of surprise, unexpected juxtapositions, and non sequiturs.

Hieronymus Bosch, Outside panels of The Garden of Earthly Delights, 1503 - 1504 Triptych closed.

Safety Concerns:
Students must be careful if working with clay tools, some have sharp points. Clay tools are not toys and should only be used in appropriate manner with the clay.

Bibliography/References:
Campbell, J.W. (2000). The essential Hieronymus Bosch. New York, NY: The
Wonderland Press.
Descharnes, R. & Neret, G. (2002) Salvador Dali 1904 – 1989, The paintings. Part I
1904 – 1946. New York: Taschen