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  • Hi! This is a dynamic lesson plan. I'd love to be able to view a PDF of the rubric to see what was cut off in each box. Is there any way you could post a PDF of that document? Thanks!
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    Public Art Public Art Presentation Transcript

    • Exploring Public Art Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Lindee Zimmer E-mail: plutos_a_planet@hotmail.com Based on a template from The WebQuest Page Copyright claudecf @ flickr A WebQuest for 12 th Grad (Murals)
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In this activity you are going to become familiar with public art, in the form of murals. Murals are works of art that for many years have been a form of expression that can reach a large number of people and improve the aesthetics of a place. Through the medium of a mural messages and ideas can be relayed to those who interact with the space. This project is going to be centered around the ability to plan, design and implement a mural in a public space. The project will be graded as a group, however some work will be done individually. You will go through a four week adventure of obtaining background information on your role. Then have time to work and collaborate. Eventually coming together to present the finalized ideas to a client, your teacher. At the end of this unit, you as a student will understand the importance of planning and designing a public piece of art. Also how pivotal communication that is necessary when working on a public project, between the client, the community and the other partners. Copyright atelier teee @ flickr.com Copyright pietermusterds @ flickr.com
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Are you ready to become a participator in the art that will get witnessed by countless eyes? To ultimately change a public space for years to come with innovative ideas? Be the brains behind a piece of beauty? Prepared to embark on a journey… Through it you will interact with a group of others that all serve different roles to come to a common ground to produce a stunning final draft for a future mural. No matter your role in this creative endeavor you will have the opportunity to think on a higher plane and explore the inner depths of the staging and planning processes of making a piece of art accessible to everyone in a community. After finishing this project you will know the steps and process it takes to create, plan, and make a mural. Becoming knowledgeable about how a community project takes cooperation, resources and can improve the lives of all that come in contact with the public art. Title Copyright sreed99342 @ flickr.com
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Week One
      • Discuss the project and what is expected:
        • Each student will have a folder, that will be collected at the end of each week. All notes, sketches, answered questions and anything else related to this project will be put in the folder
      • Go over Rubric
      • Assign groups/roles (3 people in each group)
      • Read through each role to understand all of them individually!!
      • A. Artist
      • The artist is the person in the project who is going to at the end of the process paint the mural in the site that is determined by the planner. The artist is going to become familiar with techniques associated with painting. Having to do with color, form, shape , texture and depth. The artist will work closely with the designer and planner as a team to make the final mural.
      • B. Mural Designer
      • The designer with be the person who decides the shape and design of the mural. They will be working with some community members, taking surveys and doing the rough draft of the mural for the artist to use. The role of the designer is to lay the mural out on the given space with suggestion taken from members in the community and the artist. The designer with work with the artist in the final stages of planning to make sure they are both on the same page.
      • C. Mural Planner
      • The planner of the mural will be responsible for the logistics involved in the mural. The funding, particularly the grant process. The planner with be the voice of the project relaying the artists ideas and the designers to the client, meaning presenting the complete plan for mural (aka the teacher).
      • Learn some background information.
        • At this website you will see examples of public art that was commissioned by the City of Fort Collins.
      Continue with process
    • The Process continued… Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
        • http://www.fcgov.com/artspublic/pdf/small-map.pdf
        • Here you will read about famous muralists. Be sure to click on individuals to see their work.
        • http://www.nationmaster.com/encyclopedia/Muralist
        • This site you will read about what public art is and its purpose.
        • http://www.nnpaf.org/what_is_art.html
        • Write out questions on separate piece of paper.
        • 1.) List some famous historical artists. Why were they significance?
        • 2.) What is public art? Why have it?
        • 3.) Write some revelations about public art? Are your for or against it and why?
      • Week Two (Understanding your role)
      • This week will be spend individually getting to know the roles given. Through reading article and watching videos.
      • Artist:
      • Take notes of tips and techniques. At least 20. ( Put responses in your project folder)
      • Visit this website and watch all the videos from empty wall on.
      • The man in the videos explains the painting process from beginning to end.
      • http://www.ehow.com/video_2381244_the-empty-wall-before-painting.html
      • Briefly skim this article to learn about materials needed.
      • http://www.goldenpaints.com/justpaint/jp10article1.php
      • Article that talks about materials to use, types of paint.
      • Watch 1-19 about different techniques
      • http://www.expertvillage.com/video-series/4976_mural-painting.htm
      • Designer:
      • Take notes on his comments and helpful suggestions. At least seven.( Put responses in your project folder)
      • Visit website and watch all videos till the empty wall video.
      • The man discuss the process of designing in a given space.
      • http://www.ehow.com/video_2381239_the-mural-painting-process.html
      Process continued …
    • Process Continued… Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title This website tells about how to write a survey. Take detailed notes because you will be make a survey to ask individuals about mural subject matter. http://members.tripod.com/~frede_dast/conseil1_a.html Planner: Read this article that has tips on obtaining grants http://www.umanitoba.ca/research/funding/tips/general_grant_tips.pdf Write down the goals of Colorado for making the arts more accessible http://colorado.cgweb.org/main.php Go to this website and write down the two steps to getting started. http://www.coloarts.state.co.us/programs/education/schools_districts/starthere.htm Read and take notes about Grant Guidelines http://colorado.cgweb.org/page.php?id=89 Week Three (Work Time) Designer: Surveys will be fabricated for interviewing community members and then 15 taken by different people. When writing survey keep it simple and concise. Remember to include opinion on subject matter and relevance to community and improving public spaces. This time will also be spent working with the artist creating a rough draft of the mural based on the notes taken the previous weeks. Will also take Preliminary drafts of mural design will be put in folder. 15 survey sample interviews placed in folder by end of week. Artist : Will be practicing techniques and applying things learned from previous weeks. Artist will be working with the designer to finalize ideas based on basic art concepts. (Line, Shape, Color, Value, Texture, Space, Rhythm) Preliminary drafts of mural design will be put in folder, along with 5paint samples of basic art concepts in relation to the mural theme. Go to: http://flickr.com/search/advanced/ Search for murals/ public art to see example for inspiration. Write down 6 words that inspire you from these images and why. Process continued…
    • Process Continued… Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Planner: The planner will be preparing grant application. Keep in mind the notes taken the week before on tips when it comes to grant applications. Base application on this outline: Project Overview Need for Project Research Sources Amount Needed Special School/Community Circumstance Evaluation Methods Read both grant writing one and two for more information: http://712educators.about.com/cs/grantwriting/a/grantwriting.htm Will have grant written by end of week three and turned in to class folder. Week Four (Collaborate) During the final week of this project students in the groups will work together to fill on another in about what one another has learned in the process of being in their roles. Along with discussing the what has been learned students will work with one another to create a final presentation (power point) of mural to the client (teacher). Each individual will write a two page summary on the roles that they were not. Ex. Planner write a summary for artist and designer.
    • Rubric: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In summary you should feel as though you have the skills to design and plan an mural from start to finish. Throughout this process you will see the difficulty of dealing with the bureaucracy of funding for public art. You will have a new found respect for having to collaborate on a piece of work. Also, having to present your idea in a professional setting. Hopefully it encourages you to think about the public art you see everyday and the process involved behind it. Copyright wallyg2007 @ flickr.com
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Expert Village for helpful videos on mural making http://www.expertvillage.com/ Fort Collins, for public art examples http://www.ci.fort-collins.co.us/artspublic/ Wikipedia for background regarding public art. http://en.wikipedia.org/wiki/Public_art Flickr for creative common photo examples of murals. http://flickr.com The WebQuest Page The WebQuest Slideshare Group
    • Exploring Public Art Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Lindee Zimmer E-mail: plutos_a_planet@hotmail.com Based on a template from The WebQuest Page Copyright claudecf @ flickr A WebQuest for 12 th Grad (Murals)
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for an Education Technology class at Colorado State University to become more familiar with the use of technology in the classroom. This is a very student oriented project, aimed to make it so students can feel a dose of the real world and how it related to them, their role with in it. This activity will challenge students to have to be self motivated, which is a characteristic that is highly need in the world. Mostly the aim is to have students work together to make a final piece which everyone worked on. Through assigning role to the weakness of students they will have to foster skills they have not used before. This project integrates literacy/writing so that it is not the typical art assignment, along with the technological side through using PowerPoint and diverse websites. This will be a very exciting project for you and your students! Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a high level thinking project having to fabricate a mural along with have students understand grant writing. Many stage the students are left to figure things out for themselves. The grade level is optimal for seniors in high school since they have had basic art and know the concepts. They have enough life experience to appreciate the project and would be able to approach it with a level of maturity necessary. Depending on how advanced the class, this lesson could be given to 10 or 11 th graders. Take into consideration the class however. Learners will need to know basic concepts of art. Line, Shape, Color, Value, Texture, Space, Rhythm. How to create a good composition. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page STANDARD 1: Students recognize and use the visual arts as a form of communication Grade 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • interpreting and distinguishing intended meanings of visual images, themes, and ideas in works of art; • researching and synthesizing visual images, themes, and ideas to create works of art which reflect personal experiences and intended meanings; and • evaluating and defending the use of visual images, themes, and ideas to communicate intended meanings. STANDARD 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. Grade 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • comparing and contrasting elements of art, principles of design, sensory and expressive features, and functions of art; • creating multiple solutions to visual arts problems* by applying elements of art, principles of design, and sensory and expressive features; and • evaluating the use of elements of art, principles of design, and sensory and expressive features in developing and solving visual arts problems. STANDARD 3: Students know and apply visual arts materials, tools, techniques, and processes. Grades 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • demonstrating skill with a variety of materials, tools, techniques, and processes resulting in the creation of works of art; and • evaluating the relationship between ideas and materials, tools, techniques, and processes used. Evaluation Teacher Script Conclusion
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Week One (Introduction)
      • Discuss the project and what is expected:
        • Each student will have a folder, that will be collected at the end of each week. All notes, sketches, answered questions and anything else related to this project will be put in the folder
      • Go over Rubric
      • Assign groups/roles (3 people in each group)
      • A. Artist
      • The artist is the person in the project who is going to at the end of the process paint the mural in the site that is determined by the planner. The artist is going to become familiar with techniques associated with painting. Having to do with color, form, shape , texture and depth. The artist will work closely with the designer and planner as a team to make the final mural.
      • B. Mural Designer
      • The designer with be the person who decides the shape and design of the mural. They will be working with some community members, taking surveys and doing the rough draft of the mural for the artist to use. The role of the designer is to lay the mural out on the given space with suggestion taken from members in the community and the artist. The designer with work with the artist in the final stages of planning to make sure they are both on the same page.
      • C. Mural Planner
      • The planner of the mural will be responsible for the logistics involved in the mural. The funding, particularly the grant process. The planner with be the voice of the project relaying the artists ideas and the designers to the client, meaning presenting the complete plan for mural (aka the teacher).
      • Learn some background information.
        • At this website you will see examples of public art that was commissioned by the City of Fort
      Continue with process
    • The Process continued… Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
        • Collins.
        • http://www.fcgov.com/artspublic/pdf/small-map.pdf
        • Here you will read about famous muralists. Be sure to click on individuals to see their work.
        • http://www.nationmaster.com/encyclopedia/Muralist
      • Week Two (Understanding your role)
      • This week will be spend individually getting to know the roles given. Through reading article and watching videos.
      • Artist:
      • Take notes of tips and techniques. At least 20. ( Put responses in your project folder)
      • Visit this website and watch all the videos from empty wall on.
      • The man in the videos explains the painting process from beginning to end.
      • http://www.ehow.com/video_2381244_the-empty-wall-before-painting.html
      • Briefly skim this article to learn about materials needed.
      • http://www.goldenpaints.com/justpaint/jp10article1.php
      • Article that talks about materials to use, types of paint.
      • Watch 1-19 about different techniques
      • http://www.expertvillage.com/video-series/4976_mural-painting.htm
      • Designer:
      • Take notes on his comments and helpful suggestions. At least seven.( Put responses in your project folder)
      • Visit website and watch all videos till the empty wall video.
      • The man discuss the process of designing in a given space.
      • http://www.ehow.com/video_2381239_the-mural-painting-process.html
      • This website tells about how to write a survey.
      • Take detailed notes because you will be make a survey to ask individuals about mural subject matter.
      • http://members.tripod.com/~frede_dast/conseil1_a.html
      Process continued …
    • Process Continued… Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Planner: Read this article that has tips on obtaining grants http://www.umanitoba.ca/research/funding/tips/general_grant_tips.pdf Write down the goals of Colorado for making the arts more accessible http://colorado.cgweb.org/main.php Go to this website and write down the two steps to getting started. http://www.coloarts.state.co.us/programs/education/schools_districts/starthere.htm Read and take notes about Grant Guidelines http://colorado.cgweb.org/page.php?id=89 Week Three (Work Time) Designer: Surveys will be fabricated for interviewing community members and then 15 taken by different people. When writing survey keep it simple and concise. Remember to include opinion on subject matter and relevance to community and improving public spaces. This time will also be spent working with the artist creating a rough draft of the mural based on the notes taken the previous weeks. Will also take Preliminary drafts of mural design will be put in folder. 15 survey sample interviews placed in folder by end of week. Artist : Will be practicing techniques and applying things learned from previous weeks. Artist will be working with the designer to finalize ideas based on basic art concepts. (Line, Shape, Color, Value, Texture, Space, Rhythm) Preliminary drafts of mural design will be put in folder, along with 5paint samples of basic art concepts in relation to the mural theme. Go to: http://flickr.com/search/advanced/ Search for murals/ public art to see example for inspiration. Write down 6 words that inspire you from these images and why. Process continued…
    • Process Continued… Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Planner: The planner will be preparing grant application. Keep in mind the notes taken the week before on tips when it comes to grant applications. Base application on this outline: Project Overview Need for Project Research Sources Amount Needed Special School/Community Circumstance Evaluation Methods Read both grant writing one and two for more information: http://712educators.about.com/cs/grantwriting/a/grantwriting.htm Will have grant written by end of week three and turned in to class folder. Week Four (Collaborate) During the final week of this project students in the groups will work together to fill on another in about what one another has learned in the process of being in their roles. Along with discussing the what has been learned students will work with one another to create a final presentation (power point) of mural to the client (teacher). Each individual will write a two page summary on the roles that they were not. Ex. Planner write a summary for artist and designer. Process continued…again
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Lesson takes 4 weeks as said in the process. Saying the class meets 2-3 times a week. If only once a week then the lesson would take longer. This lesson relies on all students having access to a computer at least for the first week of the project there for will not be able to complete lesson if a computer lab is not available. Teachers should be familiar with technology and the use of PowerPoint and Web quests in order to properly teach lesson. Also the familiarity with creating a mural from scratch and experience with writing a grant would be useful but not necessary. Evaluation Teacher Script Conclusion
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Sites: More murals: http://www.emill.com/mm/murals/gallery.html Advice for teacher and doing murals http://www.pbs.org/americanfamily/teacher2.html Historical of muralists http://www.nationmaster.com/encyclopedia/Muralist Fort Colllins Public Art http://www.fcgov.com/artspublic/pdf/small-map.pdf How to paint mural techniques from a professional http://www.ehow.com/video_2381244_the-empty-wall-before-painting.html Materials that might be needed suggestions http://www.goldenpaints.com/justpaint/jp10article1.php More videos for expert on mural advice http://www.expertvillage.com/video-series/4976_mural-painting.htm How to write surveys, for the planner http://members.tripod.com/~frede_dast/conseil1_a.html Tips for grant writing http://www.umanitoba.ca/research/funding/tips/general_grant_tips.pdf Resources from Colorado grant goals http://colorado.cgweb.org/main.php Getting started for Gran writing http://www.coloarts.state.co.us/programs/education/schools_districts/starthere.htm Grant Guidelines http://colorado.cgweb.org/page.php?id=89 Resources for examples of other pictures of murals (search : murals) http://flickr.com/search/advanced/ More grant writing suggestions http://712educators.about.com/cs/grantwriting/a/grantwriting.htm Evaluation Teacher Script Conclusion Resources Continued
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Only one teacher is needed for this lesson. -Headphones would be need for watching videos on-line. -Paint/ Brushes and material will be needed -Folders for each student -Scrap Paper -Pencils -Paticience Parents and aides are not needed unless there is a student with special needs. Field trip could be included if you find a space that could be a mural around the school or if there is a space in community that is approved for project. Another option that could easily be worked into the lesson is visiting an existing mural in the area you are in. It would provide a visual representation of what you are aiming to accomplish. Variations The lesson should be modified for students who have special needs and learning disabilities. Things such as adding an extra role to a group like artist assistant. Reducing the amount that a role has to complete. Have student possibly just orally relay information if they have a LD like dyslexia. Another option is having them write a paper of their findings if they don’t work well in groups. Alter the lesson based on the learning environment you have in your classroom. Lesson should not be applied like a blanket. Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It will be evident that the lesson was successful by the fact that students are having the ability to effectively work together. They will be able to communicate there ideas with you, the client and with their fellow class mates. The final presentation will show that all students equally participated in the unit along with the fact that they all understand the different roles even though they did not directly do them. They should fully grasp the difficulty of planning a public space and the joy involved form having their ideas come alive in a community. Evaluation Teacher Script Conclusion On to Rubric…
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It will be evident that the lesson was successful by the fact that students are having the ability to effectively work together. They will be able to communicate there ideas with you, the client and with their fellow class mates. The final presentation will show that all students equally participated in the unit along with the fact that they all understand the different roles even though they did not directly do them. They should fully grasp the difficulty of planning a public space and the joy involved form having their ideas come alive in a community. Evaluation Teacher Script Conclusion
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Week One (Introduction)
      • Discuss the project and what is expected:
        • Tell each student that they will have a folder, that will be collected at the end of each week. All notes, sketches, answered questions and anything else related to this project will be put in the folder. Be specific in explaining the more drafting and note, brainstorming the higher their grade will be since you will be able to get a feel for their process more.
        • Show examples at this point of a previous folder and what was in it for visual stimulation.
        • Go over Rubric. Show the different parts, explain that the project will be graded as accumulative along with the separate grades for each week of the unit, which will be individual
      • Assign groups/roles (3 people in each group)
        • When assigning group, pair student with roles they aren’t usually proficient at. For example the non-artistic student should have the Artist role.
        • Make sure to evenly distribute the more advance with the average.
        • Thoroughly explain each roll.
      • A. Artist
      • The artist is the person in the project who is going to at the end of the process paint the mural in the site that is determined by the planner. The artist is going to become familiar with techniques associated with painting. Having to do with color, form, shape , texture and depth. The artist will work closely with the designer and planner as a team to make the final mural.
      • B. Mural Designer
      • The designer with be the person who decides the shape and design of the mural. They will be working with some community members, taking surveys and doing the rough draft of the mural for the artist to use. The role of the designer is to lay the mural out on the given space with suggestion taken from members in the community and the artist. The designer with work with the artist in the final stages of planning to make sure they are both on the same page.
      Evaluation Teacher Script Conclusion Teacher Script Continued…
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • C. Mural Planner
      • The planner of the mural will be responsible for the logistics involved in the mural. The funding, particularly the grant process. The planner with be the voice of the project relaying the artists ideas and the designers to the client, meaning presenting the complete plan for mural (aka the teacher).
      • 3. The rest is up to the students for that week.
      • Be sure to be around to help with technical questions. Such as internet not loading a video. Not understanding, be sure to let students struggle and not need you to guide them. The point of the assignment is to have them get the instructions and fly solo.
      • Week 2 (Understanding your role)
      • This week will be having the students explore what their role means through internet sources
      • Your role will be to help with any questions.
      • Make sure they are on task
      • Week 3 (Work Time)
      • Facilitate working groups and interactions
      • Challenge students to go out side their boundaries.
      • Be their to guide, not control.
      • Week Four (Collaborate)
      • During the final week of this project students in the groups will work together to fill on another in about what one another has learned in the process of being in their roles. Along with discussing the what has been learned students will work with one another to create a final presentation (power point) of mural to the client (teacher).
      • Each individual will write a two page summary on the roles that they were not.
      • Ex. Planner write a summary for artist and designer.
      Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion In conclusion the student should have grasped the understanding of what public art is, the significance of it . The difficulties of working with others that have different goals than them, the visual aspect verses logistical. They should be enthused that they worked with little guidance for you as a teacher. Should have new found respect for work at a high level of creating a final product.
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Expert Village for helpful videos on mural making http://www.expertvillage.com/ Fort Collins, for public art examples http://www.ci.fort-collins.co.us/artspublic/ Wikipedia for background regarding public art. http://en.wikipedia.org/wiki/Public_art Flickr for creative common photo examples of murals. http://flickr.com The WebQuest Page The WebQuest Slideshare Group