Dinner Plate Final

Lesson Objective: Create 3-D artwork in Clay from Famous 2-D artwork explore and review cumulative learning of additive, subtractive construction and the elements and principles of art.

Project Requirements: 

Sketchbook: Complete a plan of the final plate, with famous artwork  in your sketchbook including:

Plan for addition and subtraction of clay

      Update the work for contemporary day
Details with Measurements for final construction

Full Color Study with approval to move to final project

Final Art work:  

      Create a uniform dinner plate, with a famous artwork, in clay

Must have addition and subtraction

Must consider line, shape, value, color, texture, balance, unity & movement 

Update the work to represent contemporary day

      Glaze is applied with detail and precision

Presentation: 

Famous Artist Information

Birth/Death

School

Art Movement Association

Major Exhibitions

Lasting Value of the work

Interesting information

Quote 

Final meets California Art Standards: 

1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.

2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.

2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.

3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)

4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

4.3 Analyze and articulate how society influences the interpretation and message of a work of art.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Assessment: 

Informal: Small group written critique

Formal: Artist Statement

Formal: Grading final sculpture

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 

Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm  from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

Key Vocabulary: Feminist Art, 

Materials: 

Clay

Clay Tools

Slip

Glaze

Direct Instruction

Critique:

Small Group: Judy Chicago’s Plate

Large Group: Judy Chicago’s Plate

Judy Chicago (1939-       )

Born Judith Sylvia Cohen in Chicago, Illinois

American feminist artist, art educator

Received her Master of Fine Arts from UCLA in 1964.

Known for her large collaborative art installation pieces which examine the role of women in history and culture. 

By the 1970s, Chicago had coined the term "feminist art" 

She founded the first feminist art program in the United States. 

In 1970 full-time teacher at Fresno State College

Teaching women the skills needed to express the female perspective in their work.

She planned a class that would consist only of women

She would teach students off campus to escape "the presence and the expectations of men.”

It was at this time when Chicago would coin the term "feminist art"[

Chicago's work incorporates stereotypical women's artistic skills, such as needlework, counterbalanced with stereotypical male skills such as welding and pyrotechnics. 

Chicago's masterpiece is The Dinner Party, which is in the collection of the Brooklyn Museum.

Dinner Party: 

First epic feminist artwork

Symbolic history of women in Western civilization. 

39 place settings for mythical and historical famous women

Arranged along a triangular table

Each unique place-setting includes:

A hand-painted china plate, 

Ceramic flatware and chalice

Napkin with an embroidered gold edge. 

Plate, brightly-colored, elaborately styled form. 

Settings are on embroidered runners, with various needlework styles.