EDUC 229B.2 | ASSIGN. 1 |
COLLAGE |
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TOPIC : | Visual arts lesson featuring a self-representative collage that is |
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constructed with magazine clippings that the student has selected. |
COMPONENT OBJECTIVES: |
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Creative Expression: | Each student will construct a unique collage |
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that he or she believes represents his or her "SHAPE" (Spiritual Gifts, |
Heart, Abilities, Personality, Experiences). |
Aesthetic Valuing: | Each student will discuss, in his or her small |
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group (4 students per group, and 5 min. each) the reasons for adding |
each piece to his or her collage. Also, students will write two follow-up |
paragraphs during the closure of the lesson. |
RATIONALE: | The visual arts offer aesthetic, perceptual, creative, and |
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intellectual dimensions. Constructing a collage enables a student to create and |
analyze one's own work in order to give that student, and his/her friends, a |
better understanding of one's "SHAPE." | Knowledge of the self will help to direct |
a student's choices for life, and provide a better realization of one's needs. |
STRATEGY: | A combination of direct instruction and group process (groups of |
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four students) will be used. |
VOCABULARY: | Collage, Unique, "SHAPE" |
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Collage | --1; a technique of composing a work of art by pasting on a |
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single surface materials not normally associated with each other |
(magazine clippings in this case). 2; the product of the above process. |
Unique | --one of a kind. |
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"SHAPE" | --an acronym that stands for a person's Spiritual Gifts, Heart, |
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Abilities, Personality, and Experiences. |
PROCEDURES |
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INTRODUCTION: | I will pose the following questions: | Has anyone made |
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a collage before? What have you made it out of? | What is a collage? What |
might be some reasons for making a collage? Following a discussion about |
these questions, I will share the expectations for constructing a collage, and I |
will share a model of a collage that I have done in the past. (Note: | possibly |
list steps for getting started on the board.) |
ACTIVITY SEQUENCE: |
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1. There should be four tables set up on which the four sets of materials are |
arranged. The teacher should instruct each person in a group to go and |
collect one of the needed materials (4 magazines, 2 scissors, 1 glue stick, |
MIKEART.1 |
EDUC 229B.2 | ASSIGN. 1 |
and 4 pieces of 12"x15" construction paper per group). Students will return |
to their group and spend 25 min. creating collages. |
2. Teacher should emphasize that one's collage should represent one's |
"SHAPE." |
3. Teacher should remind and allow students 25 min. to create the collage, |
and 20 min. for sharing between group members (5 min. each). It may be |
wise to have a timer handy during the sharing time; when the bell goes off, |
the students know to switch to the next person. |
4. If students finish early they may begin cleaning up after themselves. |
Usually, students will finish cleaning before their allotted sharing time is up |
(20 min.). |
CLOSURE: | Once students have finished the above activity, select several |
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students to share one new quality learned about a group member. After this |
discussion, give a homework assignment; each student should write one |
paragraph about one way to serve each group member in the future, and |
another paragraph identifying any changes necessary in one's life due to |
this possibly new knowledge of self. Finally, be sure that room is made on |
one of the classroom walls in order to allow students to post their collages. |
EVALUATION: | This will take place in three ways during the closure time. |
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First, the teacher will visually check that each student had made a |
representative collage. Second, the selected volunteers from the closure |
time should indicate to the teacher that discussion happened. Lastly, a |
check of the homework will indicate if students truly designed their collages |
in regard to one's "SHAPE." |
MATERIALS: | 1. 12"x15" construction paper. 2. About 15 pair of scissors. |
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3. About 8 glue sticks needed. 4. At least 32 various magazines. |
CLEAN-UP: | Those students who collected the materials at the beginning |
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should also return them as soon as their group's sharing time is complete. All |
scraps should be thrown in the trash during this time. The other three tasks |
include stacking the magazines, collecting scissors, and collecting the glue. |
ACTIVITY REFERENCE: | I acquired this lesson on November 2 from a friend |
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named Bill Glad. He was the speaker at our Church retreat that weekend. He is |
currently getting his Ph.D. at Fuller Theological Seminary and ministering at La |
Canada Presbyterian Church in southern California. |
MIKEART.1 |