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Unit Title: Mass Production

University of North Texas Art Education I. UNIT Title and UNIT Rationale: Mass Production; In studying mass production, students will learn to recognize mass production in their society and think critically about its effects. II. LESSON Title, Lesson # (in relation to unit) & Lesson Purpose: Learning through Multiple Prints, 2 of 5, Students will learn printmaking techniques and how they can relate to mass production in our society. III. UNIT Key Concepts: Mass production is ingrained in our society. Mass production lacks uniqueness. Mass production leads to consumerism. Mass production has an affect on the value of objects. LESSON Key Concepts Mass production is engrained in our society. Mass production lacks uniqueness. IV. Essential Question: How does mass production affect our society? How is the uniqueness of items affected by mass production? V. Lesson Objectives: The student will be able to verbally and through writing communicate thoughts on mass production. The student will be able to implement collagraph and relief printmaking techniques. The student will be able to incorporate at least three textures in their piece. VI. Specific Art Content: Students will be learning how to develop an idea for a piece of art as well as how to incorporate multiple textures into their art. The student will also be learning the printmaking process of collagraph and relief printing. VII. Instruction and Its Sequencing: A. Introduction/Motivation: As the students come in a video will be up on the board. When the class begins, the video, showing the production process of a common object, will start playing.

B. Instruction: The teacher will inform students on mass production and it’s effects through a PowerPoint. The teacher will then apply that to a discussion that the teacher will facilitate through handouts with artwork pertaining to mass production. The teacher will then explain the process of making collagraph through a PowerPoint that lists the steps clearly and facilitate an assembly line workshop. C. Resources & Materials for Teacher: Art images; Cake Wayne Thiebaud, I Shop Therefore I Am Barbara Kruger, Coca-Cola 210 Bottles Andy Warhol, Balloon Dog Jeff Koons,A Collection of 50 Perfect Vehicles Allan McCollum, Grater Jeremy Hutchison. Image info: http://betterthandiamonds.files.wordpress.com/2012/03/wayne-thiebaudcakes-1963.jpg http://visual-poetry.tumblr.com/image/12163843321 http://www.popandroll.com/coke-art/Coca-Cola-Art_Andy-Warhol_Green_CocaCola_Bottles.jpg http://www.wikipaintings.org/en/jeff-koons/ballon-dog#supersized-artistPaintings255176 http://www.artnet.com/artwork/426207567/957/allan-mccollum-a-collection-of-50perfect-vehicles.html http://www.designboom.com/art/dysfunctional-luxuries-by-jeremy-hutchison/ PowerPoint Image info; http://legio-victrix.blogspot.com/2010_08_01_archive.html http://epadv.com/wp-content/uploads/2012/07/Ford_Model_T_Final_Assembly-BW.jpg http://johannespilz.frihost.org/portfolio/wp-content/uploads/2012/06/mass-production.jpg http://bpmforreal.files.wordpress.com/2012/10/consumer-choice.jpg Video: http://science.discovery.com/tv-shows/how-its-made/videos/how-its-made-howcrayons-are-made.htm D. Resources & Materials for Students: Worksheets with images of artist, How It’s Made video (see materials for teacher), Sketch worksheet, Pencils, Pens, Cardboard, Block printing ink, Brayer, Assorted materials (for building Collagraph), Glue, Paper. E. Guided Practice. Students will display their new knowledge through a group discussion prompted by images of artworks given by the teacher. The teacher will go through the steps of making a collagraph through a PowerPoint with pictures. The students will then display this new knowledge by working in groups through building, inking, pulling, and titling stations set up in the classroom by the teacher. F. Independent Practice: Students will make sketches for two ideas of an important object in their life. These sketches will be for the final project. The students will also answer the question “how does mass production affect society?” at the bottom of their sketching page. Students will then implement the collagraph printmaking process learned through their production of a collagraph plate with three prints pulled from it. G. Closure: Students will reflect on their pieces through a critique-type discussion. The teacher will ask questions pertaining to the big idea of mass production (i.e. does repeating the

important objects make them any less important?) and have the students refer back to their answers of the question on the sketch worksheet. H. Formative Evaluation: The teacher will evaluate if students understand the information on mass production being taught through the question that they answer on the sketching sheet. The teacher will re-teach the information by referring back to the pros and cons on the PowerPoint. I. Classroom Management Procedures: The teacher will keep students on task by monitoring them during independent practice. To promote participation, the teacher will call on students to talk if they do not volunteer. The teacher will also keep a timer in order to keep the students on track. J. Adaptations for Students with Special Needs: Special needs students who require being closer to the teacher, will be seated in the front of the classroom. Special needs students will also be given a peer helper to assist them through the production and writing process. VIII. Summative Assessment and Evaluation: What I want to know? If students are effectively communicating and forming their own thoughts, ideas and opinions on mass production, if they understand and can implement-in their own collagraph-relief printing techniques, finally I want to know if they can show variety in their collagraph by using three different textures. How will I know it? Through writing and dialogue I will gauge whether students are building their own understanding about mass production in society. Their collagraphs will show how well they understood the collagraph and relief printing process and if they incorporated at least three textures. How will I record it? +√ Excellent Writing during critique and dialogue during group assignment tie into thoughtful fully developed ideas and opinions on mass production. Collagraph shows craftsmanship and successfully implements collagraph and relief printmaking techniques. Student incorporates three textures into final collagraph piece. √ Good Writing during critique and dialogue during group assignment tie into ideas and opinions on mass production. Writing is good but does not fully or extensively cover mass production. Collagraph shows craftsmanship and implements collagraph and relief printmaking techniques. Student incorporates one or two textures but not the required three. -√ Needs Improvement In writing student made no connections to mass production. Work lacks craftsmanship and does not effectively implement collagraph and relief printmaking techniques. Student shows no variety of textures. X. Interdisciplinary Connections: Social Studies concepts are referenced by the look at mass production through time. English skills are also utilized in the writing portion of the lesson.

XI. References & Resources: Art images; Cake Wayne Thiebaud, I Shop Therefore I Am Barbara Kruger, Coca-Cola 210 Bottles Andy Warhol, Balloon Dog Jeff Koons, A Collection of 50 Perfect Vehicles Allan McCollum, Grater Jeremy Hutchison. Image info: http://betterthandiamonds.files.wordpress.com/2012/03/wayne-thiebaud-cakes1963.jpg http://visual-poetry.tumblr.com/image/12163843321 http://www.popandroll.com/coke-art/Coca-Cola-Art_Andy-Warhol_Green_CocaCola_Bottles.jpg http://www.wikipaintings.org/en/jeff-koons/ballon-dog#supersized-artistPaintings-255176 http://www.artnet.com/artwork/426207567/957/allan-mccollum-a-collection-of-50-perfectvehicles.html http://www.designboom.com/art/dysfunctional-luxuries-by-jeremy-hutchison/ PowerPoint Image info; http://legio-victrix.blogspot.com/2010_08_01_archive.html http://epadv.com/wp-content/uploads/2012/07/Ford_Model_T_Final_Assembly-BW.jpg http://johannespilz.frihost.org/portfolio/wp-content/uploads/2012/06/mass-production.jpg http://bpmforreal.files.wordpress.com/2012/10/consumer-choice.jpg Video: http://science.discovery.com/tv-shows/how-its-made/videos/how-its-made-how-crayonsare-made.htm Books: The 20th Century Art Book, Pop Art A Continuing History. Marco Livingstone Online Resources: http://www.pbs.org/art21/artists/jeff-koons http://www.pbs.org/art21/artists/barbara-kruger http://www.pbs.org/art21/artists/allan-mccollum http://www.designboom.com/art/dysfunctional-luxuries-by-jeremy-hutchison/ http://www.guardian.co.uk/artanddesign/architecture-design-blog/2012/dec/04/erratum-massproduction-jeremy-hutchinson http://delfinafoundation.com/mobile/in-residence/jeremy-hutchison/ XII. Art TEKS 7th grade: Historical Cultural Heritage (3A) The student is expected to analyze ways that international, historical, and political issues influence artworks. Response/Evaluation (4A) The student is expected to analyze and compare relationships, such as function and meaning, in personal artworks. Creative Expression/Performance (2C) The student is expected to produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways. XIII. National Art Standards Content Standard #3 Content Standard #4 Content standard #5 Content Standard #6

Step 1: Building plate

Step 2: Inking

Step 3: Pressing Print

Step 4: Titling your work!