Hands of Compassion
Lesson by Jess Hamlin
8/30/2011
Big Idea: Compassion
Lesson Theme: Compassionate Acts
Grade Level: 6th - 8th grade
Time: 9 classes (45 minutes each)
Lesson Overview:
Students will be asked to define and discuss compassion through images and text. The teacher will introduce the students to many people who choose to act compassionately towards others. Students will be exposed to art that was created to honor such individuals. Students will then be asked to consider what they are compassionate about.
Using the technique of Chiaroscuro, which the teacher introduces by showing a work by Leonardo da Vinci, and image transfer techniques students will create an image of their own hand surrounded by a collage of things that they are compassionate about.
Students will write about how their images portray their compassions, display their works on the class room window and self evaluate themselves using a provided rubric. Students will be encouraged to discuss one another’s works in a critique. Once the critique is complete, students will be invited to help display their works of art and descriptions in a window near the front of the school.
Visual Culture Component/Relevance:
School violence has been a pressing issue in American school systems for at least a decade. All students can relate to the impact that school bullying can have on an individual’s social and emotional well being. The students will be introduced to the first victim of the Columbine High School shooting of 1999, Rachel Joy Scott. The two students who committed the horrible acts of violence on that morning had experienced significant bullying in school. She was well known in the community and her school for acting compassionately towards everyone she came in contact with. After her untimely death, her family decided to honor her memory by sharing her words and way of living in hopes it would inspire others to act compassionately and stand up against bullying. The program is called “Rachel’s Challenge” and has been seem by thousands of school-aged children across the country.
Students will be provided with an essay Rachel wrote titled “My Ethics, My Codes of Life” for a class six weeks before her life was taken. Students will be asked to read the essay and pick out a section referring to compassion that they relate to. The teacher will present a power point presentation on Rachel and the events of Columbine High School.
Virginia Standards of Learning:
Art
6.7 The student will use chiaroscuro to create the illusion of a form in a work of art.
6.14 The student will identify how artist contribute to society.
6.15 The student will interpret the ideas and emotions expresses in works of art, using appropriate art vocabulary.
6.24 The student will explain orally and in writing the means by which visual art evokes sensory and emotional responses.
7.7 The student will create contour line drawings that demonstrate perceptual skill.
7.17 The student will compare and contrast the characteristics of public art, including monuments.
7.23 The student will analyze, interpret, and judge works of art based on biographical, historical or contextual information.
7.29 The student will describe personal responses to the visual qualities of a work of art.
8.5 The student will use line to create value in a work of art.
8.15 The student will compare and contrast works of art according to medium, period, style, and artist.
8.19 The student will critique in oral and written form, personal work and the work of others, using appropriate art vocabulary.
8.20 The student will discuss and analyze the purposes, values, and meanings of works of art.
Lesson Objectives:
The student will:
· Recognize monumental works created in the honor of compassionate leaders and religions.
· Identify how artist contribute to society by creating public art honoring compassionate leaders and religions.
· Compare and contrast works of art according to medium, period, and style.
· Demonstrate an understanding of value, shadows, and highlights by drawing a hand using the technique of chiaroscuro.
· Create a collage based on personal compassions using proper image transfer techniques.
· Summarize orally and in writing the way in which their hand collage, and the collage of others, evokes sensory and emotional responses.
· Critique the effectiveness of the ideas and emotions expresses in the hand collages based on contextual information.
Vocabulary Words for Visual Analysis: (students will be provided a list of these in a handout)
Compassion:A feeling of deep sympathy and sorrow for another who is stricken by misfortune, accompanied by a strong desire to alleviate the suffering.
Empathy: The ability to understand and share feelings (such as sadness or happiness) that are being experienced by another person. Someone needs to have a certain amount of empathy before they are able to feel compassion.
Value Scale: A gray scale, a series of spaces filled with the tints and shades of one color, starting with white or the lightest tint on one end, and gradually changing into the darkest shade or black on the other.
Shadows: The area on any surface which is not illuminated because light is blocked by an object that is between the area and the source of light.
Highlights: The area on any surface which reflects the most light. Highlights and shadows are important to the achievement of chiaroscuro.
Contrast: A large difference between two things, such as value or color.
Chiaroscuro: Modeling of volume by depicting light and shade by contrasting them boldly.
Contour: The outline and other visible edges of a mass, figure or object.
Collage: A work of art made from an assemblage of different forms, thus creating a new whole.
Image transfer: Transferring an image from one medium to another. For example, paper to wood.
Historical/Cultural Information:
Students will be introduced to examples of world religions (Buddhism and Christianity) that teach compassion. I will also be introducing the students to world leaders that are well known for their acts of compassion (Mother Teresa and Martin Luther King Jr.). The teacher will suggest that our culture and cultures around the world value the virtue of compassion by pointing out that many artists choose to commemorate such religions and leaders through their art. (Refer to power point for information that the teacher will be sharing about specific religions and leaders.)
Image/Artist Descriptions:
8/30/2011
Big Idea: Compassion
Lesson Theme: Compassionate Acts
Grade Level: 6th - 8th grade
Time: 9 classes (45 minutes each)
Lesson Overview:
Students will be asked to define and discuss compassion through images and text. The teacher will introduce the students to many people who choose to act compassionately towards others. Students will be exposed to art that was created to honor such individuals. Students will then be asked to consider what they are compassionate about.
Using the technique of Chiaroscuro, which the teacher introduces by showing a work by Leonardo da Vinci, and image transfer techniques students will create an image of their own hand surrounded by a collage of things that they are compassionate about.
Students will write about how their images portray their compassions, display their works on the class room window and self evaluate themselves using a provided rubric. Students will be encouraged to discuss one another’s works in a critique. Once the critique is complete, students will be invited to help display their works of art and descriptions in a window near the front of the school.
Visual Culture Component/Relevance:
School violence has been a pressing issue in American school systems for at least a decade. All students can relate to the impact that school bullying can have on an individual’s social and emotional well being. The students will be introduced to the first victim of the Columbine High School shooting of 1999, Rachel Joy Scott. The two students who committed the horrible acts of violence on that morning had experienced significant bullying in school. She was well known in the community and her school for acting compassionately towards everyone she came in contact with. After her untimely death, her family decided to honor her memory by sharing her words and way of living in hopes it would inspire others to act compassionately and stand up against bullying. The program is called “Rachel’s Challenge” and has been seem by thousands of school-aged children across the country.
Students will be provided with an essay Rachel wrote titled “My Ethics, My Codes of Life” for a class six weeks before her life was taken. Students will be asked to read the essay and pick out a section referring to compassion that they relate to. The teacher will present a power point presentation on Rachel and the events of Columbine High School.
Virginia Standards of Learning:
Art
6.7 The student will use chiaroscuro to create the illusion of a form in a work of art.
6.14 The student will identify how artist contribute to society.
6.15 The student will interpret the ideas and emotions expresses in works of art, using appropriate art vocabulary.
6.24 The student will explain orally and in writing the means by which visual art evokes sensory and emotional responses.
7.7 The student will create contour line drawings that demonstrate perceptual skill.
7.17 The student will compare and contrast the characteristics of public art, including monuments.
7.23 The student will analyze, interpret, and judge works of art based on biographical, historical or contextual information.
7.29 The student will describe personal responses to the visual qualities of a work of art.
8.5 The student will use line to create value in a work of art.
8.15 The student will compare and contrast works of art according to medium, period, style, and artist.
8.19 The student will critique in oral and written form, personal work and the work of others, using appropriate art vocabulary.
8.20 The student will discuss and analyze the purposes, values, and meanings of works of art.
Lesson Objectives:
The student will:
· Recognize monumental works created in the honor of compassionate leaders and religions.
· Identify how artist contribute to society by creating public art honoring compassionate leaders and religions.
· Compare and contrast works of art according to medium, period, and style.
· Demonstrate an understanding of value, shadows, and highlights by drawing a hand using the technique of chiaroscuro.
· Create a collage based on personal compassions using proper image transfer techniques.
· Summarize orally and in writing the way in which their hand collage, and the collage of others, evokes sensory and emotional responses.
· Critique the effectiveness of the ideas and emotions expresses in the hand collages based on contextual information.
Vocabulary Words for Visual Analysis: (students will be provided a list of these in a handout)
Compassion:A feeling of deep sympathy and sorrow for another who is stricken by misfortune, accompanied by a strong desire to alleviate the suffering.
Empathy: The ability to understand and share feelings (such as sadness or happiness) that are being experienced by another person. Someone needs to have a certain amount of empathy before they are able to feel compassion.
Value Scale: A gray scale, a series of spaces filled with the tints and shades of one color, starting with white or the lightest tint on one end, and gradually changing into the darkest shade or black on the other.
Shadows: The area on any surface which is not illuminated because light is blocked by an object that is between the area and the source of light.
Highlights: The area on any surface which reflects the most light. Highlights and shadows are important to the achievement of chiaroscuro.
Contrast: A large difference between two things, such as value or color.
Chiaroscuro: Modeling of volume by depicting light and shade by contrasting them boldly.
Contour: The outline and other visible edges of a mass, figure or object.
Collage: A work of art made from an assemblage of different forms, thus creating a new whole.
Image transfer: Transferring an image from one medium to another. For example, paper to wood.
Historical/Cultural Information:
Students will be introduced to examples of world religions (Buddhism and Christianity) that teach compassion. I will also be introducing the students to world leaders that are well known for their acts of compassion (Mother Teresa and Martin Luther King Jr.). The teacher will suggest that our culture and cultures around the world value the virtue of compassion by pointing out that many artists choose to commemorate such religions and leaders through their art. (Refer to power point for information that the teacher will be sharing about specific religions and leaders.)
Image/Artist Descriptions:
The work of art that will be shared to provide an example of chiaroscuro:
Study of Arms and Hands , Leonardo da Vinci, 1474
(Sketch popularly considered to be a preliminary study for the painting "Lady with an Ermine".)
The work of art that will be shared that honors a compassionate religion:
Pietà, Michelangelo, (1498–1499)
(Sculpture of Mother Mary and Jesus after his death)
Pietà, Michelangelo, (1498–1499)
(Sculpture of Mother Mary and Jesus after his death)
The work of art that will be shared that honors a compassionate world leader:
A Stone of Hope, Lei Yixin, 2011
(The Martin Luther King, Jr. National Memorial is located in West Potomac Park in Washington, D.C. The centerpiece for the memorial is based on a line from King's "I Have a Dream" speech: "Out of a mountain of despair, a stone of hope."
The memorial opened to the public on August 22, 2011.
A Stone of Hope, Lei Yixin, 2011
(The Martin Luther King, Jr. National Memorial is located in West Potomac Park in Washington, D.C. The centerpiece for the memorial is based on a line from King's "I Have a Dream" speech: "Out of a mountain of despair, a stone of hope."
The memorial opened to the public on August 22, 2011.
Materials and Preparation:
Pre-prepared gessoed cutouts (for soaking)
30 pre-cut pieces of cardboard
Scissors
6 Buckets
Water
Power Point Presentation on Compassion
Copies of Rachel’s Essay “My Ethics, My Codes of Life”
Copies of Project Description and grading Rubric
Copies of Vocabulary
Butterfly in a jar (mechanical toy)
Sketch paper- (9x9)
Graphite pencil
Tracing Paper
Sharpie
Tape
Gesso
Envelopes
Plastic wrap
Hair dryer
Paint brushes
Magazines
Questioning Strategies:
Study of Arms and Hands:
· What do you notice about how these hands of been drawn?
· What kinds of value are used?
· Where are the shadows and highlights? How did the artist accomplish this?
· Why are hands important?
· Why might an artists draw hands?
· What might hands tell you about a person?
(Looking for responses that have to do with hands are important because you can do things with them, they allow you to ACT upon a feeling)
Pietà:
· What sort of values do you see in this sculpture? Do you see high contrast or low contrast?
· How is this similar to the hands by Leonardo?
· How is it different?
A Stone of Hope:
· What sort of values do you see in this sculpture? Do you see high contrast or low contrast?
· How is this similar to the hands by Leonardo?
· How is it different? ( The teacher will point of the differences in the approach to the sculpture between sculpture in the round and relief sculpture and the difference in the affects it gives the viewer)
Questions for students during critique:
· What do you see in this work of art?
· How do the images and text used convey a sense of empathy or compassion?
· Why do you think this description belongs to this work of art?
Lesson Procedure:
Day 1
· Students will first be reminded of the drawing exercises (contour, blind contour, continuous contour, gesture and shading) they completed at the beginning of the year where they examined the use of line to create volume. The teacher will refer to the “Drawing Techniques” bulletin board for visual examples.
· The teacher will pass out packets to each student which includes the vocabulary related to the lesson.(Packet will also include project description, essay and rubric)
· The teacher will then introduce them to chiaroscuro and a work of art by Leonardo da Vinci. (Refer to power point and “Image Descriptions” section)
· The teacher will explain that many artist draw in chiaroscuro when planning out a larger work of art that may include color. The teacher will explain that it is important that the artist determine the correct values, highlights, and shadows to achieve a realistic image.
· The teacher will ask the students to further examine the hands portrayed in Leonardo da Vinci’s drawing. (Refer to “Questioning Strategies” for detailed discussion questions)
· The teacher will demonstrate drawing one’s own hand by breaking down the process into four steps. (Refer to power point)
· The teacher will point out the importance of using gesture drawing to get the basic shape of the hand before adding any details. The teacher will invite the students to add jewelry, birthmarks, nail polish, etc. to make their hands convey their own identity. Student will be encourage to position their hand in any way (that is not offensive to others) to make their work even more unique.
· Students will be provided with a 9 inch by 9 inch piece of drawing paper, a drawing pencil, sharpener, an eraser.
· Students will then proceed to carefully draw their own hand.
· As students work on drawing their own hands, they will be asked to think about the importance of hands.
Day 2
· Students will continue to work on their hand drawings.
· Students will be reminded of the question previously posed by the teacher, “Why are hands important?” “Why would someone draw hands?”
· As students finish up their drawings, the teacher will ask them to write in their sketch books about why they think hands are important, why artist’s may draw hands, and what hands might tell about a person.
Day 3
· The teacher will have students share their ideas about why hands are important, why artists may draw hands, and what hands might tell about a person.
· The students will be asked to read the essay by Rachel Scott titled “My Ethics, My Codes of Life”.
· The teacher will ask students to pick out a sentence of statement within the essay related to compassion.
· The teacher will then present a power point presentation on compassion by defining it, emphasizing the importance of acting on feelings of compassion, and providing examples of compassion in world religion and leaders (Refer to power point).
· The teacher will introduce the students to many people who choose to act compassionately towards others and the art that was created in honor of them. The teacher will connect the composition and dramatic techniques used in creating such works to the chiaroscuro drawing by Leonardo. (Refer to “Questioning Strategies”)
· The teacher will then introduce the students to Rachel Scott through additional slides in the power point. The teacher will explain that her essay was written six weeks before she was killed and is well remembered for her acts of compassion.
· Students will then be asked to consider what they are compassionate about by writing or drawing about it in their sketchbook.
Day 4
· Students will be invited to look through magazines to find images, text, etc. that they could use to create a collage that expresses their own personal compassions.
· The teacher will provide samples of image cut-outs selected to express the teachers own compassionate feelings towards a cause or subject. (the teacher will be creating his/her own work alongside his/her students)
· The teacher should encourage the students to find as many images and text as possible. If students are having trouble finding images, the teacher can demonstrate how chunks of color or texture within an image can be used to create a different image. The teacher will also encourage students to find images to bring in outside of class.
· Each student will be provided with an envelope to keep their cut outs in.
Day 5
· The teacher will spend the majority of the class time introducing and demoing the technique of image transfer through the use of gesso and magazine cut outs.
· Before beginning the demo, the teacher will cover his/her work area with plastic wrap and tape down the edges to the table.
· The teacher will then select a magazine cut out, place it on the plastic wrap and show students how to lightly apply the gesso with a brush in even coats over the entire image.
· These will be set aside, and pre-prepared gessoed cut outs (which will already be soaking in water) will be used to demonstrate how the paper is removed from the image.
· The teacher will show the students how the paper can gently be rubbed off with your fingers or a cloth. The teacher will also show students how to dry the images off so that they can immediately be used for collaging.
· If time permits, students will prepare a “gessoing pallet” by taping a piece of plastic wrap to a piece of provided card board.
· If students do began working, they will be instructed to begin clean up 5 minutes before the bell rings. Clean up will consist of the students cleaning out their brushes, putting excess gesso away, putting all other supplies and work/images in their tables box, and setting their gesso pallet on the drying rack for safe keeping.
Day 6
· At the beginning of class the teacher will demonstrate how to attach a piece of tracing paper to their hand drawing by taping it down on the top and bottom sides.
· Using a sharpie, the teacher will demonstrate how to outline the contour lines of their hand drawing.
· The teacher will explain that this will not only help to emphasize the hand, but also be a useful guide when collaging their images onto the tracing paper. The teacher will then remove the tracing paper from the original drawing to show the students what it should look like without the drawing behind it.
· Students will then be invited to begin gessoing their images and cut outs using their prepared pallet.
· Once students are done with the gesso, the teacher will help the student to dry their pieces using a hair dryer.
· While students wait for their cut outs to dry, the students will be ask to tape the tracing paper to their drawing and trace the contour lines of their hand drawing using a sharpie.
· The teacher will remind the students that a contour drawing is only an outline of the edges of their hand.
Day 7
· Students will be asked to begin soaking their dried gessoed cut outs at the beginning of class. The teacher will provide each table with a small bucket of water.
· While students wait for their cut outs to soak, they will be asked to finish their contour drawing of their hand on the tracing paper.
· If students finish before their pieces are completely soaked, they will be asked to write about how their images portray their compassions piece of notebook paper.
· Once gesso pieces are completely soaked, students will be invited to remove the paper from their cut-outs by gently rubbing it off.
· Students will be invited to begin putting their collage together using additional gesso to glue the pieces onto the tracing paper. The students will be reminded to only collage around the hand and not over it.
Day 8
· Work Day – Student will be provided this time to finish all aspects of the project. The teacher will provide them with the rubric for the project. (Which will also have been posted within the classroom through the entire project)
Day 9
· Students will be asked to mount their works on the class room window and self evaluate their work using the provided rubric.
· The teacher will collect written descriptions and redistribute them among other classmates.
· The students will be instructed to try to match the description given to them with the correct work of art. This will encourage discussion and critique among students.
· Once the critique is complete, students will be invited to help display the works of art and descriptions in a window near the front of the school.
Resources:
http://en.wikipedia.org/wiki/File:Study_of_Arms_and_Hands.jpg
http://dictionary.reference.com/browse/compassion
http://en.wikipedia.org/wiki/Mother_Teresa
http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr
http://en.wikipedia.org/wiki/Piet%C3%A0_(Michelangelo)
http://drawsketch.about.com/library/weekly/aa112402a.htm
Special populations:
1) Encourage and give assistance (cutting, gessoing, photographing hands for those with poor fine motor skills)
2) Divide lengthy assignments into chunks or simplifying instruction
3) Seat student near teacher while giving instruction (or aids)
4) Actively engage them in class discussion and participation
5) Use body language while giving instruction
6) Demonstrate techniques and media
Extra materials:
Power Point Presentation on Compassion
Vocabulary Handout
Copies of Rachel’s Essay “My Ethics, My Codes of Life”
Copies of Project Description and grading Rubric
Pre-prepared gessoed cutouts (for soaking)
30 pre-cut pieces of cardboard
Scissors
6 Buckets
Water
Power Point Presentation on Compassion
Copies of Rachel’s Essay “My Ethics, My Codes of Life”
Copies of Project Description and grading Rubric
Copies of Vocabulary
Butterfly in a jar (mechanical toy)
Sketch paper- (9x9)
Graphite pencil
Tracing Paper
Sharpie
Tape
Gesso
Envelopes
Plastic wrap
Hair dryer
Paint brushes
Magazines
Questioning Strategies:
Study of Arms and Hands:
· What do you notice about how these hands of been drawn?
· What kinds of value are used?
· Where are the shadows and highlights? How did the artist accomplish this?
· Why are hands important?
· Why might an artists draw hands?
· What might hands tell you about a person?
(Looking for responses that have to do with hands are important because you can do things with them, they allow you to ACT upon a feeling)
Pietà:
· What sort of values do you see in this sculpture? Do you see high contrast or low contrast?
· How is this similar to the hands by Leonardo?
· How is it different?
A Stone of Hope:
· What sort of values do you see in this sculpture? Do you see high contrast or low contrast?
· How is this similar to the hands by Leonardo?
· How is it different? ( The teacher will point of the differences in the approach to the sculpture between sculpture in the round and relief sculpture and the difference in the affects it gives the viewer)
Questions for students during critique:
· What do you see in this work of art?
· How do the images and text used convey a sense of empathy or compassion?
· Why do you think this description belongs to this work of art?
Lesson Procedure:
Day 1
· Students will first be reminded of the drawing exercises (contour, blind contour, continuous contour, gesture and shading) they completed at the beginning of the year where they examined the use of line to create volume. The teacher will refer to the “Drawing Techniques” bulletin board for visual examples.
· The teacher will pass out packets to each student which includes the vocabulary related to the lesson.(Packet will also include project description, essay and rubric)
· The teacher will then introduce them to chiaroscuro and a work of art by Leonardo da Vinci. (Refer to power point and “Image Descriptions” section)
· The teacher will explain that many artist draw in chiaroscuro when planning out a larger work of art that may include color. The teacher will explain that it is important that the artist determine the correct values, highlights, and shadows to achieve a realistic image.
· The teacher will ask the students to further examine the hands portrayed in Leonardo da Vinci’s drawing. (Refer to “Questioning Strategies” for detailed discussion questions)
· The teacher will demonstrate drawing one’s own hand by breaking down the process into four steps. (Refer to power point)
· The teacher will point out the importance of using gesture drawing to get the basic shape of the hand before adding any details. The teacher will invite the students to add jewelry, birthmarks, nail polish, etc. to make their hands convey their own identity. Student will be encourage to position their hand in any way (that is not offensive to others) to make their work even more unique.
· Students will be provided with a 9 inch by 9 inch piece of drawing paper, a drawing pencil, sharpener, an eraser.
· Students will then proceed to carefully draw their own hand.
· As students work on drawing their own hands, they will be asked to think about the importance of hands.
Day 2
· Students will continue to work on their hand drawings.
· Students will be reminded of the question previously posed by the teacher, “Why are hands important?” “Why would someone draw hands?”
· As students finish up their drawings, the teacher will ask them to write in their sketch books about why they think hands are important, why artist’s may draw hands, and what hands might tell about a person.
Day 3
· The teacher will have students share their ideas about why hands are important, why artists may draw hands, and what hands might tell about a person.
· The students will be asked to read the essay by Rachel Scott titled “My Ethics, My Codes of Life”.
· The teacher will ask students to pick out a sentence of statement within the essay related to compassion.
· The teacher will then present a power point presentation on compassion by defining it, emphasizing the importance of acting on feelings of compassion, and providing examples of compassion in world religion and leaders (Refer to power point).
· The teacher will introduce the students to many people who choose to act compassionately towards others and the art that was created in honor of them. The teacher will connect the composition and dramatic techniques used in creating such works to the chiaroscuro drawing by Leonardo. (Refer to “Questioning Strategies”)
· The teacher will then introduce the students to Rachel Scott through additional slides in the power point. The teacher will explain that her essay was written six weeks before she was killed and is well remembered for her acts of compassion.
· Students will then be asked to consider what they are compassionate about by writing or drawing about it in their sketchbook.
Day 4
· Students will be invited to look through magazines to find images, text, etc. that they could use to create a collage that expresses their own personal compassions.
· The teacher will provide samples of image cut-outs selected to express the teachers own compassionate feelings towards a cause or subject. (the teacher will be creating his/her own work alongside his/her students)
· The teacher should encourage the students to find as many images and text as possible. If students are having trouble finding images, the teacher can demonstrate how chunks of color or texture within an image can be used to create a different image. The teacher will also encourage students to find images to bring in outside of class.
· Each student will be provided with an envelope to keep their cut outs in.
Day 5
· The teacher will spend the majority of the class time introducing and demoing the technique of image transfer through the use of gesso and magazine cut outs.
· Before beginning the demo, the teacher will cover his/her work area with plastic wrap and tape down the edges to the table.
· The teacher will then select a magazine cut out, place it on the plastic wrap and show students how to lightly apply the gesso with a brush in even coats over the entire image.
· These will be set aside, and pre-prepared gessoed cut outs (which will already be soaking in water) will be used to demonstrate how the paper is removed from the image.
· The teacher will show the students how the paper can gently be rubbed off with your fingers or a cloth. The teacher will also show students how to dry the images off so that they can immediately be used for collaging.
· If time permits, students will prepare a “gessoing pallet” by taping a piece of plastic wrap to a piece of provided card board.
· If students do began working, they will be instructed to begin clean up 5 minutes before the bell rings. Clean up will consist of the students cleaning out their brushes, putting excess gesso away, putting all other supplies and work/images in their tables box, and setting their gesso pallet on the drying rack for safe keeping.
Day 6
· At the beginning of class the teacher will demonstrate how to attach a piece of tracing paper to their hand drawing by taping it down on the top and bottom sides.
· Using a sharpie, the teacher will demonstrate how to outline the contour lines of their hand drawing.
· The teacher will explain that this will not only help to emphasize the hand, but also be a useful guide when collaging their images onto the tracing paper. The teacher will then remove the tracing paper from the original drawing to show the students what it should look like without the drawing behind it.
· Students will then be invited to begin gessoing their images and cut outs using their prepared pallet.
· Once students are done with the gesso, the teacher will help the student to dry their pieces using a hair dryer.
· While students wait for their cut outs to dry, the students will be ask to tape the tracing paper to their drawing and trace the contour lines of their hand drawing using a sharpie.
· The teacher will remind the students that a contour drawing is only an outline of the edges of their hand.
Day 7
· Students will be asked to begin soaking their dried gessoed cut outs at the beginning of class. The teacher will provide each table with a small bucket of water.
· While students wait for their cut outs to soak, they will be asked to finish their contour drawing of their hand on the tracing paper.
· If students finish before their pieces are completely soaked, they will be asked to write about how their images portray their compassions piece of notebook paper.
· Once gesso pieces are completely soaked, students will be invited to remove the paper from their cut-outs by gently rubbing it off.
· Students will be invited to begin putting their collage together using additional gesso to glue the pieces onto the tracing paper. The students will be reminded to only collage around the hand and not over it.
Day 8
· Work Day – Student will be provided this time to finish all aspects of the project. The teacher will provide them with the rubric for the project. (Which will also have been posted within the classroom through the entire project)
Day 9
· Students will be asked to mount their works on the class room window and self evaluate their work using the provided rubric.
· The teacher will collect written descriptions and redistribute them among other classmates.
· The students will be instructed to try to match the description given to them with the correct work of art. This will encourage discussion and critique among students.
· Once the critique is complete, students will be invited to help display the works of art and descriptions in a window near the front of the school.
Resources:
http://en.wikipedia.org/wiki/File:Study_of_Arms_and_Hands.jpg
http://dictionary.reference.com/browse/compassion
http://en.wikipedia.org/wiki/Mother_Teresa
http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr
http://en.wikipedia.org/wiki/Piet%C3%A0_(Michelangelo)
http://drawsketch.about.com/library/weekly/aa112402a.htm
Special populations:
1) Encourage and give assistance (cutting, gessoing, photographing hands for those with poor fine motor skills)
2) Divide lengthy assignments into chunks or simplifying instruction
3) Seat student near teacher while giving instruction (or aids)
4) Actively engage them in class discussion and participation
5) Use body language while giving instruction
6) Demonstrate techniques and media
Extra materials:
Power Point Presentation on Compassion
Vocabulary Handout
Copies of Rachel’s Essay “My Ethics, My Codes of Life”
Copies of Project Description and grading Rubric
Hands of Compassion Rubric and Self Assessment:
Ms. H will complete an assessment using the rating scale below. Please rate yourself first based on how you feel you met/or did not meet the requirements and expectations of this project. Put the corresponding number in the blank space at the end of each question.
Unacceptable-1 Below expectations-2 Meets expectations-3 Beyond expectations-4
· Did you fully participate in class discussion by commenting, comparing, and contrasting the monumental public works of art presented in class? _______
· Did you complete all three sketchbook assignments? _______
· Did you demonstrate an understanding of value, shadows, and highlights in your chiaroscuro hand drawing? ______
· Did you create a collage based on personal compassions using proper image transfer techniques? ______
· Did you summarize in writing the way in which your hand collage depicts and expresses your personal compassions? ______
· Did you participate in the critique by discussing your classmate’s work of art by: explaining how the images and text used in the artwork convey a sense of empathy or compassion? _______
Additional Student Comments:
Additional Teacher Comments: Final Grade: _____/24
Ms. H will complete an assessment using the rating scale below. Please rate yourself first based on how you feel you met/or did not meet the requirements and expectations of this project. Put the corresponding number in the blank space at the end of each question.
Unacceptable-1 Below expectations-2 Meets expectations-3 Beyond expectations-4
· Did you fully participate in class discussion by commenting, comparing, and contrasting the monumental public works of art presented in class? _______
· Did you complete all three sketchbook assignments? _______
· Did you demonstrate an understanding of value, shadows, and highlights in your chiaroscuro hand drawing? ______
· Did you create a collage based on personal compassions using proper image transfer techniques? ______
· Did you summarize in writing the way in which your hand collage depicts and expresses your personal compassions? ______
· Did you participate in the critique by discussing your classmate’s work of art by: explaining how the images and text used in the artwork convey a sense of empathy or compassion? _______
Additional Student Comments:
Additional Teacher Comments: Final Grade: _____/24
Student work samples:
Lesson shared with permission from the author