Objective The Power of Animals; Lizards and M.C. Escher Animals are every where. We see them every day and hopefully interact with them as well. In art animals have played an important role in demonstrating the artists feelings, emotions. In other cases, animals have been used in our visual language to symbolize trends, concepts, ideas, etc. The printmaker M.C Escher utilized different reptiles through out his paradoxical compositions. He used lizards in his art in both pattern-like structures and narrative enigmatic cycles. With this lesson students will study the work of M.C Escher and identify different animals and their function with pieces of artwork. The final piece, the construction of a 3D sculpture lizard, will allow students identify the anatomy of such animals, study its physical qualities and strengthen their gross motor skills. Artists/Artwork Studied: M.C Escher, Lizard, 1942 M.C Escher, Reptiles, 1943 M.C Escher, Lizard 2, 1942 Cave paintings from Chauvet. Banda mask, 19th 20th century, Guinea; Nalu, The Michael C. Rockefeller Memorial Collection, Purchase, Nelson A. Rockefeller Gift, 1964 (1978.412.307) Susan Rothenberg, American, IXI 1976-77, Vinyl emulsion and acrylic on canvas Key Concepts: Animals are a frequent subject matter on art making. [ ] Artists through out time and across cultures have used images of animals in their art as a way to convey symbolism and relationship with nature. Artists use animal imagery for symbolism, functional purposes and relationship with nature. Studying the anatomy of certain animals have allowed artist to play with their form and shape to create intricate designs. PAGE 1 OF 12 DURATION: THREE CLASS PERIODS
Lizards are interesting animals with complex skin and body shape. Essential Questions: Why is it important to study animals? Why have artists represented animals in their work? What does it mean to be inspired by animals? Why have artist studied animal anatomy? Objectives: Knowledge: Students will identify different animals in art through a power point presentation. Students will analyze the art of M.C Escher and how his pieces include patterns and shapes by identifying shapes in the artwork. Students will identify the importance of animals in humans life and their art by discussing artwork from Africa and cave paintings in the power point presentation and identifying its purpose. Skills: Students will manipulate different media to create a 3D sculpture by using simple, everyday materials. Students will work cooperatively by helping each other fold and decide which pattern to use to achieve a successful sculpture. Students will apply their previous knowledge on patterns, shapes, animal anatomy to build their lizards uniquely and creatively. Dispositions Students will be able to evaluate their progress and final results through teacher prompts and final assessment. Students will exercise their listening skills and wiliness to work cooperatively with others to increase the quality of their work. Students will demonstrate the ability to follow directions by producing a well folded and cut paper sculpture with patterns inspired in animal skin. Standards: Arts and Humanities: 9.1.3.A: Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: color form/shape line space texture value Principals:: balance contrast emphasis/focal point movement/rhythm proportion/scale repetition unity/harmony PAGE 2 OF 12 DURATION: THREE CLASS PERIODS
9.1.3.E: 9.2.3.G: 9.1.3.H: 9.3.3.A: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. Relate works in the arts to geographic regions: Handle materials, equipment and tools safely at work and performance spaces. Recognize critical processes used in the examination of works in the arts and humanities. Speaking and Listening: 1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. Assessment Pre-Assessment: Students will define different concepts such as: pattern, shape, repetition as teacher asks to the class for a open discussion during Power Point presentation. Students will sketch at least three (3) different patterns into a white paper to practice their shapes and decide which one to use for their final drawing. Formative: Through out this lesson, the teacher will identify each student engagement in the project through collaborative learning and participation. After Power Point presentation, teacher will demonstrate on board how a pattern is created and invite students to participate as a class to come up with one on demo session. At the end of each class period teacher will engage students in a one minute wrap-up to go over concepts learned about lizards, artists studied and the importance of animals in art. Summative: Students will name their lizards and as table teams come up with a reason why making animals in art is important. Answers will be shared to whole class. A final gallery walk will allow students and teacher to talk about the project and where the best results occurred. Instructional Procedures (draft) Day 1: 1. Motivation/Engagement: (5 to 7 minutes) Introduce myself. Ask students if they remember drawing animals or making art with animals in it. After students reflect with these questions, I will present the power point. Key concepts: Animals in art: importance - why - where Patterns / Repetition / Shapes Facts about Lizards Quick demo on board to demonstrate shapes and patterns and allow students to participate. PAGE 3 OF 12 DURATION: THREE CLASS PERIODS
2. Development (30 minutes) Gather students around table for a demo lesson. I will slowly and thoroughly demonstrate steps 1 through 7 (decoration of paper with patterns for skin effect). After most students are done until this point, I will gather them around and explain how the cuts are made. Very important to emphasize how this is done so they do not cut their tales off. If necessary I will repeat two or three times this step. Continue to explain steps 8 through 12. I will remind students about the decoration of their lizard using patterns and making it unique and personal. Only use markers first to outline shapes and then move to crayons to fill in. 3. Culmination(5 minutes) Students will put their materials away. put their name on the back of their paper and inside their folders. Teacher will ask students what artist or art they remember from presentation and ask the to give at least 3 facts about lizards. Day 2: 1. Motivation/Engagement: (5 to 7 minutes) Recap on what we were doing. Ask students what do they remember about animals and their importance in art and art making. Ask: Does anyone remember a piece of art with an animal in it? 2. Development: (30 minutes) This will a working day. Students will continue to work on their lizards and decoration. A small demo will be given to show them how to put eyes on, make a tongue and legs and attach them to their lizard. 3. Culmination: Students that are done can start to clean up and put their lizard a a convenient space. Teacher will remind them that next class is las day of this lesson. Day 3: 1. Motivation/Engagement: (5 to 7 minutes) Students will finish their lizards today. Motivate students to do their best, reminding them whay this animals and all animals are important in art. 2. Development: (30 minutes) Teacher will remind students that they all will need to have a patterned skin decoration, a pair of eyes, a tongue and four legs. Then all students will complete a worksheet/assessment sheet where they will write a name for their lizard a attempt to create a sketch* (optional according to class level) 3. Culmination: As a table group students will come up with one reason why animals are important in art and how three to five facts about lizards, share with class. PAGE 4 OF 12 DURATION: THREE CLASS PERIODS
Artworks Studied: PAGE 5 OF 12 DURATION: THREE CLASS PERIODS
Cave Paintings: PAGE 6 OF 12 DURATION: THREE CLASS PERIODS
Other Animals in Art: Banda mask, 19th 20th century Guinea; Nalu Wood, pigment, raffia, modern textile 12 13/16 x 52 1/2 in. (32.5 x 133.4 cm) The Michael C. Rockefeller Memorial Collection, Purchase, Nelson A. Rockefeller Gift, 1964 (1978.412.307) Susan Rothenberg American, born 1945 IXI 1976-77 Vinyl emulsion and acrylic on canvas PAGE 7 OF 12 DURATION: THREE CLASS PERIODS
Step by Step Process: PAGE 8 OF 12 DURATION: THREE CLASS PERIODS
Instructional Resources: Art Supplies: Cut big triangles of a variety of colors (green, brown, beige) for the body Scissors Glue Markers and/or crayons Red strips of paper to create the tongue Templates for legs *Optional: textured mats for rubbing and create patterns, googly eyes Who was M.C Escher? Escher was born June 17, 1898, in the Netherlands. M.C. Escher was known for being a graphic artist. His art was mathematically inspired and consisted of woodcuts and lithographs. His full name is Maurits Cornelis Escher, and he was the youngest child of a civil engineer George Arnold Escher. From 1903 to 1918 he attended school. He had bad grades and had to repeat some classes twice. In 1919 Escher attend the Haarlem School of Architecture and Decorative Arts. Escher created many interesting works of art. He used mathematics in his pieces of art although he was not well-trained in the subject. He used black and white to create dimension. He used cubes, cones, spheres and spirals. Escher s art work was especially liked by mathematicians and scientists. His mathematical influence came from a trip he took in the Mediterranean; he said it was the richest source of inspiration he ever tapped. In 1956, Escher came up with a way to represent infinity by using circles on a two dimensional plane. After this he expressed it in a piece of work called Circle Limit 1. He then created Circle Limit 2, 3and 4. These works expressed how he was able to create perfectly consistent mathematical designs. In 1958 he published another paper called Regular Division of a Plane. In this paper he describes systematic build up of mathematical design in his art work. He also worked on a series of pictures that he is most famous for, called Metamorphosis. In these pictures he would draw something that morphed into something else. In 1962 Escher s work was published in a book called Escher on Escher. It included illustrations and information about his ideas and inspirations for his art work. In July 1969 Escher worked on his last piece of art before he died. Many well-known museums feature Escher s art work. Some of these museums include the National Gallery of Art in Washington D.C., The Fine Arts Museum in San Francisco, and The Escher Museum at the Hague. There are even a large number of private collectors. M.C. Escher is important because he contributed to the world of mathematical art. In his lifetime he created more then 150 pieces of art. All of his artwork was original and very PAGE 9 OF 12 DURATION: THREE CLASS PERIODS
imaginative. He wanted to emphasize shape and depth in his work; he didn t like flat shapes. Now Escher is the topic of many lectures. He was a brilliant thinker for his time. Fun Facts about Lizards: 1. Lizards are in the class called Reptilia (reptiles) and in the order Squamata (lizards and snakes). There are over 3,000 lizard species throughout the world. Lizards are found all over the world except in polar regions. Most live in trees or on the ground; only a few live in the water. 2. Lizards are small cold- blooded reptiles that have a long tail, eyelids, and usually have four legs with five toes on each foot (a group of lizards called amphisbaenas have no legs). Most lizards also have ear openings. Only two types of lizards are poisonous. They are the gila monster and the related beaded lizard of the North American deserts. 3. Lizards vary in size from under 3 inches (7.5 cm) long to over 10 feet (3 m) long The Komodo Dragon is one of the largest lizards. 4. Lizards also vary in color. Ground and tree-dwelling lizards are usually brightly-colored. Desert lizards are usually camouflage so they blend into their surroundings. Chameleons can change the color of their skin to match their surroundings. 5. A lizard can break off part of its tail if being attacked. The predator is often distracted and eats the tail as the lizard escapes. The lizard will regrow the tail. 6. Most lizards eat insects and that is why they are called insectivores. Lizards are extremely valuable because they help to control the insect population. The lizards that eat small animals and birds are called carnivores. A few lizards eat plants and they are called herbivores. 7. Most female lizards lay soft-shelled eggs, but a few give birth to live young. The baby lizards that are born in an egg have a special temporary tooth they use to break the shell which allows them to hatch. 8. Most lizards live in trees (Arboreal) and are well adapted to climbing. They are often fast runners, some achieving speeds of over 15 mi (24 km) per hr. Some are adapted for burrowing. Most can swim and a few lead a semi-aquatic life. Gliding forms of lizard, or the flying dragons, are found in the forests of SE Asia. 9. The greatest number of species in the United States is found in the South and West. The majority are members of the iguana family, or collared lizards, which includes the swift, utas, horned lizards (known as horned toads), and the so-called American chameleon, or anole. 10. Most lizards are active during the day and can be found basking in the sun PAGE 10 OF 12 DURATION: THREE CLASS PERIODS
Power Point Presentation PAGE 11 OF 12 DURATION: THREE CLASS PERIODS
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