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Kinetic Art Project

VISUAL ARTS LESSON

DATE: Mar. 11th 2014 TIME: DURATION: will take 5 classes CLASS (Grade or Cycle): Grade 6 SCHOOL: Elizabeth Ballantyne

OBJECTIVES

- Students will know what kinetic art is - Students will know about Yaacov Agams life and works - Students will create their own works of kinetic art Visual Arts Competencies: - To produce individual works in the visual arts - To appreciate works of art and cultural objects from the worlds artistic heritage, personal images and media images Cross- Curricular competencies: - To solve problems - To exercise critical judgement - To adopt effective work methods - To use creativity - To communicate appropriately - White paper - Construction paper - pencils - colour pencils / markers - rulers - scissors - glue sticks LESSON

MELS COMPETENCIES

MATERIALS

TIME

1-2 classes

Introduction - Go through the Kinetic Art Slideshow with the students. - Begin by asking students if they have ever heard the word kinetic and developing a definition for the word together. - Continue by introducing Israeli artist Yaacov Agam, learning about his life, and examining some of his works. - Ask students to predict what they think his works would look like from different angles. - Show the Agam video. - Explain to students that for the next while they will be creating their own works of Kinetic Art or Agamographs - Show a sample

TIME -

LESSON Display the project outline slide:

Allow time for students to begin step 1 developing the concept and drawing the sketches of their 3 images.

1-2 classes

1-2 classes

Development - Once students have completed their sketches they can either colour them in or recreate them using colours on a new paper. - For this particular group students had a choice between using colour pencils or markers. However, for different groups one might consider providing pastels, paints, or other mediums. - Once the final images have been completed, demonstrate to students how to use a ruler to divide each work of art into eleven 1-inch wide strips. - Students will then carefully draw the lines, cut one strip at a time and glue it onto a new paper. - The strips should be glued down in a 1, 2, 3, 1, 2, 3... pattern with each number representing one of the images the student created. - Once all of the strips have been cut and glued down (the piece should now be 3 pages wide but all attached) students will fold the long paper in a flat, up, down, flat, up, down... pattern. - Folds should then be glued together to stay shut and the entire piece glued onto construction paper. Closure/Transition - Once students have finished putting all of their works together to create the Agamograph they will write a short reflection on both the artistic process and the technical process of creating their work. - The reflection will be typed and glued onto the construction paper. - The final pieces will then be hung on a bulletin board outside the classroom.

1-2 classes

Agamograph Reflection
1) Artistic Process: Describe the overall concept for your work and each of the three images you created. What was your inspiration? 2) Technical Process: Describe your experience creating an Agamograph. What difficulties did you encounter? What strategies did you use? What new skills did you learn?

Agamograph Rubric

Advanced 5
Effective use of knowledge related to transforming gestures, materials, and tools
Thoughtful and precise use of the properties of materials. Measurements, cutting, folding, and gluing were done precisely.

Thorough 4

Adequate 3

Partial 2
Occasionally inappropriate use of materials. Measurements, cutting, folding, and gluing were done somewhat acceptably.

Minimal 1
Ineffective use of properties of materials. Measurements, cutting, folding, and gluing were done inconsistently.

Does the use of materials (Transforming gestures) produce appropriate results?

Suitable use of the properties of materials. Measurements, cutting, folding, and gluing were done somewhat precisely.

Simple use of the properties of materials. Measurements, cutting, folding, and gluing were done acceptably.

Coherent organization of elements


Has space been organized and represented in an innovative way?

Innovative use of space. The work consists of three distinct images that fill the entire space and interact nicely with one another. Absence of clichs. Achievement of expressiveness of the image.

Innovative use of some aspects of space. The work consists of three distinct images that fill the entire space.

Presence of aspects of space. The work consists of three distinct images that fill most of the space.

Presence of a limited number of predictable aspects of space. The work consists of three somewhat distinct images that fill most of the space. Presence of a large number of predictable aspects of visual arts language and of a few clichs or stereotypes

Space was disregarded. The work does not consist of three images or the images do not fill much of the space.

Authenticity of the production


Has the student developed ideas?

Innovative and developed ideas in the work.

Presence of predictable aspects of visual arts language in the work

Work almost entirely composed of stereotypes and clichs

Accurate reflection

Has the student thoroughly reflected on their art making experience?

Formulation of relevant, varied comments about the appreciation experience (e.g. strategies used, learning acquired)

Description of the main steps in his/her appreciation experience. Identification of difficulties encountered and explanation of solutions applied

Description of the main steps in his/her appreciation experience

Summary description of a few steps in his/her appreciation experience

Formulation of barely relevant comments or absence of periods of reflection

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