Tim+Hawkinson

Artist: Tim Hawkinson

Big Idea: History

Unit Title: How people throughout history got things done! How different cultures throughout history expressed themselves!

Artist Biography: Tim Hawkinson was born in San Fransico. He has a BFA from San Jose State University, and a MFA from the University of California at Los Angeles. He has participated in more than 60 group shows exihibtions and in more than 30 solo exihibitions in the United States, Europe, and Asia. Tom Hawkinson lives in Las Angeles, California. How Man is Knit Collection Pieces:

Materials he uses: photo collage, urethane foam on panel, slide whistles, motors, aluminum foil, polyester fabirc, drive belts, cardboard boxes, and mixed media.

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Lesson #1 Pulley and levers throughout history! (Amanda Bagwell)



(Insert video)

Objectives: At the end of the lesson each student will be able to construct their own pulley and lever system that can be used to achieve everyday tasks. Throughout this lesson we will discuss how different cultures used different types of pulley/lever systems to achieve their goal.

Teacher Supplies: Picture of art Video of how this piece works

Student Supplies: Variety of materials to choose from to make their own pulley/lever system Books about different cultures and how they used pulley and lever systems (i.e. Pyramids in Egypt)

Method of Instruction: Group Discussion Individual Work Group Work

Instructional Content: The particular piece of artwork shown above, will be shown as well as the video that shows how the piece works. This will start the discussion on what is making that work. Then as a class, we will discuss the different cultures throughout history who have also used this same type, maybe a more sophisticated form of a pulley system. From here I will have the students break away from the big group and design their own pulley system, and draw it in their journals. Once they have done this, we will come back together as a big group and discuss their drawings. Then after the discussion, I will break the class up into groups and have them come up with a group system incorporating what they have already drawn.

Assessment: I will observe each group and document how they work together to achieve a common goal. I will also grade the finished product on if the groups system does what they set out for it to do. I will also look for creativity, and I want to see the thought they put into each of the group projects.

Grading Criteria:
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed Nature in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice ||

Art Teks: The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to:
 * ** (5.2) Creative expression/performance. **

(B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. || The student is expected to:
 * ** (5.3) Historical/cultural heritage. **

(B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. ||

Lesson #2 Expressions of Self through Totem Poles(Amanda Foyt)

__Objectives:__ At the end of the lesson, the students will be able to construct their own totem poles. We will discuss how different cultures used totem poles and what they meant. __Teacher Supplies:__ Cutting supplies that will cut through plastic Video that shows different types of totem poles. Hot glue gun in case regular glue does not work

__Student Supplies:__ Different types and size containers Wood or foam base Glue or tape __Method of Instruction__ Discussion Creating art piece Conclusion

__Instruction Content:__ The class will look at the video I have provided on totem poles. As a class we will look at and discuus different cultures that created totem poles as a form of art, and ones that created them to mean something to their tribe, etc. Once we have discussed them, we will break into groups of 3 to 4 students and create their own totem poles. They will use materials that can be found around the house; things such as containers, google eyes, etc. After the children have finished their portion of the totem pole, I will have them discuss what they made and why. I will ask the students to describe what their totem poles symbolizes to them, and have them wite it in their jpurnal. We will also discuss as a whole group, how they could incorproate this type of art work/expression, into other school subjects. __Assessment:__ The teacher will assess the creativity and art work of the group as a whole.

__Grading Criteria:__
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed Nature in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice ||

Art Teks: The student develops and organizes ideas from the environment. ** || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. ** || The student is expected to:
 * ** (5.1) Perception. ****
 * ** 5.2) Creative expression/performance. **
 * ** (5.3) Historical/cultural heritage. ****

(B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. ||

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