In a Box Studio Project |
In a Box |
In this unit, you will:
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Unit Overview
This unit is inspired by the Giant Robot gallery art show called 'In Box' and the wonderous shadow boxes of artist Joseph Cornell, Louise Nevelson, Lucas Samaras and Kara Walker.
Thematic Brainstorm-LINK
Joseph Cornell Box Analysis
(student example below)
Do this in pairs or individually. Make a Padlet / PPT slide / Pages (up to you)
Choose a Joseph Cornell Box you'd like to analyze-LINK
Use the sheet below to organize your analysis via FORMAL QUALITIES, composition, elements of art, principles of design.
After analyzing the formal qualities, what is your PERSONAL INTERPRETATION of what this piece is all about or what it might mean?
Again, you DO NOT have to address THEME or CONTEXT, only FORM.
You will print a copy and stick this in your sketchbook.
Do this in pairs or individually. Make a Padlet / PPT slide / Pages (up to you)
Choose a Joseph Cornell Box you'd like to analyze-LINK
Use the sheet below to organize your analysis via FORMAL QUALITIES, composition, elements of art, principles of design.
After analyzing the formal qualities, what is your PERSONAL INTERPRETATION of what this piece is all about or what it might mean?
Again, you DO NOT have to address THEME or CONTEXT, only FORM.
You will print a copy and stick this in your sketchbook.
Student Example of Joseph Cornell Box Analysis-Form
ARTISTS
Joseph Cornell
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Kara Walker
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Process:
1. Art Analysis-Lucas Samaras, Joseph Cornell, Louise Nevelson
2. Media Testing After completing your media testing, take photos of it and paste it in your sketchbook. Next to your photos, write down what you learned by trying out this media and what you will remember in the future to make it easier for you to work with it. -Air Dry Clay Do a half page sketch of what you will create with air dry clay. You will do 2 media testings in air dry clay-1 in 2D and 1 in 3D -Papercutting
Create a 3-4 layer paper landscape showing depth. This can be small! It's practice in using the cutting knife and practicing cutting round edges. You may create a paper landscape using plain paper OR find an existing artwork (like the example below) and print it out the same size 4-5 times and turn a 2D painting into a 3D painting! |
Helpful Links:
Air Dry Clay Tips: How to begin working with Air Dry Clay-Tips and Advice Pinterest Board of Air Dry Clay ideas |
-Newspaper, masking tape and plaster gauze
-Spray painting/Stencils
-Kate Kern's technique of photocopying found images and making them sculptural by adding wire
-Lasercutting (please download Adobe Creative Suite from Self Service)
-and any other materials you might want to use: found objects, string, wire, cardboard (we have many boxes of junk)
3. Pull a theme out of a hat and do a full page ideaweb of that theme. Write down anything it makes you think of.
We will do this together in class.
IDEAS TO CONSIDER:
Concealment: what is seen vs. what cannot be seen
Juxtaposition of textures
Juxtaposition of colors
Imagery/objects with personal or symbolic meaning
4. Word-Imagery List
In your sketchbook, draw a line down the center.
On the left write word and the right write image
Look at your ideaweb to collect at least 10 words in your left column and write down images you can look up.
Create a folder on your laptop ‘In a Box-THEME’
Begin collecting images related to your theme from Google Images
-Spray painting/Stencils
-Kate Kern's technique of photocopying found images and making them sculptural by adding wire
-Lasercutting (please download Adobe Creative Suite from Self Service)
-and any other materials you might want to use: found objects, string, wire, cardboard (we have many boxes of junk)
3. Pull a theme out of a hat and do a full page ideaweb of that theme. Write down anything it makes you think of.
We will do this together in class.
IDEAS TO CONSIDER:
Concealment: what is seen vs. what cannot be seen
Juxtaposition of textures
Juxtaposition of colors
Imagery/objects with personal or symbolic meaning
4. Word-Imagery List
In your sketchbook, draw a line down the center.
On the left write word and the right write image
Look at your ideaweb to collect at least 10 words in your left column and write down images you can look up.
Create a folder on your laptop ‘In a Box-THEME’
Begin collecting images related to your theme from Google Images
6. Composition Sketches and Collecting-Sketch out 3 compositions for your BOX. What are you imagining? Each sketch should be about 1/4 of your sketchbook page. What media are you thinking about using?
ASSEMBLAGE
-COLLAGE-image and text
-XEROX COPY and ink
-layered papercut
-found object
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ASSEMBLAGE
-COLLAGE-image and text
-XEROX COPY and ink
-layered papercut
-found object
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