TIME: five
50-minute class periods
MATERIALS:
- Camera
- Tracing paper
- Paper clips
- #2 pencils
- white construction paper
- black markers (sharpies)
- colored markers
- rulers
- scissors
INTRODUCTION/PREPARATION/ANTICIPATORY
SET:
Teacher
will introduce the students to the French poet Guillaume Apollinaire
and provide an explanation of calligrammes. Student will be shown examples
of Apollinaire’s work, especially the calligram “Reconnais-toi
Cette Adorable Personne C’est Toi…”, an implied silhouette
with words.
Students will create a physical description of themselves, and write
six sentences expressing what they like/dislike. This writing will be
applied in the lesson to create a calligramme in the style of Guillaume
Apollinaire.
ACTIVITY:
Day 1: Students learn the French vocabulary for physical descriptions
(nature and color of the hair, shape and color of eyes, shape of nose,
shape
of face, shape of mouth, shape of body). They write a description of
themselves, describing the different parts of their faces. They then
practice reading these descriptions to each other. While students are
writing and practicing, the teacher takes one child at a time to the
front of the class and takes a digital profile shot of their face.
Day 2: Students learn how to express their tastes in French.
They write three sentences about what they like and three others about
what they
dislike. The teacher introduces the art concepts of shape, implied, shape,
contour, and color.
Day 3: The teacher shares individual student descriptions, and
the class reads these and guesses which student is being described. The
teacher
then introduced Apollinaire and his work. Using their photograph as a
guide, students trace their profile on a white sheet of construction
paper using a #2 pencil. Students then use a black marker to copy their
physical description on the contour of their profile.
Day 4: Students finish decorating the contour of their profile
with the sentences they have written about their likes/dislikes. They
trace two
bubbles over their profile: one bubble will be about something they like
and the other about something they do not like. The “like” bubble
will be decorated in warm colors, while the “dislike” bubble
will be decorated in cool colors.
Day 5:Students will cut four rectangles from colored construction
paper. These rectangles will be put together to make a “frame” for
their portrait. Students will each decorate a “bubble” letter
to put on a banner spelling: “Les 5e années – Guess
who?” Students glue their work and profile on the banner.
EVALUATION/ASSESSMENT:
Students demonstrate their knowledge of French vocabulary by recognizing
their classmates through reading their descriptions in French.
Students are able to name types of colors.
Students are able to differentiate between warm and cool colors.
Students create their own calligram.
ART
CONTENT/CONCEPTS:
Primary color: a color that cannot be created by any combination of other
colors. All other colors are derived from them. The three primary colors
are: BLUE, YELLOW, RED.
Secondary color: a color formed by mixing two primary colors. The secondary
colors are: ORANGE, GREEN, PURPLE.
Warm color: Colors that remind you of fire (RED, ORANGE, YELLOW).
Cool color: Any color containing blue.
Self-portrait: the subject of the artwork is the artist himself.
Implied shape: a suggested shape that does not physically exist. The
eye is making the connection between the lines, dots, and words to create
the shape.
Contour: the outline of an object or of a shape.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Foreign Language Standards/Benchmarks:
CM3B3: Give short oral and/or written messages about people, events,
place, animals, things.
CL1B5: Demonstrate a comprehension of common words, phrases, and idioms
that reflect the target culture.
CN2B1: Find information in authentic materials.
Louisiana Arts Content Standards/Benchmarks – Visual Arts:
VA-CE-M1: Demonstrate art methods and techniques in visual representations
based on research of imagery.
VA-CE-M3: Use the elements and principles of design and art vocabulary
to visually express and describe individual ideas.
VA-CE-M4: Develop skills in creating various art forms, including art
forms from other cultures.
VA-CE-M6: Understand and visually express relationships among visual
arts, other arts, and disciplines outside the arts.
VA-CA-M1: View works of art and analyze how artists use design elements
and principles to achieve an aesthetic effect.
TEACHER'S
REFLECTION:
The students enjoyed doing this art project, especially when they had
to trace their profiles. Some of the tracing came out quite “interesting” compared
to the original picture. I did not think about handing out paper clips
to hold the tracing paper and the picture together at first but, after
a few “crooked” noses or eyes, the clips seemed like a
good idea. Before using a permanent marker, have students write their
sentences with a pencil. Although we checked the spelling in the sentences
beforehand, because they are writing in a different language they may
make some mistakes when copying their sentences. The project took longer
than I expected, especially because the students were not used to using
tracing paper and some of them had to trace their profile over again.
GALLERY
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