Autobiographical Silhouette Lesson Plan

Teacher: Elizabeth Formoso

 

Grade Level:  5^th

 

Title:  Autobiographical Silhouettes

 

Brief History:  Silhouettes originated in the 18^th century when people would have their portrait cut out of black paper.  In more modern times, the term has become broader to encompass any picture of a person that is backlight; thus casting a shadow over the entire person.  The term silhouette is even used in fashion and fitness to describe the outline of a person’s figure.

 

Standards:

Pennsylvania Standards:

·      9.1.4.A Know and use the elements and principles of each art form to create works in the arts and humanities

·      9.1.4.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts

·      9.1.4.C Recognize and use fundamental vocabulary within each of the art forms

National Education Technology Standards:

·      1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

·      3. Students apply digital tools to gather, evaluate and use information.

·      6. Students demonstrate a sound understanding of technology concepts, systems, and operations.

 

Goal:  Students will create an autobiographical silhouette by creating a collage of mementos that personify themselves and then cutting it into a profile silhouette.  Students will also learn about other silhouette artists through a short research and writing assignment.

 

Objectives:  Students will:

1.     Learn about the history of silhouette art.

2.     Be able to utilize abstract thought by creating a self-portrait that is not simply a picture of his/herself.

3.     Express themselves emotionally through the use of collage

4.     Use basic artistic skills, such as: cutting, gluing, and collage.

5.     Utilize their research and technology skills through a written assessment.

 

Resource Materials/Visual Aids: 

·      Presentation board with the history and examples of silhouette art (including examples of silhouette art by famous artists)

·      Teacher exemplars

·      Physical examples of different types of silhouette and collage art

·      http://www.deitch.com/artists/selected_works.php?selectedWorksId=35&artistId=18 (Tim Noble and Sue Webster’s art)

·      http://www.silhouette-man.com/ (Tim Arnold’s silhouette art)

·      http://www.cutarts.com/ (Karl Johnson’s silhouette art)

 

Supplies/Materials:

·      Assortment of collage materials (magazines, postcards, coins, ticket stubs, etc. – no photographs of the students!)

·      Glue

·      Scissors

·      Spotlight for making silhouettes

·      Black construction paper

·      Pencils

·      Non-toxic spray varnish (for finishing silhouettes)

·      White chalk (for drawing silhouettes on black construction paper)

 

Teacher Preparation:  Teacher will:

1.     Create a presentation board with the history and examples of silhouette art

2.     Gather assortment of collage materials for class to use and have them spread out on tables when students arrive

3.     Create example of a finished autobiographical silhouette

4.     Gather physical examples of silhouette and collage art

5.     Distribute glue in individual cups, accompanied with a paintbrush for each student

 

Introduction:  Teacher will ask students if they know what a self-portraits are?  Teacher will explain that self-portraits do not have to be a representation of a person’s face but can be more abstract.  Teacher will then ask students if they know what a collage is? Teacher will show examples (both physical and on the presentation board) of collages.  Teacher will then ask students if they have ever seen or created a silhouette?  Teacher will talk a bit about the history of silhouette art and show examples (both physical and on presentation board) of silhouette art.  Teacher will then explain that we are combining collage and traditional profile silhouettes to create autobiographical silhouettes.  Teacher will then do a demonstration of the correct way to use materials and show a small portion of the process of creating a collage.  Teacher will then let students begin the project!

 

Directions:

1.    Think about what qualities define you as a person

2.    Collect collage materials that demonstrate these qualities

3.    Create a collage on an 8.5x11 inch piece of paper using glue and scissors (makes sure to cover each bit of the paper!)

4.    Using a spotlight and dimming the lights, have a classmate draw a profile silhouette on a piece of construction paper, using white chalk

5.    Cut out your profile silhouette

6.    Placing your silhouette on top of your collage, cut the same silhouette in your collage

7.    With the help of the teacher, spray your finished collage with the non-toxic spray varnish

8.    Clean up work space and participate in the critique

9.    Research a silhouette artist of student’s choice then write a paragraph on what he/she learned

 

Critique/Evaluation/Assessment:  Students will participate in a class critique in which every student is expected to participate.  Students will also be evaluated on their artistic process and participation, through the use of a rubric.  As a final, written assignment, students will be required to find and research a silhouette artist on the Internet, and write one paragraph about their findings.

 

Time Budget:

Class One:

25 min – Introduction

20 min – Pick out collage materials and start collage

5   min – Clean-up

 

Class Two:

10 min – Profile silhouette demonstration

30 min – Work on collage/draw silhouettes

5   min – Clean-Up

 

Class Three:

25 min – Finish project

5   min – Clean-up

15 min – Class Critique

 

Vocabulary:

·      Silhouette – a likeness cut from dark material and mounted on a light ground or one sketched in outline and solidly colored in

·      Collage – an artistic composition made of various materials

 

Safety Concerns:  Teacher will remind students of the proper way to use and carry scissors.  Teacher will also warn students that the spotlight gets very hot when used for an extended period of time; therefore students are not to touch the light.