Combo Design: Contrasting Pattern & Morphing Approaches to Composition Design

By Kevan Nitzberg, August 31, 2008

Grade Level

  • High School

Category

  • Architecture

Subject Area

  • Arts

Lesson Time

5 - 7 days on block schedule

Introduction

Introduction

  1. Students will engage in creating a composition centering on the exploration and depiction of disparate visual images for the purpose of investigating contrast as a tool for the study of possibility and visual discovery.  Through the process of examining solutions to this project, students will develop a sense of how to discern the concept of contrast and differentiation while also being able to unify the disparate components into a unified composition. Various principles of design will be studied along with considering how these principles can be applied in various ways to how we perceive the world around us. In addition, the configuration of disparate images into a visual whole will also bring into light the possibility of using visual metaphor to make statements about the world.  Exploration of various design styles will also be undertaken in order to give students a greater awareness of the range of possibilities that exist in working with design as a structural component in visual composition.

National Standards

Content Standard 1

Understanding and applying media, techniques, and processes

Achievement Standard

Proficient:
  • Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
  • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Advanced:
  • Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
  • Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
 

Content Standard 2

Using knowledge of structures and functions

Achievement Standard

Proficient:
  • Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
  • Students evaluate the effectiveness of artworks in terms of organizational structures and functions
  • Students create artworks that use organizational principles and functions to solve specific visual arts problems
Advanced:
  • Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
  • Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
 

Content Standard 5

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Achievement Standard

Proficient:
  • Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
  • Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
  • Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
Advanced: Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Common Core Standards

Anchors for Reading:

Key Ideas and Details:

CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards for Writing:

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Anchor standards for Speaking and Listening:

Comprehension and Collaboration:

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Anchor standards for Language:

Conventions of Standard English:

CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Objectives

Objectives

  • Students will learn to make judgments about what constitutes contrasting images and ideas through the work being done on this project.
  • Students will learn to make judgments throughout the creative process about how to combine contrasting images to create an effective composition
  • Students will learn to skillfully utilize the materials that they have selected to make a successful composition
  • Students will develop an appreciation for the design aspects of  their compositions as they employ the principles of design that are utilized in the creation of their works
  • Students will be able to make and communicate connections between the concepts being combined in their artwork and the world around them
  • Students will develop an appreciation for their capacity to ‘invent’ an image that was both unique in aspect and illustrated an evolution of thought in its creation

Resources

Resources

  • Artwork seen online / Online web sites:
- Dali Museum:  http://thedali.org  - Bert Christensen's Cyberspace Gallery - Rene Magritte:  http://bertc.com/g9/index.htm - M.C. Escher: http://www.mcescher.com/  
  • Art history texts:
  1.         - Gardner's Art Through the Ages
  2.         - Stokstad's Art History
  3.         - Canaday's Mainstreams of Modern Art
  4.         - Cole and Gealt's Art of the Western World
  5.         - Janson's History of Art for Young People
  • Additional Art Texts:
  1.         - Collier's Form, Space and Vision
  2.         - Feldman's Varieties of Visual Experience
  3.         - Dodson's Keys to Drawing with Imagination
  4.         - Ocvirk, Bone, Stinson and Wigg's Art Fundamentals - Theory and
  5.               Practice
  6.         - Curtis's Drawing from Observation
  • Video / dvds:
  1.         - M.C. Escher - Master of Graphic Arts (VHS)
  2.         - Elements and Principles of Design - Brommer (DVD / VHS)
  1.  British Arts and Crafts
  2. American Arts and Crafts
  3. European Art Nouveau
  4. American Art Nouveau
  5. Weiner Werkstatte
  6. De Stijl
  7. Bauhaus
  8. European Art Deco
  9. American Art Deco
  10. Prairie Style
     

Materials

 Materials

  • Colored pencils
  • Oil pastels
  • markers
  • 18” x 24” paper
  • Erasers
  • Rulers

Vocabulary

Vocabulary

  • Pattern
  • Repetition
  • Rhythm
  • Quilt
  • Contrast
  • Metamorphosis
  • Visual metaphor
  • Surrealism
  • Transformation
  • Organic / geometric
  • Progression
  • Incongruity
  • Arts and Crafts Style
  • Art Nouveau
  • Weiner Werkstatte
  • De Stijl
  • Bauhaus
  • Art Deco
  • Prairie Style

Procedures

Procedures

  1. 1)      Discussion of contrasting ideas and how they might be depicted in the assignment
  • Research of visual images that illustrate contrast in both the contrasting pattern and morphing composition approaches       Incorporate exploration of work by different artists / designers
 
  • Explore possible interpretations that might be suggested by the combination of images being examined
 
  1. Collection of photographic images for reference
  • Images found both online and in hard copy form
  1. Sharing of images (electronic* or hard copy) and discussion of the contrasts being represented through their combination
 
  •  Students to make responses / observations concerning the success of the contrasts being illustrated
 
  1. Selection of 2 (or more) images that are in contrast to each other and are to be used in the final composition
  • Might be representative of differences between such things as animate and inanimate, urban and rural, organic and inorganic, summer and winter, ocean and land, etc.
  1. Creation of a viewfinder to isolate and focus on different parts of images for recreation in combo design project
  • Viewfinder to be no larger than 1.5" X 2.5" in order to be able to focus on specific detail of image being looked at
  1. Students to decide on approach being taken for final composition
 
  • Contrasting composite pattern composition – consideration given to creation / look of pattern that segments of images are being fit into Organic versus geometric-based pattern drawn on paper - freehand drawn or mechanically constructed using rulers and / or other measuring device
 
  • Metamorphosis composition – consideration of progression of change between one image and another to create transformation:
- Objects being considered may have nothing to do with one another in the ‘real’ world - Categories of objects for combining may include humans, animals, insects, plants, inanimate object, etc.
  1. Work on compositions
  • Conversations / discussions with students (both individually and as an whole class), regarding work in process
  • Review choices being made
  • Work on several ‘prototype’ / rough sketches prior to working on finished composition - particularly important in initial stages of work as relates to both subjects being selected as well as configuration of space
  1. Critique of final works
  • Morphing Concept Questions for Consideration:

  1. How many stages are utilized in the morphing / transformation drawing?
  2.  What constitutes the change taking place including an examination of all of the steps illustrating the transformation from the start of one subject to the end of another subject?
  3.  How is the combination of images effective in presenting a visually exciting change?
  4. Is there a meaning being embedded in the composition?
  5.  How are the elements of art and principles of design being used in the composition to make it as effective as possible?
  6. Where is the setting and how does it relate to the composition?
  7. How do the color / tonal choices enhance the mood of the composition?
  8. What effect do you want the audience to take away from seeing  your drawing?
Contrasting / Composite Pattern Composition Questions for Consideration
  1. How are the 2 images that the pattern is made up of in contrast to each other?
  2. How does the design of the pattern used as the framework of the composition help tomake the resulting image effective?
  3. Is there a meaning being embedded in the composition?
  4. How are the elements of art and principles of design being used in the composition to make it as effective as possible?
  5. How do the color / tonal choices enhance the mood of the composition?
  6. What effect do you want the audience to take away from seeing your drawing?
Display of work – both as original hard copy images and utilizing a digital format online.
  • *ArtsConnectEd’s Art Collector function  may be used as an optional sharable and publishable online collection tool for assembling images / research

Assessment

Contrasting / Composite Pattern Drawing Rubric

Success of Image Selection & Placement

4

  • There is considerable contrast between the images selected for use in the composition
  • A very high level of creativity is evident in the selection of the images
  • The images are extremely effective due to both their selection and placement in the composition
  • A strong sense of design has been achieved in the structure of the composition

3

  • There is good contrast between the images selected for use in the composition
  • A good level of creativity is evident in the selection of the images
  • The images appear to be effective due to both their selection and placement in the composition
  • A sense of design is evident in the structure of the composition

2

  • Some contrast  exists between the images selected for use in the composition
  • Some creativity appears to have been utilized in the selection of the images
  • The images are somewhat effective due to both their selection and placement in the composition
  • The beginnings of a sense of design is evident in the structure of the composition

1

  • There is an emerging suggestion of contrast between the images selected for use in the composition
  • An emerging sense of creativity in evidence in the selection of the images
  • The effectiveness of the images is uneven in the composition in regards to either their selection or placement in the composition
  • Little or no sense of design appears evident in the structure of the composition

Successfulness of Pattern

4

  • There is great originality shown in the design of the pattern
  • A great deal of care is evident in the execution of the pattern
  • The pattern is an extremely intricate part of the overall composition and greatly adds to its success

3

  • There is originality evident in the design of the pattern
  • Care is evident in the execution of the pattern
  • The pattern adds to the overall success of the composition

2

  • Some evidence of originality exists in the design of the pattern
  • Some care is evident in the execution of the pattern
  • The pattern appears to work with the rest of the composition

1

  • There is emerging evidence of originality is shown in the design of the pattern
  • Little care is evident in the execution of the pattern
  • The pattern adds little to the rest of the composition

Overall Success of Composition

4

  • A high degree of skill is shown in the use of the material
  • Exceptional color sense is demonstrated in the composition
  • A high degree of excellence is demonstrated in the drawing of the images
  • Considerable care is shown in terms of the neatness of the execution of the composition

3

  • Good skill is shown in the use of the material
  • A good sense of color use is demonstrated in the composition
  • Good skills are shown in the drawing of the images
  • Care was given to the overall neatness / appearance of the finished piece

2

  • Some skill is visible in the use of the material
  • Some understanding of color usage is demonstrated in the composition
  • Some skill is evident in the drawing of the images
  • Some care was given to the overall neatness / appearance of the finished piece

1

  • There is emerging skill shown in the use of the material
  • There is an emerging understanding of color shown in the composition
  • There is emerging skill shown in the drawing of the images
  • There is an emerging level of care shown in the overall neatness / appearance of the finished piece

Enrichment Extension Activities

  • Exploration of other works of art (historical and contemporary), that seem to have corresponding themes / structures
  • Have students interpret each others' works utilizing a different art form (not necessarily visual)
  • Put on an exhibit of the finished works from the class either in a central place within the school or the community
 

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