Students will examine master collages and early 20th century photographs to understand why collage emerged at this time.  After discussing how artists such as Pablo Picasso, Juan Gris, and Georges Braque abstracted a still-life, they will select one section of a large still-life set-up to sketch realistically and then to abstract.They will investigate how value creates unity, contrast and balance and will use an ebony pencil to add value to their small abstract sketch.  They will then asssemble a group of collage materials that can create unity with color.   After tracing and cutting their drawn shapes, they will experiment moving and changing the colors, textures, patterns and values before gluing down the major shapes on to their 12x16 sketch.  Details and accents drawn or cut from a variety of materials will be added to attract attention to or make an object more recognizable.  Criteria will be established for evaluating the still-life, students will make changes to their work based on them, self and peer assessement sheets will be filled out, and the class will participate in a final critique and reflection of their work.

Some students may require additional time to complete the lessons.

Grade 8 Benchmark:

Through close observation and sustained investigation, students develop individual and global perspectives on art; utilize the principles of art, solve design problems, and explore perspective, scale, and point of view.

Performance Indicators:

Create a collage that demonstrates:
use of a variety of materials and textures
unity through color
balanced composition
Students will be able to: 
Create an abstract still-life collage based on an actual still-life.
Explain how value, texture, pattern, and color can be used to create unity and balance.
Use self and peer assessment tools to evaluate their own work and the work of their classmates.
Students will understand that: 
Artists interpret still-life subjects in a variety of ways.
Unity is created by repetition of one or more of the visual elements; balance is a feeling of equal weight on both sides of a composition.
Self and peer assessment is an important part of the artistic process.
collage, value, contrast, texture, composition, unity, balance, tints, shades, dominant color, pattern, assessment
Preliminary sketches and works in progress
Descriptions of art experiences and processes
Informal student reflection/responses to experimentation
Student analysis of problem solving strategies
Written self-assessment of performance tasks
Peer critiques of student work
Teacher observation of work in progress with feedback to student
Questioning students during independent work
Charting of class discussions
Clear teacher expectations, including guidelines and project goals