Scratchboard - Native American Art and Symbolism
BIG IDEA:
ESSENTIAL QUESTIONS:
GOALS: For students to…
OBJECTIVES: Students will…
STANDARDS: http://www.nationalartsstandards.org/
SUPPLIES:
RESOURCES:
PRODUCT:
PRINTABLES:
OTHER RESOURCES:
VOCABULARY:
IMPLEMENTATION:
DAY 1: Introduction (A Day: 11/1 - B Day: 11/2)
DAY 2: Animal symbolism research (A Day: 11/5 - B Day: 11/7)
Online Google Document – Mrs. Green’s Weebly Site – Project Page: https://mgreenasuprep.weebly.com/scratchboard---native-american-art1.html
DAY 3: Native American Art – Animal Research Continued (due today) (A Day: 11/8 - B Day: 11/9)
DAY 4: Scratchboard Introduction (A Day: 11/13 - B Day: 11/14) – No School Monday, 11/12
DAY 5: Scratchboard practice (A Day: 11/15 - B Day: 11/16)
DAY 6-9: Scratchboard project
(A Day: 11/19, 11/26, 11/29, 12/3 - B Day: 11/20, 11/27, 11/30, 12/4)
Project Complete and ready for Critique on Day 9 (A Day: 12/3 – B Day 12/4)
DAY 10: Artist Statement (A Day: 12/6 – B Day 12/7)
Once your scratchboard is complete, write your artist statement about the piece:
Online Google Document – Mrs. Green’s Weebly Site – Project Page: https://mgreenasuprep.weebly.com/scratchboard---native-american-art1.html
DAY 11-12: Scratchboard Critique (A Day: 12/10, 12/13 - B Day: 12/11, 12/14)
GRADING:
- Symbolism in design
ESSENTIAL QUESTIONS:
- What is the importance of animals to the Native American culture?
- How does the knowledge of Native American artwork and culture affect/influence your artwork?
- How can you apply shading techniques to the scratchboard art making method?
GOALS: For students to…
- Research and discuss Native American artwork.
- Apply their understanding of shading and contour lines to shading with lines.
- Apply their understanding of line quality to their scratchboard art.
- Connect the relationship between influences on Native American artwork and their own work.
OBJECTIVES: Students will…
- Research and discuss Native American symbolism and totems, choose an example of a totem or animal based work of art, and write about the piece.
- Complete a 4”x4” practice scratchboard.
- Complete a realistic scratchboard drawing on 5”x7” scratchboard
- Write an artist statement about their work.
- Participate in a critique of the scratchboards and complete a worksheet about the critique.
STANDARDS: http://www.nationalartsstandards.org/
- ART:
- Visual Arts/Creating: VA:CR2.6b: Apply standards of craftsmanship, environmental implications of conservation, care, and clean-up of art materials, tools, and equipment
- Visual Arts/Creating: VA:CR3.1: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
- Visual Arts/Connecting: VA:CN11.1: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
- Visual Arts/Responding: VA:RE7.1: Hypothesize ways in which art influences perception and understanding of human experiences.
- Visual Arts/Responding: VA:RE7.6a: Use art-specific vocabulary to identify how artworks/artifacts made in different cultures reveal the lives and values of the people living at that time and place.
- Visual Arts/Responding: VA:RE8.1: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
- Visual Arts/Responding: VA:RE9.1: Establish relevant criteria in order to evaluate a work of art or collection of works.
- Visual Arts/Presenting: VA:PR6.1: Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
- Cambridge IGCSE Standards:
- AO1: Gathering, recording, research, and investigation. 1. Investigate and research a variety of appropriate sources. 2. Record and analyze information from direct observation and/or other sources and personal experience.
- AO4: Selection and control of materials, media and processes. 1. Show exploration and experimentation with appropriate materials. 2. Select and control appropriate media and processes, demonstrating practical, technical, and expressive skills and intentions.
- AO5: Personal vision and presentation. 1. Show personal vision and commitment through an interpretative and creative response. 2. Present an informed response through personal evaluation, reflection, and critical thinking.
SUPPLIES:
- Computers or books (for research about Native American art)
- Send images to Mrs. Green to print (can send them through email and/or Mrs. Green’s Weebly site.)
- 4”x4” scratchboards
- 5”x7” scratchboards
- Scratchboard tool
- Pencils
- Carbon Paper
- Handouts
RESOURCES:
- http://www.legendsofamerica.com/na-totems.html
- https://crystal-cure.com/article-birth-totem.html
- http://guity-novin.blogspot.com/2010/03/history-of-graphic-design-native.html
- https://www.pinterest.com/explore/native-american-symbols/
PRODUCT:
- 4”x4” scratchboard
- 5”x7” scratchboard
PRINTABLES:
- Guiding research worksheet
- Scratchboard critique worksheet
- Scratchboard rubric
- Workflow Checklist and Goal Setting sheet
OTHER RESOURCES:
- Scratchboard PowerPoint
VOCABULARY:
- Value: The lightness or darkness of tones or colors. White is the lightest value; black is the darkest. The value halfway between these extremes is called middle gray.
- Highlight: the lightest spot or area; any of several spots in a modeled drawing or painting that receives the greatest amount of illumination.
- Cast shadow: When an object blocks a light source it creates a shadow. A cast shadow is not a solid shape but varies in tone and value. The farther a cast shadow is from the object the lighter and softer and less defined becomes its edges.
- Form shadow: A form shadow is the less defined dark side on an object not facing the light source. Form shadows are subtle shadows, but they are essential for creating the illusion of volume, mass and depth.
- Contrast: art experts refer to it as the arrangement of opposite elements (light vs. dark colors, rough vs. smooth textures, large vs. small shapes, etc.) in a piece so as to create visual interest, excitement and drama. Considered a principle of design with variety.
- Contour line: a line that defines a form or an edge. The outline or silhouette of a given object or figure. Can also be used to show basic details or changes within the plane of an object.
- Line quality: Using a range of types of line to show expression, texture, movement, light, space, etc. to add interest to a drawing.
- Totem: A spirit being, sacred object, or symbol of a tribe, clan, family or individual. Native American tradition provides that each individual is connected with nine different animals that will accompany each person through life, acting as guides. (http://www.legendsofamerica.com/na-totems.html)
- Symbolism: an artistic and poetic movement or style using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind. It originated in late 19th century France and Belgium, with important figures including Mallarmé, Maeterlinck, Verlaine, Rimbaud, and Redon.
- Scratchboard: a 2-dimensional, subtractive medium that involves the use of abrasive tools to directly remove a surface layer of one value (typically dark) to expose a secondary layer of a contrasting value (typically white).
- Elements of art: The building blocks of a work of art. The visual components of color, form, line, shape, space, texture, and value.
- Principles of design: describe the ways that artists use the elements of art in a work of art. Includes: balance, emphasis, movement, proportion, repetition, pattern, rhythm, unity, and variety.
IMPLEMENTATION:
DAY 1: Introduction (A Day: 11/1 - B Day: 11/2)
- What do you think of when you hear “Native American Art”
- Quick Notes: animals-they have a connection and greatly respect animals, use every part of an animal they kill, was a means to feed and clothe themselves, naturally made it’s way into their art.
- Quick Notes: types of artwork: pottery, blankets, weaving, turquoise jewelry, totems, etc.
- Have you seen Native American artwork in real life or do you own any? What kind? Where?
- What does symbolism mean? _____________________________________________________
- Symbolism: an artistic and poetic movement or style using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind. Symbolic images are images that stand for more than simply what you are looking at; represents a deeper meaning, something that an artist wants viewers to get from the image without saying it.
- It originated in late 19th century France and Belgium, with important figures including Mallarmé, Maeterlinck, Verlaine, Rimbaud, and Redon.
- Often people reference European art when they discuss symbolism, but symbolism also played a very important role in Native American artwork.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 2: Animal symbolism research (A Day: 11/5 - B Day: 11/7)
Online Google Document – Mrs. Green’s Weebly Site – Project Page: https://mgreenasuprep.weebly.com/scratchboard---native-american-art1.html
- Native American totems have a lot of symbolism in them.
- Each animal in a totem represents an aspect of a person.
- Totem: A spirit being, sacred object, or symbol of a tribe, clan, family or individual. Native American tradition provides that each individual is connected with nine different animals that will accompany each person through life, acting as guides. (http://www.legendsofamerica.com/na-totems.html)
- Each animal represents different personality traits, emotions, and aspects of life.
- There are many websites that explain what each animals represents, similar to a zodiac sign.
- Students, you will be researching Native American art. You can choose the type of art you want to focus on: pottery, totem, painting, jewelry, the only requirement is that it includes an animal.
- You will choose one work of art to interpret.
- Using various websites (and/or books), you will interpret the meaning of the piece and the symbolism of the animal.
- You will copy and paste the image into the research worksheet and answer the questions on the worksheet.
- As you read about animal symbolism in Native American art, think about which animal traits fit your personality.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 3: Native American Art – Animal Research Continued (due today) (A Day: 11/8 - B Day: 11/9)
- Continue working on your artwork research worksheet.
- Remember to include a picture of the artwork you are interpreting and information about the artist how created it or website (or book) information from where you found it.
- Once you have finished the worksheet, turn it in.
- After everyone has completed the first assignment, we will move on to the next project: scratchboard.
- Who has done scratchboard art before?
- Scratchboard PowerPoint: take notes – we will answer questions and discuss the process afterwards.
- Project requirements and guidelines… any questions?
- After explaining the scratchboard introduction assignment, you will now research an animal that reflects YOU, based on Native American symbolism
- Find a geometric design of your animal, good imagery can be found on Pinterest: https://www.pinterest.com/explore/native-american-symbols/
- Send Mrs. Green the picture of an animal design to be printed
- Prints will fit on a 4”x4” piece of scratchboard.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 4: Scratchboard Introduction (A Day: 11/13 - B Day: 11/14) – No School Monday, 11/12
- Demo on tracing your design onto a piece of scratchboard and scratching techniques.
- Transferring image without carbon paper:
- Color the back of a printed animal design with pencil. Line the image up so it is well placed on the 4”x4” piece of scratchboard, tape the top of the paper to the scratchboard.
- Trace over the lines of the design using a pencil. The pressure of drawing over the image will cause the pencil lead on the back of the paper to transfer to the scratchboard.
- Transferring image with carbon paper:
- Line the image up with the light side of the carbon paper, so it is well placed on the 4”x4” piece of scratchboard, and tape the top of the paper/carbon paper to the scratchboard.
- Trace over the lines of the design using a pencil. The pressure of drawing over the image will cause the image transfer to the scratchboard.
- Have students start working on transferring outlines of their printed designs to their scratchboards.
- Once their outline is ready, they can start scratching.
- Use the outline now on the scratchboard as a guide to start scratching away the India ink top layer.
- Use a variety of scratching methods: hatching, cross hatching, and stippling.
- Remember if you press too hard, you might damage the layer beneath the India ink top layer. You will loose points on the final scratchboard if it’s damaged.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 5: Scratchboard practice (A Day: 11/15 - B Day: 11/16)
- Continue working on your mini scratchboards. Once finished, turn them in for a classwork grade.
- Once you are done with the practice scratchboard, look up a realistic image of the original animal.
- When you find an image: crop it, increase the contrast, size it to fit on a 5”x7” scratchboard, and whatever additional edits you need to do to make it work for the scratchboard technique.
- Send image to Mrs. Green to print
- When your image is printed, you can start prepping the print for another image transfer. Follow steps from Day 4.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 6-9: Scratchboard project
(A Day: 11/19, 11/26, 11/29, 12/3 - B Day: 11/20, 11/27, 11/30, 12/4)
Project Complete and ready for Critique on Day 9 (A Day: 12/3 – B Day 12/4)
- Get out your animal print and transfer the outline of the animal to your scratchboard.
- Once you are ready, you can start scratching.
- You must show at least two different shading techniques in your scratchboard.
- Clean up the last 8 minutes of class. Refer to syllabus for how everything is to be cleaned up and how the class will be dismissed. (VA.Cr.2.6b)
DAY 10: Artist Statement (A Day: 12/6 – B Day 12/7)
Once your scratchboard is complete, write your artist statement about the piece:
Online Google Document – Mrs. Green’s Weebly Site – Project Page: https://mgreenasuprep.weebly.com/scratchboard---native-american-art1.html
- Why did you choose that animal and what does the animal say about you?
- How did learning about Native American art influence your art?
DAY 11-12: Scratchboard Critique (A Day: 12/10, 12/13 - B Day: 12/11, 12/14)
- Students: spread out your practice scratchboard, final scratchboard, and artist statement on your table.
- Critique process:
- First walk around the room and carefully look at each work of art, do not read the artist statements yet.
- Think about your first impressions, what caught your eye, which work of art stood out first?
- Answer the first few questions on the worksheet.
- Now go back and read the artist statements. Remember to consider how this impacts the meaning or perception of the work of art.
- Complete the worksheet.
- Remember this is a written critique, but traditional critiques are verbal. Critiques give artists an opportunity to hear what others think of their work and ways they can improve their art.
- Turn into Mrs. Green: (A Day: 12/13 - B Day: 12/14)
- Research Worksheet
- Practice Scratchboard
- Workflow Checklist/goal(s) paper
- Artist Statement
- Critique Sheet
- Grading Rubric
- Completed Project
GRADING:
- Mini scratchboard and workflow checklist/goal(s) will be graded as classwork grades.
- Large scratchboard, research sheet, critique sheet and artist statement will be graded as a project grade.
Native American Art: Artist Statement
Symbolic Scratchboards: Native American Art: Written Critique
If you would rather type your Written Critique into a Google Document, you may click on the button below, it will take you to a Google Document Template that you can then save to your own Google Drive.
Native American Art - Research
If you would rather type your research into a Google Document, you may click on the button below, it will take you to a Google Document Template that you can then save to your own Google Drive.
If you are doing your research on the hardcopy, research paper in your packet, you can submit your Native American Art - artwork image here: