1.

Curiosity Collage(art + history; art + character studies)

During the Renaissance, the wealthycollected possessions of value and interestand placed them in “Curiosity Cabinets” —specially designed wooden boxes withshelves and drawers built to display theircollections. Ranging from small boxes toentire rooms, these displays were theprecursors to the modern museum. Inspiredby these iconic, often mysterious collectionsand freed by the acceptance of avant gardeart, surrealist Joseph Cornell revisted theCuriosity Cabinet with twentieth-centurymaterials and ideas.

In this lesson plan, students create their own“curiosity box” using a collage techniqueknown as assemblage. Found objects, cut-outs, photos and a diverse number ofmaterials are assembled in a sculptural, three-dimensional collage centered around apersonal theme — something that ismeaningful to each student. In our example,“art” is the chosen theme. A pre-stretchedcanvas provides a ready-made box shapethat allows painting on all sides and a strongsurface to attach objects to. Multiple texturesare created with paint, texture medium,paper and tooled foil.

Collage inthe classroom is valuablefor a number of reasons. It celebratescommon materials which are usuallyinexpensive and readily available, it adheresto very few restrictions and encouragesexperimentation. The materials called for inthis lesson plan should be used as a startingpoint on which to build ideas for creatingunique projects.

Grade Levels 5-12Note: instructions and materials based on aclass of 25 students. Adjust as needed.

MaterialsBlick Studio® Gallery Canvas, 8" x 8" (07121-0088), needone per student

Assorted found objects including: wire, photos, photocopies, printed pages,music, leaves, twigs, shells,rocks, miniatures, small toys,craft items, fabric, machineparts, old jewelry, etc. Size tofit the 5" x 5" opening inback of canvas

Blick Artist’s Acrylic,(00624-), asstorted colors

Armada® Lollypop Scissors(57057-1007), one perstudent

Blick Scholastic WhiteBristle, size 10 bright(05950-1010), one perstudent

Optional Materials forEmbellishment:

Liquitex® Gel Medium, Matte(00618-3086), one jar per 10students

Texture medium, recommendLiquitex® Ceramic StuccoTexture Gel (00609-1016)one jar per 10 students

Textured paper, recommendBanana Paper, assortedcolors (11224-) and Unryu,assorted colors (11223-), one8" x 10" piece per student

Amaco® Wireform, 1/8" finemesh (33408-2360), one 2" x 3" piece per student

Coppertone Tooling Foil(60504-8125), one 5" x 7-1/2" piece per student

Modeling Tool (60500-1020), one per student

Wooden Ruler (55427-1012),one per student

Delta® Sobo® Glue(23820-1004),

Chipboard, single-ply(13115-2222), one 5" x 7" piece per student

Copper Tacks (08901-1003),24 per student

Preparation

1. Assign theme or have students select.Collect images and found objects. Preparesketches.

2. Remove staples from back of canvas orleave in and cover with texture in ProcessStep 1. Trim any uneven canvas and secureto wood frame with glue

Process

1. Create texture on all sides ofcanvas.- Use paper to createtexture. Tear pieces oftexture paper, paint mattemedium on backside,position on canvas andbrush more medium overthe front. Allow lightweightpaper to form wrinkles.

- Use texture gel. CeramicStucco is thick and grainy,with a matte finish whendry. Apply with bristle brush and leave thestrokes - it will resemble a weatheredwood texture. Push textured objects, suchas Wireform, into the gel and pull it out -the texture remains, (see photo above).Allow to dry.

2. Paint canvas on all sides with acrylic:

- Allow brush strokes to re main for extratexture.

- Use matte medium with small amountsof color to create translucent glazes ontop each other or over collage elements.For example, the text. easel and MonaLisa (see example on page 1) arephotocopies that have been brushed overwith matte medium and acrylic color.

3. Create assemblage inside the canvas:

- Objects that can’t be found or don'texist, such as the brushstroke “halo” andsmall palette in the example on page 1,may be cut from chipboard. Paint as instep 2.

- Use a strong glue such as Sobo to placeobjects, or secure with wire. Wire maypierce the canvas surface to wrap objectson front and back sides.

4. Finish corners with textured metal(optional):

- Cut 4 pieces of tooling foil according topattern (A)

- On the aluminum side of each piece,create a “pebble” texture by embossingoval and irregular shapes with theround end of the brush handle. Usemodeling tool to create a stippled textureon same surface. See (B).

- Turn over and paint with dark earthtones, such as burnt umber and burntsienna. While paint is still wet, use a papertowel to remove color from embossedsurface, exposing copper. See (C)

- Fold tooling foil into corner shape, usingruler and referring to dotted lines onpattern.

- Glue to canvas. For extra security andfinished look, nail to wooden frame withcopper tacks.

Copyright © 2006 Dick Blick Art Materials. All rights reserved. JD

2.

4.5"

1.5"

1.5"1.5"

(A)

(B) (C)

texture examplecreated with Wireformand Liquitex CeramicStucco Gel

reverse side of canvas

3.

National Standards:Content Standard #1 — Understanding and applying media,techniques and processes

• 5-8 Students intentionally take advantage of the qualitiesand characteristics of art media, techniques and processes toenhance communication of their experience and ideas.

• 9-12 Students conceive and create works of visual art thatdemonstrate an understanding of how the communication oftheir ideas relates to the media, techniques and processes theyuse.

Content Standard #4 — Understanding the visual arts inrelation to history and cultures

• 5-8 Students analyze, describe and demonstrate how factorsof time and place (such as climate, resources, ideas andtechnology) influence visual characteristics that give meaning and value toa work of art.

• 9-12 Students differentiate among a variety of historical andcultural contexts in terms of characteristics and purposes ofworks of art

Content Standard #6 — Making connections between visualarts and other disciplines

• 5-8 Students describe ways in which the principles andsubject matter of other disciplines taught in the school areinterrelated with the visual arts.

• 9-12 Students compare characteristics of visual arts within aparticular historical period or style with ideas, issues or themesin the humanities or sciences.