JAZZ LANDSCAPESInspired by the Harlem Renaissance and Jazz Music

4th Grade Art Duration: 8 (40 minute classes)

OVERVIEWStudents in fourth grade are working towards become better creative problem solvers. In this unit students are continuing to work on creating an image for sound. We will be focusing on Jazz music and use the inspiration of the artists of the Harlem Renaissance. No student/teacher examples will be shown until later in the project (once their ideas are developed)

OBJECTIVESStudents will:-Envision and then create a unique strictly collage composition-Create a balanced composition-Overlap lines and shapes and show rhythm -Illustrate and image of Jazz music(It is not mandatory that the “Jazz Landscape” be an actual landscape )-Explain how they achieved their solution-Reflect on their work-Use color effectively

ART STANDARDS/BENCHMARKSART.I.VA.EL.2 Use art materials and tools safely and responsibly.ART.II.VA.EL.1Apply knowledge of materials, techniques, and processes to creative artwork. ART.III.VA.EL.2Identify various purposes for creating works for visual art.ART.IV.VA.EL.3Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.ART.V.VA.EL.4Identify connections between the visual arts and other disciplines in the curriculum.

INTERDISCIPLINARY CONNECTIONSJAZZ MUSIC

MATERIALS• Jazz Music CD (Herbie Hancock-Head Hunters 1)• CD player• Images of Jazz instruments• Powerpoint of Cityscape (of New York) and Harlem

Renaissance

• Sketchbooks • Pencils/Erasers• A large variety of paper• Envelopes• Tempera Paints• Variety of brushes/tools to make textured paper• Scissors (including “crazy” scissors)

• Hole Punchers• Glue/Glue sticks• Modge Podge• Creative Problem Solving Attributes list

VOCABULARY• Creative Problem Solving• Harlem Renaissance• Jazz Music• Foreground/Middle ground/Background• Landscape/Seascape/Cityscape• Collage• Overlapping• Line• Space• Shape (positive/negative)• Focal point• Movement• Rhythm• Picture Plane (AKA composition-in art AND music)• Focal Point

BACKGROUND INFORMATIONHarlem RenaissanceRomare BeardenJacob Lawrence**Stuert Davis

WEBSITESContextual Information on Harlem RenaissanceStuert DavisRomare BeardenJacob LawrenceLandscape Images: See attached Powerpoint

LESSON DEVELOPMENTPrior Knowledge: Students have been working to understand the connection between sound and its influence on art making. We first did a sound/line exercise where we listened to everyday sounds and invented lines to match the sound. We discussed LOUD lines and soft lines. The next lesson was a Kandinsky watercolor painting in which we listened to classical, Native and Cuban music and created abstract lines and shapes to match the music and then thought about how music and evoke certain colors in artwork. Before this project students and teacher created a list of attributes that make a creative problem solver. Explaining to the students that EACH PROJECT will have a “mission” aka problem to be solved and sometimes there is more then one problem.

Motivation: Students are going to be excited when they get to groove/dance (and appreciate the sounds of Jazz). The mission (creative problem) in this project is that the final project will have NO DRAWN IMAGES. Everything must be created out of cut paper collage. Day 1: Students will arrive to class and have a seat on the carpet to connect and hear directions. We will do a few breathing exercises to loosen up their shoulders and to get ready for the lesson ahead. Tell students that our next project will be a JAZZ LANDSCAPE. So today we will be continuing to build our CREATIVE PROBLEM SOLVING

SKILLS where we will they listen to a JAZZ song and create an image of what you see in your mind as you listen. Tell the students that they can either list items or symbols that pop up in your mind (OR places OR people Or draw the images instead). They MUST have something written down in their sketchbooks as they listen. When they sit down, a captain will deliver pencils/sketchbooks. Once all the students have their sketchbooks open, with the lights dimmed, you can explain its sometimes better to close your eyes and listen so that your not distracted by what’s around you. Moving your upper body quietly helps some people come up with ideas. Turn on the JAZZ song. When the music stops students can bring their sketchbooks (and themselves) back to the carpet to discuss the images and ideas they got from the song. Make a running list on the board (perhaps a white sheet of paper so that it can me kept). Include mental images, instruments, places, lines/shapes, perhaps even colors! Day 2: Show student powerpoint of what Landscapes look like as well as images from the Harlem Renaissance and Jazz instruments. Demonstrate and explain Horizon line, Foreground, Middleground and Background for those students that are choosing to make and actual “Landscape” of some sort. Remind them that there may be different solutions to the “art problem” (as long as it is STILL illustrating Jazz Music and can be created by using strictly collage). Students can use reference books to help come up with a preliminary sketch of their collage Jazz Landscape.

Day 3: Demonstrate how to cut simple shapes such as buildings. Ask if anyone knows how to create more then one same-sized shape. Have students pick a background color for their work once they are ready for cutting their shapes. Keep the sketchbooks at the tables for students to use as reference. Review simple CREATIVE PROBLEM SOLVING techniques (refer to the poster). Keep images of Jazz instruments at the tables. Distribute envelopes to store their “parts” of the collage. Remind students to think background, middle ground then foreground OVERLAPPING shapes). How does COLOR influence your composition?

Day 4: (We may need to make more textured paper.) Review project criteria (overlapping shapes, illustrate Jazz music, everything in the artwork is done in collage, balanced composition, focal point, rhythm, movement and color used effectively). Introduce new “paper” to use for the project.

Day 5: Continue to work on collage, cutting (little pieces may be glued onto larger ones if they are afraid to lose them). Some students may be ready to glue pieces to the background. Have students use tablemates to give feedback. Introduce new fun “crazy scissors.”

Day 6: Continue to work on collage. Begin gluing pieces, starting with the background layers and adding on. Last step is to cover entire project with modge podge.

Day 7-8: Complete the artwork and answer self-assessment. Class critique.

Closure: Students will critique their OWN work and discuss if they were successful problem solvers. Did they figure out problems on their own by trial/error, ask a fellow artist for advice (not doing it for them), and successfully meet the project objectives? Does their artwork look unique or does it look like their neighbors? Class critique.

Extensions: Analyze the work of an artist from the Harlem Renaissance. Pick 3 questions to answer:

1. What is it about?2. Do you like it and why?3. What colors do you see?

4. What shapes do you see?5. Would you hang this in your house (where and why)?6. What do you think the artist was thinking?7. What mood does it create?8. What stands out most in this artwork?

Formative AssessmentTeacher will monitor students as they work to check for understanding. Review rough drafts completed in the sketchbooks prior to getting “real” paper. Listen to students as they participate in classroom discussions. Midway through the project put their process artwork on the moveable wall. Stepping back to observe areas that need attention.

Rubric JAZZ LANDSCAPES (28 points possible)

Weak (1 pt) Basic (2 pt) Proficient (3 pt) Strong (4 pt)Assessment outcomes

Little or no evidence of outcome.

Beginning of or some evidence of the outcome.

Detailed and consistent evidence of outcome.

Highly creative, inventive, mature presence of outcome.

Artwork reflects Jazz

Student did not even attempt to create a Jazz influenced piece of art.

Students’ artwork has one symbol of Jazz music.

Students’ artwork has 2 symbols of Jazz music.

Student artwork shows 3 or more symbols of Jazz music.

Pre-planned their layout in advance prior to cutting/gluing their collage

Student did not pre-plan anything in their sketchbooks.

Students made a list but did not create an image of what their composition will look like. Student glued their pieces down too soon before all their pieces were cut.

Students pre-planned their idea in their sketchbook and used their idea exactly in their finished composition. Students glued their pieces down once most of their pieces were cut out.

Students pre-planned in their sketchbooks and created their composition as they planned BUT modified ideas when they ran into collage “issues” Students waited to glue down their pieces until all pieces were cut and ready to be glued. They had previously glued small pieces onto large pieces (but not on the final composition until everything was ready).

Used art materials effectively and appropriately.

Student needs to work on controlling scissors and glue. The glue is applied sloppy and students’ shapes have not completely been cut out (there is a lot of pencil/marker shown on their work). Student needed o be constantly reminded to use art materials properly.

Control is somewhat lacking. A few drips of glue and pencil is visible. Student use art materials correctly about 50% appropriately.

Glue is applied in a careful (snail trail/dot does a lot) manner. Student used art materials at least 75% of the time correctly (with just a few gentle reminders).

Application of paint is preplanned and done in a a logical, sequential manner. Student used art materials as directed (90-100% of the time).

Collage is balanced. Student did not complete the collage (it is not at all balanced).

Student attempted to create balance, but was only somewhat unsuccessful.

Student attempted to create balanced and was successful.

Students’ artwork is extremely balanced (student thought about size of objects, color and layout).

Student overlapped shapes and used color effectively(Showing foreground, middle ground, background if it is a SCAPE).

There are no overlapped shapes and virtually no evidence that student thought much about color.

Student overlapped in a few areas, but lacks depth. In some areas, color was not used as effectively as it could have been.

Students overlapped shapes and used color effectively.

Student overlapped shapes and used color effectively. Color and/or the shape size were used to help create a focal point in their composition.

Student was a creative problem solver (can explain how)

Student rushed through their project and shows no evidence that thought was put into creating the composition (copied neighbor, asked teacher for help constantly).

Students’ composition shows some evidence of creative problem solving but used ideas from their classmates or had classmates do parts of their project, and asked teacher for help numerous times.

Student was a creative problem solver. Some ideas are similar to their neighbors but overall, their composition is unique. They did all parts of their project on their own, and only asked teacher a couple questions throughout the project.

Student figured out their obstacles on their own with very little assistance from the teacher. Student art does not look like their neighbors and they can explain how they came up with their solution to the mission.

Effort/Perseverance Class time was not used wisely and the student put in no additional effort. Student was on task less then 50% of the time.

Class time was not always used wisely, but student did do some additional work during art hours. Student was on task 50% of the time.

Class time was used wisely. Student could have put in more time and effort. Student was on task 75% of the time.

Class time was used wisely. Much time and effort went into the planning. Student used extra art periods to complete their project. Student was on task 90-100% of the time.

Total Points