Plant Portraiture

Center School x MCAD Lesson Plan Nature Portraiture 

Grade: 7th - 11th Grade 

Standard

• Code: 9.1.2.5.1

• Strand: 1. Artistic Foundations

• Anchor Standard: Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.

 

First Day - Drawing

Overview:

• Students will be working from life - pulling from nature based content to learn observation and slowing down within creating. They will learn the basics of measuring from life as well as linear drawing techniques. 

Big Ideas:

• How/what do you observe to make art?

• Exercising eyes and creativity of recreating in art. 

• Using line to show depth and weight as opposed to shadows 

Student Outcomes 

• Students will learn how to use measuring tools such as the relationary measuring of one object to another and pencil to eye gauging

• Learn how to expand upon merely the visual, with using artistic licenses by picking what adds and hurts the composition

• Learn how to use line to recreate life 

• Students will learn how to slow down within the process to better understand the subject and give confident line within creating 

Prior Knowledge

• Assess at the very beginning what are some experiences they have had before with drawing - assess how much I should get into the basics - assume I will have to start from the beginning

• Prior knowledge of simple drawing and watercolor would benefit students but is not necessary 

Examples of Artwork

         Assessment

Once everyone is finished, everyone will walk around and see everyones creations. 

After everyone is seated - I will ask them to talk in groups, right on the wall some questions for each of the students to answer - after that we will come together as a whole class and can talk about the process and what each group had to say. See if they are excited about painting over them the next day - 

Some questions to put on the board or have as sheets to give to each group 

• Have each student spend at least 5 minutes talking about their drawing

  • Composition

  • Line

  • Content

  • The process with line and observation 

  • Frustrations and excitements

  • Future painting 

After they all answer we will come together as a whole class and see if anyone has any observations from the project being in the middle - 

Materials

• Plants or flowers 

• Pencils H - B

• Erasers

• Sharpeners 

• Drawing paper - maybe just 9” x 12” 

• Enough paper for practice sheets - sketch/warm up

Learning activities and timing

Class 

( 90 minutes overall)

• Introduce Myself - (1 minute) 

  • My name, pronouns 

  • Mention MCAD, state a couple little facts about my own practice, mention that we will be diving into some nature portraits :)

• Have everyone go around the room say their name, pronouns, favorite medium, and favorite snack food (7 minutes)

• Introduce the activity (10 minute)

  • Show the example and point out our lovely models for the day - plants

  • Bring out the material and show the steps that we will be going through with a little demonstrations fully 7 minutes be sure to assure we will give the steps after the demonstration 

    • Start with looking, describing what composition I want to create (define) 

    • using your fingers to create a rectangle - pick composition

    • First go in with a gesture of the portrait H pencil - plants have life lets be sure to give it that life. Be able to see the full piece right away  

    • Show how to measure with the pencil 

      • Arm stretched out - finger to the point of measure in front - one eye closed - then bring it to paper mark 

    • Start putting and revising - show how the gell eraser works 

    • Revise gesture with measurements and lines  using one point and measuring out

      • Introduce line weight, density, light to dark, weight at the bottom of the portrait 

    • This is where style and decisions of the arts comes into play

• Then I will have them go to their chairs and start the process!! (45 minutes overall)

• Review the steps - give a project  sheet for reminders 

  • Start with looking for 2 minutes, using your fingers to create a rectangle - pick composition

  • Move the seat to their liking aren't bound by any prior decisions 

  • First go in with a gesture (3 minutes) of the portrait H pencil - show in the air how quick it should be and to not be scared!! It should look like a scribble, instantly seeing the piece :)plants have life let's be sure to give it that life. Be able to see the full piece right away should be quick  

  • Measure and revise (20 minutes)

  • Start to add decisions that clean up the drawing (10 minutes) 

  • Make some decisions that aren't necessarily front of you (10 minutes) that make the drawing have more of the essence 

  • Wrap up any loose ends for the painting the next day

• Reflection (20 minute) 

  • Have everyone walk around the classroom 2 minutes

  • Get into groups and have each individual get 5 minutes to discuss their work to their group  

  • What did they learn? What will they take away and what will they leave? 

  • After the groups are finished we will come together as a whole class and have each group say something about their projects !

• (5 minute) of cleanup 

• Ask students to as a group put away all the material place it back in compartments

  • Material

  • Write name on back of drawings

• While they clean up I will gather all the art work for the next days painting  

  • Have a portfolio prepared

Second Day - Painting

Overview:

Students will be working from life - pulling from nature based content to learn observation and slowing down within creating. They will learn the basics of color, mixing, brushes etc 

Big Ideas:

• How/what do you observe to make art?

• Exercising eyes and creativity of recreating in art. 

• Using color to express the content 

Student Outcomes 

• Students will learn how to use Water color swatching 

• Learn how to know when to stop with watercolor  

• Learn how add paint on top of a previous drawing  

• Students will learn how to slow down within the process of creating 

Prior Knowledge

• Prior knowledge of watercolor would benefit students but is not necessary 

Examples of Artwork

Assessment

Once everyone is finished, everyone will walk around and see everyones creations. 

Ask if anyone has any observations from the past two days

Materials

• Plants or flowers 

• Watercolor palettes paper plates

• brushes

• Newsprint  

• Previous drawing and paper for new people 

Learning activities and timing

Class 

( 30 minutes to 45 minutes overall)

• Introduce myself to the new students 

• Have everyone go around the room and say name and pronouns and favorite part of the tour (5 minutes)

• Introduce the activity (3 minute)

  • Show the water color example and point to the already prepared set up of all the previously drawn works 

  • Show the steps with a quick demonstration that we will be going through (5 minutes) 

    •  Start with looking again this time you are focusing on color shifts and value

    • Lets Start with some gestural swatches of color - light to dark so you don't overwork 

    • Make sure to warn-  not to wet or harsh with the brush - show example

    • While demonstrating describe some things to observe and attempt to achieve in the drawing

      • Darker in shadows - lighter closer to the source of light this will show depth 

      • Overlaying the color with another 

      • Dry brush versus wet on wet 

      • Try putting water down before you add color that will control where the wet on wet will go 

      • You can achieve line with paint as well!! 

      • WIth water color you can’t add light on top of dark, so work from light to dark

    • Really emphasize not going over and over the color, just do one stroke of color done-

    • Then I will have them go to their chairs and start the process!! (18 minutes overall)

  • First go in with lightest highlights first - try not to stray from original drawing think of it as a coloring book  

  • Then local color

  • Leave shadow 

  • Advise to leave some color open to the paper

• Reflection ( 5 minute) 

  • Have everyone walk around the classroom 2 minutes

  • Ask some questions about the project for student observations

    • How did you guys try to replicate your plants with this medium? 

    • What was your favoirte part of this process? 

    • What would you do differently next time?

    • Would you do this again? 

• (5 minute) of cleanup 

• Ask students to as a group put away all the material place it back in compartments

  • Dump water in the sink 

  • Leave brushes to clean at the sink for after

Doodle Buddies

Grade Level or Age of Participant: Teenagers (10th-12th grade)

Number of Students: 10-12

OVERVIEW OF PROJECT

Activity should take 15-20 minutes to complete. This is an icebreaker/grounding activity to warm up before shifting attention to major projects. Participants and facilitator will be providing prompts in order to guide this drawing activity. The prompts will be based on the different bodily parts of a character as well as using other words (adjectives, nouns, verbs) to describe the character and scene. 

Everyone will be creating their own separate drawing using the same prompts given during the duration of the activity. Drawings from the group are not revealed until the end of the activity.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

Through drawing the characters, learners are building visual interpretation skills.

Through drawing, group will be able to get to know each others. 

Adjective to use to inspire drawing (each students will choose adjective):

They will be choosing the adjective of “How would you describe your week?” OR “How are you feeling about the project they are working on?”  

Spiky / Squiggly / Soft / tangle

“How did AAAA thought about spiky? What do you think AAAA was thinking? ”

STUDENT OUTCOME OBJECTIVES 

Students will:

1. Be able to create their own characters by collaborating with words that has provided from the others.  

2. Listen to the others words and providing visual description 

3. Practice interpatient of adjectives with visual components 

4. Present and verbally explain their visual interpretation 

PRIOR KNOWLEDGE

• Students must know What adjectives are 

• Students should be able to interoperate Special balance on the limited size paper

• Students can call out different Body parts

ASSESSMENT

Everyone would have created drawing work to show at the end of the lesson

At the presentation we can discuss the difference and similarity of each other’s work.

“What is your favorite part of your characters?” 

“What is your favorite part of others characters?”

“Is there anything hard to interpreted?” 

“What is the difference between your work and AAAA’s work? OR similarity?”  

MATERIALS

Blank sheet of paper

Drawing utensil (Choose 1 medium)

LEARNING ACTIVITIES AND TIMING

1.Relating to Audience

Take time to explain that the activity will be short in time and that there are no right or wrong answers/outcomes. The effectiveness of the activity is dependent on interpreting the given prompts and the short duration for each prompt. -

2. Collect Materials

-Give students a couple of minutes to collect materials or ask questions about materials needed for activity. 

-Check-in with students before moving on to the next step.

3. Introduction of Activity

The facilitator explains rules and prompts for the grounding activity

-I decided to give this activity the name “Doodle Buddies”

-The main idea of the activity is that we will all be drawing our own ‘doodle buddies’ using the same information/prompts (to make the prompt process easier- body parts, other descriptive words)

-The prompts are mostly based on the different body parts a character could have (head, arms, legs, etc. ) but will also be influenced by the overall chosen theme and descriptions from group members

-I will be assigning the first part of the prompt (body parts) to the group members as they are chosen to contribute, then they will provide more specific details about said body part.

-I will start off to demonstrate the flow of the activity and also keep a timer to move the activity along

4. Questions

- Take time to answer any final pending questions about the “Doodle Buddies” grounding exercise.

-Suggest overall character theme

5. Begin Activity

Before beginning to draw the character’s head, ask group members if they would like to volunteer prompts or ‘popcorn’ to their peers.

-Choose character theme and write in top left corner

-Re-state that after each prompt is given, we will only have 30 seconds to complete that part of the character

-Re-state that the first part of the prompt is given by me (body parts) and the description comes second. - example: body part - arms, spooky themed - skeleton arms/bones, adjective - decayed bones, noun - chainsaws for arms, verb - flexing

-Check-in with students before moving on to the next step.

6. Prompts

- Head and neck

-Eyes/eyebrows

-Nose

-Mouth

-Ears

-Hair/hair accessories 

-Body - include clothing

-Arms

-Legs - include clothing

-Feet/shoes

-Additional accessories - maybe bag or jewelry

-Pet/companion

-Background

-Name of character - Could also collectively create a name with the group instead of assigning one person

7. Final Product Reveal

After everyone in the group has contributed to the prompts, the facilitator will show their final drawing and name their favorite characteristic that their character was given. Discuss with the group about how their doodle buddy turned out.

(7 min) Share out time

- Show facilitator’s drawing as a sample and talk about “My character name is BBB and I name them that because ________ “ This is the way we can introduce the characters to each others.

- invite next speaker by asking “Did anyone found something similar to my character, come forward and introduce your character ☺” 

- Keep going around till everyone introduce and talk about their character! 

(1 min) Reflection and summary for the project “This is what I noticed doing the project with you”

• Learned about each other a little bit from this project

• Made visual interpretation from the language 

• We made collaboration through sharing words

• All of our interpretations are different

• Respecting each other’s differences and artistic choices.
  
  
  

Introduction to Motion Graphics and Animation

Name of Project:  Introduction to Animation

OVERVIEW OF PROJECT

The objective of the project is to make a 20-30 second animation using the student names or initials.  By using pre-production and animation techniques students can try to make a short story or a motion graphic to share or add to a demo reel. 

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

What are the components to making an animation?

What different types of animation are there?

-How can the principles of animation be applied to each of them.

STUDENT OUTCOME OBJECTIVES 

Students will:

1. Understand basic editing in Photoshop

   1. Key Frames

   2. Onion Skin

   3. Video Layer 

   4. Export video

2. Understand the 12 Principles of animation 

3. Understand Navigating Photoshop

PRIOR KNOWLEDGE

Students will need to have a basic understanding on how to operate Photoshop.

VISUAL ARTS CONTENT OR STANDARDS

2.9.5.9.1

2.9.3.6.1
2.9.2.3.1

CURRICULAR LINK / STANDARDS (if in a classroom only)

2.9.5.10.1

5.9.2.2.2

5.9.2.3.1

EXAMPLES OF ARTWORK

https://www.youtube.com/watch?v=EGOIB15vR8E&t=1s

https://www.youtube.com/watch?v=PVUCnmnHI8s

https://www.youtube.com/watch?v=5T_8y_uNTDg

ADDITIONAL RESOURCES

The 12 Principle of Animation

https://www.youtube.com/watch?v=f0cZfw3XrG8

How to Animate layer Mask in Photoshop

https://www.youtube.com/watch?v=OdMDySEPzUo

How to Make a Simple Video Animation

https://youtu.be/VXdHzVIvVWQ

Basic Frame By Frame animation

https://youtu.be/IO1yDUJl8qw

ASSESSMENT

During critique, students will be asked about their processes, feelings, and overall thoughts about the outcome of their projects.

MATERIALS

Computer

Photoshop

Digital Drawing Tablet (optional)

LEARNING ACTIVITIES AND TIMING

1. Monday: Introduction

   1. Introduce project

      1. Project is about making a 10- 30 second animation using the students name or character, using keyframes, timeline, and onion skinning in Photoshop.

   2. Set expectations for the assignment

      1. Make a Short story, Into, Typography music video

   3. Give example of the project

1. https://www.youtube.com/watch?v=EGOIB15vR8E&t=1s

2. https://www.youtube.com/watch?v=PVUCnmnHI8s

3. https://www.youtube.com/watch?v=5T_8y_uNTDg

Students can look at these as an example of what they can do for the project. 

1. Give examples of different animations and methods

Power point presentations of:

2D

3D

Stop Motion 

Motion Graphics

1. Demo Name Project

   1. Create new document

   2. Select Film & Video Tab > Select 1920x1080 

      1. Standard TV Resolution

   3. Open Timeline: Window > Timeline

      1. Explain the Difference between 

   4. Select Video TimeLine

      1. Explain how to adjust Video line length

      2. Show how to adjust frame rates ( 24 frames per second) 

         1. Just in case anyone wants to hand draw on top of motion graphic.

      3. Set animation at 30 seconds 

   5. Add Animation Components

   6. Show Edit Tools

      1. Transform -Scale, Rotate, Move

      2. Opacity - Transparency

      3. Style 

      4. Text Wrap- Works along with text layer 

         1. ( T ) To Adjust

   7. Explain How Keyframes work 

      1. Close together = Fast

      2. Far apart = Slow

1. Show class how I would personally make my animation. 

2. Have Class brainstorm and create thumbnails

1. Tuesday: Frame by Frame Animation

   1. Introduced the 12 Principles of Animation 

      1. Squash and Stretch

      2. Anticipation

      3. Staging 

      4. Straight Ahead and Pose to Pose

      5. Overlap and Follow through

      6. Slow in and Slow out

      7. Arcs

      8. Secondary action 

      9. Timing

      10. Exaggeration 

      11. Solid Drawing

      12. Appeal

https://www.creativebloq.com/advice/understand-the-12-principles-of-animation 

1. How to Set Up Frame by Frame Animation

   1. Create new document

   2. Select Film & Video Tab > Select 1920x 1080

   3. Open Timeline: Window > Timeline

   4. Select Video Timeline

      1. Change frame rate to 24 Frames per second

   5. On first Layer:  Name it (Background)

   6. On background Layer Select the Film Icon > New Video group

      1. This is where to add frames for animation

      2. Make sure to name the layers

(since plugin is not available- Manual Frame set up is required.)

1. Make new video group > And Layer > adjust layer length (2fps)> Move under BG Layer

   1. Copy: command +c

   2. Paste: command +v

   3. Paste in place: command +shift +v

1. Things to think about when animating

   1. Onion Skin

      1. At the top right corner of the timeline select ladder icon > Enable onion skins. 

   2. Organization Folder

      1. If the timeline it cluttered- Put video Layer in folder

1. Wednesday: Troubleshoot Day – No Class

1. Thursday: Demo on Frequently asked Questions and How to Save animation project

When saving animation:

1. On the timeline: at the top right corner of the timeline select the ladder icon> Render video

   1. Name project

   2. set destination ( Desktop)

   3. Do not change settings

   4. click render

1. Friday: Turn In Rough Draft- No Class

TEACHING ARTIST REFLECTION

What problems are anticipated with this lesson?

Will the student be engaged?

Will they attend trouble shooting day for questions?

Will they be intimidated by the assignment?

How does this project fit into overall curriculum planning for the subject areas?

Students will gain familiarity with computer programs and editing tools.

Understand basic animation concepts.

Be able to expand in vocabulary in Media Arts

Create original animations

Be able to participate and grow through critique

How will your students’ work be shared with the community?

It will be shared to the student body and in student group critique

How will you receive feedback on your teaching methodology and quality of student work?

Student Critique Survey, and observation feedback from Aki and John

Exploring Drawing: Looking at current practicing Native Artists from the Midwest

Exploring Drawing: Looking at current practicing Native Artists from the Midwest a short presentation by Josephine Hoffman.

Exploring Drawing: Looking at current practicing Native Artists from the Midwest

Grade Level or Age of Participant: Age 14 and up

School, Teacher and Classroom: Native Youth Arts Collective of Little Earth Community: Drawing 101

MCAD Teaching Artist:  Josephine Hoffman

Number of Students: 4-8

VISUAL ARTS CONTENT OR STANDARDS

Identifying formal drawing aspects in our own work and work of others

CURRICULAR LINK

Art, art history

OVERVIEW OF PROJECT

A slideshow of a variety Native artists from the upper Midwest region currently practicing drawing and painting techniques in their work. This will be a discussion based presentation with the students that accompanies the class’s ongoing conversation of ‘decolonizing the drawing class’.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

How does exploring current practicing Native artists from our region ( Upper Midwest) fit into the conversation of decolonization?

How does this conversation fit into the ongoing discussion around decolonization and the context in Fine Arts?

STUDENT OUTCOME OBJECTIVES

Students will:

1. Build identification skills of formal drawing elements

2. Explore content

3. Build conversational skills in a fine arts and/or decolonized fine arts context

4. Deepening group bonding and confidence

PRIOR KNOWLEDGE

By this time, the majority of the students have worked through negative space, sighting and organizational line, line variation, contour (blind and semi-blind), gesture, compositional considerations, perspective

EXAMPLES OF ARTWORK

Drawings and paintings from Andrea Carlson, Star Wallowingbull, Jim Denomie, Dyani Whitehalk, Frank Big Bear and Julie Buffalohead

ADDITIONAL RESOURCES

Forcast/Forward conversation series: Decolonizing Public Art, Part 1

https://www.youtube.com/watch?v=ZOOBiizmYk0&feature=emb_title

Decolonizing Art by Vy Vu

http://www.theinterfaithobserver.org/journal-articles/2019/3/12/decolonizing-art

Decolonial Strategies For The Art History Classroom: A zine for sharing exercises and resources assembled by Amber Hickey and Ana Tuazon

http://arthistoryteachingresources.org/wp-content/uploads/2019/05/Decolonial-Strategies-for-the-Art-History-Classroom-Zine.pdf

ASSESSMENT

Students’ success can be seen through engaged conversation and/or expression in their future drawings and conversations

MATERIALS

Projector/presentation screen

LEARNING ACTIVITIES AND TIMING

1. 6 images, about 3-7 minutes each, discussing about the artists, formal drawing qualities, content

2. 10-20 minutes furthering discussion where participants will describe what they notice, connect with how it makes them feel, consider what it reminds them of and and address the work through their own experience as drawers and painters.

PlayStation VR Pain Collaboration by Molly Hoghaug

Virtual Reality Line Learning

Grade Level or Age of Participant: 7th Grade

School, Teacher and Classroom: St Michaels, Art Classroom, Rachel Olmanson

MCAD Teaching Artist:  Molly Hoghaug

Number of Students: 10

VISUAL ARTS CONTENT OR STANDARDS

Students will investigate the elements of design in collaborative manor.

1.7.2.2.1 Generate and develop original artist ideas

CURRICULAR LINK / STANDARDS 

This project is about the design element of lines. 

1.7.2.2.1 Generate and develop original artist ideas

OVERVIEW OF PROJECT

Each student will have two+ minutes in a VR headset to draw a portion of a work that will be a large collaboration with the whole classroom.  The students will work in virtual reality using lines to collaborate with the other classmates to create one large piece of art work in the virtual reality program. 

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

Collaboration leads to new ideas and experiences.

Collaboration is essential to creativity within the classroom and community

STUDENT OUTCOME OBJECTIVES

Students will:

1. Collaboration with each other a virtual reality piece 

2. Apply lines and colors to create an image with their classmates

3. Participate in a virtual reality experience that could contribute to their future

PRIOR KNOWLEDGE

Experience drawing and color

Experience any kind of digital game 

EXAMPLES OF ARTWORK

https://www.youtube.com/watch?v=pijO5vH9Ojc

This video gives an example of VR

ADDITIONAL RESOURCES

VR program used for the lesson: https://www.youtube.com/watch?v=BE9AHsFgLhI 

ASSESSMENT

• Did students participate?

• Did students understand instrutions?

• Did students create a collaborative project?

• How might they continue to consider and develop VR work?

MATERIALS

• VR Headset

• Controllers

• CoolPaintVR

• PS4

• Adapter for Smartboard

• Lens Wipes for headset and sanitizer wipe for nose piece

LEARNING ACTIVITIES AND TIMING (40 MINUTES)

1.     Introduce and overview the Virtual Reality and the lesson

a.     Idea- Line and color are the elements to use for VR collboration

b.     Rules- 2 minutes per student

2.     Instruction (about 5 minutes)

a.     Clear directions on how to put on the headset and safety measures for students and equipment

b.     Review controller buttons

3.     Worktime (32 Minutes)

a.     Students will have two minutes in the headset to draw their portion.

b.     Stay with the students and monitor them closely for questions and safety of students and equipment

4.     Closure

a.     Clean up and make certain all VR equipment is returned

b. Reflect on experience, learning, next steps and opportunities

5.     VR Video upload for teacher

a.     https://support.google.com/youtube/answer/6316263?hl=en (YouTube instructions)

b.     Export from PS4 https://www.youtube.com/watch?v=leqybBMmAWM

c.     Share link with the class so they can see their work! 

Making a Camera Obscura at Home!

Materials * Duct Tape * Electrical Tape * Scissors * A window * A separate piece of paper or board to put holes in (obscura lens) * A drill (not needed but c...

Camera Obscura 

Teaching Team Members:  Jack Powers  and Avery Nordin

Age or Grade Level: 11th and 12th Grade

VISUAL ARTS CONTENT / STANDARDS

Media Arts 2.9.2.2.1

High School

1. Create

2. Generate and develop original artistic ideas.    

1. Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media artworks, considering original inspirations, audience and constraints.

OVERVIEW OF PROJECT

Students will be learning how a camera obscura works and then be turning one of their rooms into a camera.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

How can we work around lack of resources as a photographer? 

How does a camera work?

Why does an image get cast on a wall in the camera obscura?

Why is the image inverted? 

STUDENT OUTCOME OBJECTIVES

Students will:

1. Make their own camera obscura

2. Learn how cameras work.

3. Judge the accessibility of the process

PRIOR KNOWLEDGE

None needed

EXAMPLES OF ARTWORK

https://www.flickr.com/photos/stealw0rker/6784969629

https://www.flickr.com/photos/number7cloud/26357316558

ADDITIONAL RESOURCES

https://petapixel.com/2014/05/12/diy-tutorial-convert-room-camera-obscura/

ASSESSMENT

Upload an image of your camera obscura.

Fill out some assessment questions.

• How does time of day affect the image?

• How did the room you projected into effect the image?

• Is this something you could use in your art practice? If so how?

• What were some challenges in trying to do this from home?

SUPPORT DEMO by JACK POWERS AND AVERY NORDIN

MATERIALS

·       Duct Tape

·       Electrical Tape

·       Scissors

·       A window

·       A separate piece of paper or board to put holes in (obscura lens)

·       A drill (not needed but can be used to create clean holes)

·       White sheet or something to project image onto

-A few of the following to be used to black out the window:

·       Black Construction paper

·       Cardboard or black Garbage Bags

·       Anything that will help block out light completely

LEARNING ACTIVITIES AND TIMING

1.     Collect all the materials that you need prior to starting

2.     Find a room with a window you would like to black out.  Think about the time of day when you do this. How might it affect the image?

3.     Start to black out the window, but leave a spot in the middle for the obscura lens. The lens will just be another piece of paper or foam board that you’ll cut holes into for the light to come into the room.

4.     Once window is blacked out makes sure there are no light leaks. The darker the room the easier it will be to see the image.

5.     Cut the obscura lens. Decide how large you want the obscura hole. The smaller the hole the sharper the image, but the harder it will be to see. The larger the hole the brighter the image will be, but will have less detail. A 10 – 15 mm ( .5-.75”) hole in diameter is recommended to start, but experiment to see what other results you can get. If you even want to you could try to cut a whole for a camera lens to fit into. You can also have multiple holes and just cover the ones you don't want to use.

6.     Once everything is blacked out and the holes have been cut, you can now tape the Obscura lens to the window (shown in video). 

7.     Turn off the lights and see the image being projected into your room. Wait 10-15 mins for your eyes to adjust to the darkness before trying to adjust the obscura hole.

8.     If you can’t see an image, try setting up a projection screen (white boards or curtains in my case.) in front of the obscura lens hole.

9.     If you still cannot see an image, try making a larger hole or seeing if your room still has some light leaking in.

10.  Once you have an image being projected in, take a photo of it! You might need to do a long exposure. 

TEACHER REFLECTION

What problems do you anticipated with this lesson?

Is it accessible to all at home?

Will the materials be available at home?

Will students be interested?

Tape may not stick to various surfaces.

Too much light leak

Too little light outside - need a bright day

How does this project fit into overall curriculum planning for the subject areas and the arts?

            Shows how a camera works in a Photography class

How will your students’ work be shared with the community?

            If the students can document the work they can share in online folders in classes or on social media

How will you receive feedback on your teaching methodology and quality of student work?

            Assessment and evaluation form

Comic of our Fears hosted by Mia

Comic of our Fears

Grade Level or Age of Participant: First grade and above

School, Teacher and Classroom: Minneapolis Institute of Art, Angela Olsen

MCAD Teaching Artist: Anavi Mullick

OVERVIEW OF PROJECT

This simple drawing project addresses fears and how to approach them with humor. Participants think about their own fears, choose one that is most alive for them, and then pick an animal which they feel best represents their fears. Then keeping in mind the fear and the animal they will draw the animal in a silly situation. For example; the fear of loved ones falling ill, embodied as a porcupine, and then imagining the porcupine juggling balls, and drawing this.

The lesson was designed focusing on the challenges that we are all facing as we live through a pandemic. Participants will be able to share their work through online social media platforms, as well as with members of their families.

A step-by-step document is featured on the Minneapolis Institute of Art (Mia) Website. Link Here.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

What are we afraid of? How can we learn to visualize something? How can art be reflective and expressive? How to draw from imagination? How can art be accessible to all?

STUDENT OUTCOME OBJECTIVES

Participants will:

1. Explore their own fears with guidance through a process to visualize a fear.

2. Draw from imagination.

3. Experience art as a form of expression.

4. Reflect on the power of the creative process.

PRIOR KNOWLEDGE

Ability to read/follow step-by-step instructions, or have a partner to help guide the participant.

LESSON PREPARATION TIMELINE

-       Brainstorming lesson

-       Step-by-Step planning

-       Reflect on outcomes and next steps

This lesson was conceived by Anavi Mullick from the MCAD Teaching Artist Practicum course and reviewed and workshopped by the Education Department of the Minneapolis Institute of Art prior to being included in their web lessons during the Covid 19 Pandemic

EXAMPLES OF ARTWORK

Samples chosen from the Collection at the Minneapolis Institute of Art.

-       Graham Sutherland, Bird and Mouse, 1968, 24.75 x 19.5 in.

https://collections.artsmia.org/art/54851/bird-and-mouse-graham-sutherland

-       Getsuju, Frog and Mouse, late 18th - early 19th century, 65 × 35 in.

https://collections.artsmia.org/art/117177/frog-and-mouse-getsuju

-       Gerhard Marcks, Cats, 1921, 15 x 20 in.

https://collections.artsmia.org/art/72892/cats-gerhard-marcks

-       Unknown artist, Seated Dog, 386-535.

https://collections.artsmia.org/art/872/seated-dog-china

-       John Randolph Carter, Grinning Dog with Raggedy Ann Doll, Clouds with Ears in Sky, 1979, 13.5 x 17 in.

https://collections.artsmia.org/art/8873/grinning-dog-with-raggedy-ann-doll-clouds-with-ears-in-sky-john-randolph-carter

-       Dudley Huppler, The Bug of Marianne Moore, 1945, 11 x 9 in.

https://collections.artsmia.org/art/128355/the-bug-of-marianne-moore-dudley-huppler

-       Unknown artist, Finial with Animal, late 12th-11th century BCE, 7 x 6 x 2 in.

https://collections.artsmia.org/art/1155/finial-with-animal-china

-       Clement Hurd, Animals, second half 20th century, 10.5 x 27 in.

https://collections.artsmia.org/art/117681/animals-clement-hurd

ADDITIONAL RESOURCES

-       Henri Rousseau’s (Artist) paintings of animals. (https://www.google.com/search?q=henri+rousseau+animal+paintings&hl=en&sxsrf=ALeKk00R9An6fyTyrO9S3pOqd82ipG4TPQ:1586804902830&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjJ7r30jOboAhWRuJ4KHck5CUUQ_AUoAXoECBMQAw&biw=1172&bih=539)

SUPPORT MATERIALS

ASSESSMENT 

-How did you feel at the start of the lesson when you were thinking about what you were afraid of? How did you feel after the lesson?

MATERIALS

1.     A drawing tool

a.     Any one of the following; pencil. Pen, marker, crayon, color-pencil, paint and brush, chalk.

b.     Optional – if you think you would like to color your drawing after, you are welcome to. (crayons, paint, color pencil)

2.     A writing tool - a pencil or pen

3.     Paper/drawing surface - (2)

a.     Anything you have around you. (blank white paper, one sided paper, ruled sheets, an old paper bag, cut open a cereal box and use the inner surface, colored paper, newspaper, your driveway or sidewalk if you are using chalk)

4.     A comfy spot to sit, with a flat surface in reach. Not limited to, but a few options are; a dining table, or on the floor, or with a drawing board/a clipboard, or against a wall.

LEARNING ACTIVITIES AND PROJECT OVERVIEW

PROVIDE AN OVERVIEW OF THE PROJECT, PROCESS AND PURPOSE. See description above.

PREPARE. Gather drawing tool and decide on a drawing surface. Have everything at hand prior to starting. Then get comfortable.

Step 1. Brainstorming. Take a few seconds to observe your body, your breath, your heartbeat. You can close your eyes if you would like. 

Think about where you are, how you have been feeling, what you are afraid of.

 Step 2. Making a list and choosing. If your eyes were closed, you can open them. Pick up your writing tool, and your chosen drawing surface. Make a list of the fears that came to mind.

 When you are done with your list, take a moment to look at your list and identify which fear feels the most alive to you? Choose one that stands out to you.

Is it big and overwhelming? Is it small but sharp? Can you imagine this fear as an animal? What animal represents this fear?

Step 3. Imagining. Once you have chosen an animal that represents your fear, think of the animal doing something silly. Is it juggling balls? Eating fourteen bananas at the same time? Jumping on a trampoline? Be as silly as you can!

Step 4.  Draw it! Draw the animal doing this silly thing! Color it if you would like to. Do not worry about the animal or the activity looking ‘correct’. Just draw and enjoy! No judgement.

Step 5. Think about it….How do you feel now? Is your fear as great? Do you feel differently?

Step 5. Upload image, hashtag and respond. Tag @artsmia if you choose to post it, or #InspiredbyMia #MiaFromHome #MuseumFromHome. We’d love to hear what animal you chose, why you chose it and how you feel now.

Do as many as you like!

TEACHING ARTIST REFLECTION

-       Some participants will need assistance depending on their age in participating.

-       Participants might feel intimidated to think about the fears or drawing.

-       Challenging to consider consider sharing their artwork online

 Assessment from staff, general assessment through social media.

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Making an Accordion Journal from Simple Materials with 2 Video Demos

Hand torn Accordion Journal

Teaching Artist: Tanvi Kulkarni

 Age or Grade Level: 6-12 grade  

 Overview of Project

Students make an accordion book with cover and band. The lesson provides simple instruction for creating the book with minimal materials and without scissors.. Students will use the journals for daily reflections. Two short informational videos are available in the lesson as demonstration.

“Big Ideas”/ Essential Question(s)

• How to be creative by using available material?

• How to express ourselves through bookmaking?

Student Outcome Objectives

Students will:

1. Create an accordion fold journal, cover and band to hold it together

2. Use materials that are available and easy to access in a creative and intentional way

3. Use the journal to connect their work to current events through writing and visual content

Prior Knowledge

None

Examples of Artwork

 Next to Nothing by Jody Williams https://mcad.edu/faculty/jody-williams

 Spatial Geometries by Karen Wirth http://karenwirth.com/books/books_spatial_geometries.htm

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Additional resources

https://www.readbrightly.com/diy-accordion-book/

https://bookriot.com/2017/05/30/how-to-make-a-paper-bag-book-cover/

Assessment

How was the bookmaking process?

Did you learn something new?

What engaged you? What did you enjoy?

Materials

List of ALL material needed with specified amounts, sizes and/or quantities needed.

glue stick

paper , such as printer paper/newspaper/magazine/ discarded artwork

ruler

pencil

Learning Activities and Timing

30 mins: To make 3 types of accordion books.

20 mins: creative own content in the book.

10 mins: Create the cover for the journal.  

Step by Step Process

Video 1 - How to Make and Accordion Fold Book with few Supplies by Tanvi Kulkarni

Introduction and overview of the project

o   Gather materials: A4 size paper, glue, tape, and ruler

o   Cut a piece of paper in half lengthwise make two long rectangles.

o   Fold the rectangle in half widthwise.

o   Fold the top flap in half again by aligning the edge with the middle fold.

o   Flip the paper and do the same on the other side.

o   Do the same thing with another long rectangle

o   To attach the 2 Ws, flip one W to M shaped paper

o   Put glue on the page of W and glue the page of M on it, So it will look like WV.

o   Another way to attach the 2 Ws—>align the edges of W together, and put a tape on them

o   To make a pop out, cut two slits on the fold and push in the opposite direction of the paper

o   Angle the tear to create shapes.

Video 2 - How to Make a Cover and Band for an Accordion Fold Journal by Tanvi Kulkarni

Video 2

o   Material: A4 size paper, pencil, ruler, glue and accordion book

o   Take a piece of paper.

o   Cut the paper to the size of the book.

o   Fold top and bottom edges to the size.

o   Slide the page of the book on the cover.

o   Wrap it around the book.

o   To make a band, take a long strip of paper.

o   Wrap it over the book to size it.

o   Mark the length and glue both ends.

o   Slide the band on the cover.

 Teacher provides writing, drawing and artmaking prompts

Teaching Artist Reflection:

It might be hard to make a book without using Exacto knife and scissors because it is not easy to get sharp edges without cutting tools. I feel there is a thin line between DIY and art. Do not be concerned about the torn edge. It becomes part of the form.

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STUDENT WORK GALLERY

Caffenol at Home Black and White Film Developer

Caffenol at Home Developer

Teaching Team Members:  Jack Powers

Age or Grade Level: 11th or 12th Grade

VISUAL ARTS CONTENT / STANDARDS

Media Arts 2.9.2.2.1

High School

1.Create

2.Generate and develop original artistic ideas.    

1. Apply aesthetic criteria in developing, proposing, and refining artistic

ideas, plans, prototypes, and production processes for media artworks,

considering original inspirations, audience and constraints.

OVERVIEW OF PROJECT

Students will be able to make this own developer at home. Most of the materials are available at your local grocery store (if you go out remember to practice social distancing!)  

“BIG IDEAS”/ ESSENTIALQUESTION(S)

How does accident play into art making?

How do materials, technique and accessibility effect the artists ability to work

STUDENT OUTCOME OBJECTIVES

Students will:

1. Make their own developer

2. Develop a roll of film

3. Judge the accessibility of the process 

PRIOR KNOWLEDGE

Basics of film development

EXAMPLES OF ARTWORK

https://www.flickr.com/groups/33051635@N00/pool/

ADDITIONAL RESOURCES

https://www.fieldmag.com/articles/how-to-develop-film-with-coffee-caffenol-guide

https://www.caffenol.org

ASSESSMENT

Upload an image of the developed roll.

Fill out some assessment questions.

 Did the demo represent the process?

Was this accessible to do at home?

How did the process change the outcome?

What were some challenges trying to do this from home?

MATERIALS

1 roll of undeveloped film

Vitamin C power or tablets (pulverized)

Instant coffee

Washing Soda  -  find it in laundry detergent aisle at the grocery store or in big-box stores, in hardware or home improvement stores or online

( addendum: WARNING: make sure to keep washing soda out of the reach of children and pets. You should wear gloves when cleaning with washing soda because it can cause skin irritation. It can be harmful to the eyes, cause irritation to the lungs if inhaled, and may cause abdominal pain or vomiting if large doses are swallowed.”

Washing soda can be made out of baking soda in the oven – have ventilation or open windows and take care in heating it up. https://sciencenotes.org/turn-baking-soda-washing-soda/

Fixer  https://www.ilfordphoto.com/rapid-fixer-product

Liquid dish soap

Glass or pyrex 16 ounce cup

Tsp (teaspoons – not Tbls tablespoon)

Vinyl, plastic or rubber gloves

Film processing tank or any light tight container or photo trays

Clothes pins and a hanger

Paper clips

Mixing containers

LEARNING ACTIVITIES AND TIMING

1.     Make the Washing Soda if needed and cool if it cannot be purchased.

2.     Collect all materials needed for the process from above list in one place where you will work by running water.

3.     Put on protective vinyl or rubber gloves.

4.     In one container mix 12 oz of tap water (room temp), ¾ tsps vitamin C powder (1000mg), 5 tsps instant coffee crystals (cannot be decaf), 3.5 tsps washing soda.

5.     Stir until all powder and crystals dissolve.

6.     Pour into sealed developing tank and agitate slowly for one minute, then agitate 2 time per minute for the following 11 minutes. Pour out Caffenol mix.

7.     Place tank under running water for 1 minute to stop developing process. Have the water as close to room temp as possible. It should not feel hot or cold to your touch.

8.     In another container, mix 2 oz of fixer with 6 oz of water. Pour this mix into tank and agitate slowly 2 times per minute for seven minutes. Save fix and bring to local darkroom (west photo) for disposal.

9.     In another container, mix water with a few drops of dish soap. Add to tank for a minute and agitate for the first 30 seconds. Let it rest for the last 30 seconds. Pour out and open tank.

10.  Pull out your film and hang to dry. You're all done.

11.  Scan film with scanner if possible if not, use your cell phone and take a picture of the negatives against a white screen on your laptop. Also you can scan the film with a DSLR if you have acess to one.  https://www.youtube.com/watch?v=xO-md8tiA6U

12.  Share images with Lauren. 

13.  Take the assessment to reflect on process and provide you and Laruen with Feedback.

TEACHER REFLECTION

What problems do you anticipated with this lesson?

Not everyone might be able to do the project.

Not everyone will have all the materials

Not everyone will want to do the project.

Not everyone will be able to see the results without a scanner or digital camera.

How does this project fit into overall curriculum planning for the subject areas and the arts?

            Is an alternative option to develop a roll yourself, rather than pay to have it done.

How will your students’ work be shared with the community?

            If they can scan the film they can share it however they’d like.

How will you receive feedback on your teaching methodology and quality of student work?

            Have the students will out an evaluation of the instructions and demo.

Everyday Notebooks: Figure-Eight Sewn Booklets

Planning Backwards Model 

Teaching Artist Practicum

Name of Project: Everyday Notebooks: Figure-Eight Sewn Booklet

Grade Level or Age of Participant: Highschool (Grades 11 & 12)

School, Teacher and Classroom: Perpich Center for Arts Education, Jeremy Lundquist (two sections of his printmaking class)

MCAD Teaching Artist:  Jamie Kubat

Number of Students: 33 total (17 in first group, 16 in second group)

VISUAL ARTS CONTENT OR STANDARDS

5.A.1.1 Visual Arts. All grades.1. Foundations 1. Use foundational knowledge and skills while responding to, creating, and presenting artistic work. 

OVERVIEW OF PROJECT

Students will be taught how to bind a single-signature book, using traditional binding tools as well as more accessible options (such as using a sponge to protect their work surface when punching holes, instead of a traditional book cradle, which is not readily available outside of book arts centers or some higher educational settings). 

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

The lesson will introduce the idea of signature-sewn bindings and give the students a structure to potentially use in their final projects for the educational quarter, if they chose to. It will also hopefully communicate that bookmaking can be an accessible art form, a continuation of themes they have already been learning.

STUDENT OUTCOME OBJECTIVES Students will:

1. Sew a single-signature book binding

2. Use skills from two prior book projects together in one new one (sewing from stab binding and folding from meander book)

3. Construct a book from prepared materials

PRIOR KNOWLEDGE

Students do not need any prior knowledge to complete this lesson.

LESSON PREPARATION TIMELINE

Thursday, March 5: meet with Jeremy to finalize lesson details

Monday, March 9: buy paper for covers, thread, etc. and gather other TA materials from Lynda

Tuesday, March 10 (morning): cut down paper and gather all materials in one place

Tuesday, March 10 (afternoon): teach, document student work

EXAMPLES OF ARTWORK

Examples of various sample figure-eight bound books and zines (both blank exemplars and artist work).

ADDITIONAL RESOURCES

Making Handmade Books: 100+ Bindings, Structures & Forms, by Alisa J. Golden. $20. 

Non Adhesive Binding: Books without Paste or Glue, by Keith Smith. $30

ASSESSMENT

Goals for this project are for each student to complete their own book. Success will be students meeting this goal, engaging with the work/demonstration, and/or creating their own work beyond the lesson activity. Assessment can be obtained through observation and verbal feedback.

MATERIALS

In containers on the table or at each students’ place:

Bone folders (18)

Binding needles (18) 

Awls (Jeremy provides, 18)

Sponges (Jeremy provides, 18)

Paper for covers, such as mulberry, lokta or another strong, light paper (35, 18 for one class and 17 for the other. Set out for students to choose from)

Paper for pages (Jeremy provides. 8 per student plus some for me = 280. Set out for students to take). 

Scrap papers for guide (height of pages). (35 pieces)

Waxed thread (around 4 yds each of four colors, enough for each student to cut a piece for their book. Probably more than I need. Send around during demo/)

Scissors (1 for me and 4 to pass around with the thread)

Pencils so they can write their names in the back cover of the book (introduce colophons). 

LEARNING ACTIVITIES AND TIMING

1. Introduce book structure and sample books, purpose of lesson (new structure that is widely used, can be altered easily, this small one is a great pocket notebook size). Ask questions of students and show them examples of work made with the structure. (5 min.) 

2. Demo “hold and fold” method for folding pages and using bone folders if they haven’t done so before. Have students fold their pages and nest them inside one another correctly. Have students fold cover sheet as well. Talk about signatures, grain of paper, and paper for covers. (5-7 min.) 

3. Demo making a guide with scrap papers. Use guides to punch holes with awls & sponges. (5 min). 

4. Send thread around to be cut. Height = twice height of spine + a few inches. This can be done overlapping with previous step. (2 min).If available, a diagram on a whiteboard could be used. 

5. Demo threading needles, piercing string. Demo sewing the books and tying off thread with square knots, cutting ends while leaving tails, which can be run under the stitches inside the book. (5-7 min).

YAY! YOU HAVE A COOL LIL’ BOOK! 

TEACHING ARTIST REFLECTION

What problems are anticipated with this lesson?

Some of the problems are keeping the students focused, and making sure everyone can see the demonstrations. There are 17 students so taking it slow and make sure everyone knows what they are doing. Thankfully since they are teenagers they are old enough to help one another, plus Jeremy will be there to assist.

How does this project fit into overall curriculum planning for the subject areas?

Jeremy has been teaching them printmaking and basic book structures that can be easily used in combination with traditional and digital printmaking techniques. They have learned some folded structures as well as Japanese stab binding, and a figure-eight bound booklet is a natural third project. 

How will your students’ work be shared with the community?

They’ll hopefully be able to make & use these books on their own, going forward. I will also document the work and share it in my teaching artist journals.

How will you receive feedback on your teaching methodology and quality of student work?

I will ask for feedback from Jeremy and Lynda, and likely discuss the teaching with fellow book artists & educators who have taught similar lessons. 

Therapeutic Painting Project

Name of Project: Therapeutic Painting Project

Grade Level or Age of Participants: Middle School to High School Age, Applicable for All Ages

School and Teacher: Children’s Residential Treatment Center with Carmen Elate

MCAD Teaching Artist: Emily Bigus

Number of Students: 10

Visual Arts Content and Standards:

5.A.1.1  Use foundational knowledge and skills while responding to, creating, and presenting artistic work

5.8.2.3.1   Create original artistic work. Apply visual literacy strategies to create artwork that communicates ideas

Overview of Project:

Students will learn how to identify what makes them feel happy and supported and then use color to express those things in relation to themselves. This encourages self-reflection by encouraging students to think about how and why the things they chose make them feel the way they do and ways to express that through painting.

“Big Ideas” and Essential Question(s):

How can you use paint to show the importance of something?

How can feelings and emotions be expressed through artmaking?

Student Outcome Objectives:

Students will:

1. Identify the things in their life that make them feel happy and supported.

2. Use color, shape, and texture in painting to express personal feelings of happiness.

Lesson Preparation Timeline:

1. Pick a Day to teach

2. Meet with Lynda (2/20)

3. Friday before teaching (3/6): Cut paper for assignment

4. Thursday (3/12): Have students identify the things in their life that make them feel happy and supported. Have them assign a color to themselves and each of the items on their list. Also, trace the outlines for the next class.

5. Friday (3/13): Painting Day! Start by having the students take the color they chose for themselves and paint a circle in the center of the outline. Then, have the students take the color for each item on their list and paint on the outline where they feel that item resonates with them. If there is more time at the end of class, have students share their paintings and ask how the experience made them feel.

Additional Resources:

https://www.youtube.com/watch?v=BN2rTaFUlxs

Assessment:

This project is about self-reflection and encouraging the students to think about what is important to them. During the reflection at the end of the project, students should be able to verbalize why they picked the things they did and why these things feel like they resonate where they do. Students are asked to reflect on why they chose the colors they did and what inspired them to paint these importances the way they did.

Materials:

Sketchbook or paper for brainstorming 

Pencil or pen

Drawing Paper, cut to fit students full body outline

Acrylic Paint in a variety of colors

Brushes of a variety of sizes

Markers to trace the outline

Water cups

Paper towel

Colored Pencils

Learning Activities and Timing:

Day 1: 15-30 minutes in total (Class Period)

1. Have students make a list of 5 to 7 things in their life that make them feel happy and supported. Have them leave a space at the top for themselves; this is in addition to the 5 to 7 items the students have selected.

2. Have students assign themselves a color, as well as each item on their list. Have students use colored pencils to map out what shades they want to paint with the next day.

3. Have another teacher or aid take students one at a time to trace their outlines on the large sheet of paper.

Day 2:

1. Begin painting by having the students paint a circle in the center of the figure in the color they chose for themselves. 

2. Next, have students paint the items on their list in the colors they’ve chosen. Have them paint them on the figure where they feel these things resonate the most for them.

3. When students finish, hang the projects and have a final reflection. Ask students how this project made them feel and what things they were thinking about while doing it. Ask students to share why they chose the colors they did and why they chose to depict their lists in the way they chose to.

Teaching Artist Reflection:

• Students may be confused about how to represent their list on the figure in an abstract way. 

• Projects will be hung in the hallways of the residency center or possibly up in the units.

• Feedback on teaching will come from the group reflection at the end.

15x20 Pecha Kucha

15x20 Pech Kucha

Grade Level or Age of Participant: Jrs. And Srs. High School

School, Teacher and Classroom: Perpich Center for Arts Education,  Kathryn D’Elia

MCAD Teaching Artist:  Emma Konrad

Number of Students: 15

VISUAL ARTS CONTENT OR STANDARDS

9.3.1.5.3

Justify artistic intent, including how audience and occasion influence presentation choices.

CURRICULAR LINK / STANDARDS (if in a classroom only)

AP guidelines on writing requirements for the portfolio submission:

For each work, state the following in writing:

§ Idea(s) visually evident (100 characters maximum, including spaces)

§ Materials used (100 characters maximum, including spaces)

§ Processes used (100 characters maximum, including spaces)

OVERVIEW OF PROJECT

Students will be creating a presentation, similar to a Pecha Kucha, in effort to urge them to get comfortable talking about their work in preparation for submitting their AP statements. Students will be shown an example and then will be helped in creating their own presentations.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

How can artists clearly and effectively communicate the concepts and ideas present within their work? How does documentation effect the impact of the work being presented? How can artists talk about and introduce themselves?

STUDENT OUTCOME OBJECTIVES

Students will:

1. Learn how to condense and communicate the ideas in their work

2. Learn about proper use of documentation

3. Create a presentation that clearly and concisely sums up the ideas within their concentrations 

PRIOR KNOWLEDGE

Students have been preparing their portfolios for AP and each have developed pieces and ideas for that. They will use this prior experience to inform their presentations 

LESSON PREPARATION TIMELINE

Feb 28th- Meeting with Lynda

March 12th- Teaching Observation

EXAMPLES OF ARTWORK

My hope is to show a video of an artist presenting their PKs and additionally show the teaching artists. This is to show the range in which this tool can be used.

ADDITIONAL RESOURCES

PechaKucha.com

ASSESSMENT

The first day is used to introduce the assignment and help build the students presentations.

The second day is going to be used to present their work. I am hoping to be able to have a conversation after the first day about how they felt the presentation process went. While this is going to be valuable for assessing my teaching, this is primarily going to serve the purpose of talking about overcoming obstacles when talking about their work. 

MATERIALS

Computer and access to Ppt, Keynote or Google Slides

LEARNING ACTIVITIES AND TIMING

1. Introduction of project idea- What is a Pecha Kucha, where did they originate, What is our purpose for doing them? 10 minutes

2. Presentation- 10 minutes

            -Artist examples

            -Teaching Artist PechaKucha

3. Project Review- What did you notice? What questions do you have? 5 minutes

4. Project creation- 45 minutes

            -Individual meeting time

5. Project Recap and Dismissal- 10 minutes

6. DAY 2 (One week later)- Presentations and feedback

TEACHING ARTIST REFLECTION

I’m worried about some students feeling hesitant to talk about their work so openly. However, the instructor has expressed that getting the students to talk about their work in this capacity is something she would like the students to address. I feel like the students may be put off by the idea of presenting their work and am hoping that giving my presentation will ease them into the process. I am considering having them just present within their small groups and give each other feedback as that may make them more comfortable.

Crazy Eyes Project 2019

 Crazy Eyes Project 2019

 School/Teacher/Classroom or Arts Organization/Mentor:

PERPICH/Cameron Browne/Animation

 Grade Level or Age of Participants: 11th and 12th

 MCAD Teaching Artist:  Avery Ellis Nordin

 Number of Students: 12

 Overview of Project

 Create an experimental animation using only an eyeball as your subject. Students will be taught how to create an eyeball in Adobe Illustrator and then import their assets into Adobe After Effects. Following along with the guidelines the students will learn how to move shape layers along with creating compositions and using effects such as CC Kaleida to create a visually interesting animation.

 “Big Ideas”/ Essential QUESTION(s)

What can I do to create an interesting animation using only one object?

Student Outcome Objectives

 Students will:

1. Create an eyeball shape/ image in Illustrator and import into After Effects

2. Apply new knowledge to new programs

3. Describe how they created the work of art

4. Show how they will continue this kind of work

 Prior Knowledge

 Basics for Adobe After Effects and Adobe Illustrator

 Examples of Artwork

Google doc with tutorial along with my own animation of this project.

 Assessment

With the quality work the students create as well as showing a want to learn more, this alone will show that learned rudimentary skills of each program. A completed project will demonstrate their new knowledge of the program.

 Materials

* Computers with Adobe After Effects and Adobe Illustrator

 Learning Activities and Timing

 1. Introduction/Project break down along with goals for this assignment (10 mins)

2. Illustrator introduction/Eye building (10mins)

3. After Effects introduction/Starting (15 mins)

4. After Effects work time/Follow along (15mins)

5. Work time remainder of class/Critique

 Teaching Artist Reflection

 Confusion with quantity of information is a problem that may arise within the classroom.

 Overall the curriculum of this project works very well, the students get to touch all corners of after effects while being able to learn how to import files from other programs to help expand their ideas of what can be accomplished in the art setting.

 Student work will be uploaded to the Teaching Artist Website, and shared within the community.

 By having a critique afterwards to discuss what was accomplished and what issues had occurred throughout the lesson the students will be able to relate to issues and find solutions to the problems.

If you want to try out this assignment for yourself here is the PDF document I created! Feel free to share with me your final results!

Contact me at averynordin at gmail.com

Student Work Shown Below:

Animating Poetry: 2D Digital Animation Collaboration

An Animation Collaboration

School/Teacher/Classroom or Arts Organization/Mentor: Carmen Elate

Grade Level or Age of Participants: Ages 12-18

MCAD Teaching Artist: Amabelle Johnson 

Number of Students: 8-10

Visual Arts Content or Standards

Grades 9-12 1. Artistic Foundations

1. Demonstrate knowledge of the foundations of the arts area.

2. Media Arts 9.1.1.2.1 1. Analyze how the elements in media arts such as image, sound, space, time, motion and sequence, are combined to communicate meaning in the creation of, presentation of, or response to media arts.

Curricular Link / Standards (if in a classroom only)

11.4.7.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

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Overview of Project

Students will be animating to a 3-4 lined poem about their safe space. Students will animate through an app, FlipaClip, as well as learning three animation techniques (loops, morphing, and rotoscoping).

“Big Ideas”/ Essential QUESTION(s)

• How is visual art and poetry similar? How can they relate?

• What can animation teach others?  

• How does collaboration engage ideas and support work?

• What is a safe space to you?

Student Outcome Objectives

Students will:

1. Write a 3-4 poem based on the theme of safe space (what does that mean to you? What is your safe space?, etc.)

2. Create a digital animation through FlipAClip based on the student’s written poem.

3. Learn three animation techniques – Morphing, Looping, Rotoscoping

Prior Knowledge

• How basic 2D animation is created

• Know contemporary examples of animation

• How to create a coherent 3-4 lined poem

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Lesson Preparation Timeline 

• Download FlipAClip onto CRTC IPads

• Order mesh pens for drawing – Purchase through Amazon

• Create PowerPoints (Day 1, 2, 3)

• Create example (poem, sketches, animation, audio)

• Rehearse presentation

Examples of Artwork

 Day 1: 2D Animation/Animating poetry

• Troll by Shane Koyzcan https://www.youtube.com/watch?v=670if6Etx0o&

• To This Day by Shane Koyzcan https://www.youtube.com/watch?v=ltun92DfnPY&t

• Pretty by Katie Makkai https://www.youtube.com/watch?v=M6wJl37N9C0

Day 2: FlipAClip DEMO

• FlipAClip trailer https://www.youtube.com/watch?v=9RFkh_FsMg4

• FlipAClip Christmas Competition https://www.youtube.com/watch?v=OcTlAfVscBI

Day 3: Technique

• Loops: Youtube Animators (Sir Fluff, birb.bandit)

• Morphing: MCAD Valentines Morphing Collab

• Rotoscoping: Take on Me by A-HA, my examples

Assessment

• We will know that students learned through this lesson when they:

• Create a 3-4 poem according to the theme (safe space)

• Finish a complete animation with audio – min: 10 seconds

• Successfully work together in collaboration (working in groups is encouraged)

• Problem solve issues in FlipAClip

• Take this information to make more animations in the future

Materials

• IPads (provided by CRTC)

• Mesh tipped iPad touch pens ct.8 (Amazon) - $10

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Learning Activities and Timing

Week 1: Intro to Project and Research & Concept

        DAY ONE: Intro to Project (12:30 pm – 2:00pm) (45 min per class)

• Examples of 2D animation (from Disney to Contemporary) (5 min)

• Animating Poetry: (To this Day, Troll, Pretty) (5 min)

• Intro to Project: (5 min)

• Theme: What is a safe space to you? (5 min)

• My example: (Poem, sketches, animation, audio.) (5 min)

• Questions? 

• Students will start developing a 3-5 lined poem/blurb

Day 2: Starting Animation (12:30 pm – 2:00pm) (45 min per class)

• Brief overview of last lesson (1 min)

• Intro to FlipaClip DEMO (15 min)

• Examples

• Questions?

Day 3: Animation Techniques DEMO: Loops, Morphs, Rotoscope (12:30 pm – 2:00pm)

• Brief overview of last lesson (1 min)

• Examples/Demo (5 min PER demo = 15 min total)

• Questions?

• Students will be developing sketches/drawings

Week 2-3: Continue Working on Poem/Animation

Week 4: Adding Audio & Editing

• Adding audio DEMO (10 min)

• Troubleshooting animation in time with audio (5 min)

Week 5: Presentation!! Friday gathering

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Teaching Artist Reflection

Problems I will anticipate is students getting distracted or discouraged from animating. It is a hard medium, so I expect some students might get discouraged. Also, students not knowing where to start is another issue I expect; however, constant encouragement in this community is essential. This fits within the curriculum as the students will be finishing up their stop-motion animation project. They will have prior knowledge on certain animation terminology and how animation is created. They’ll begin learning a new technique!

The students’ work will be shared with a larger community by putting on screening within the CRTC for students and teachers to see.

I will receive feedback through Carmen, Lynda, and my peers.

Sticker Design Planning Backwards

Designing Your OWN Sticker

School/Teacher/Classroom or Arts Organization/Mentor:  Community of Peace Academy, Ms. Lor, Art

Grade Level or Age of Participants: High school, grades Junior and Seniors, 17-19 years old

MCAD Teaching Artist:  Lizbeth Rosas Real

 Number of Students: 23

Visual Arts Content or Standards:

The MN Art Standards that I will be using is:

1.)   The Anchor Standard number “2. Artistic Process: Create,” “2. Generate and developed original artistic ideas.” Benchmark 5.9.2.2.2: Explore and plan themes, ideas, concepts or styles in preparation for an artwork.”

2.)   The Anchor Standard number “2. Artistic Process: Create,” “4. Revise and complete original artistic work,” Benchmark 5.9.2.4.1 Engage in constructive critique with peers, then reflect on, revise and refine works of art to improve one’s original artistic intent.”

Overview of Project

The students will design a small artwork that will be turned into stickers! Their inspiration is from what they enjoy, like, or get inspired.  They will be doing thumbnails, getting feedback, and creating final artwork. The artwork will be scanned and printed on sticker sheets.

“Big Ideas”/ Essential QUESTION(s):

1. What makes ‘it’ “art”?

2. What can art offer for you? In the present or in the future?

3. What is art?

Student Outcome Objectives:

Students will:

1. Design their stickers.

2. To create thumbnails and scaled sketch(s) before the final design.

3. Identify the design they want to create. Why that design or idea?

4. Have their own stickers.

Prior Knowledge

1.     Definition of Art Elements and Principles

2.     Creativity

3.     Creating thumbnails

4.     Using ink pens

5.     Shading from light to dark, value

Lesson Preparation Timeline

Friday, March 1, 2019

·       Meet Lynda!

·       Get feedback from professor about my planning backwards

Saturday-Monday, March 2-4, 2019

·       Revise the final planning backwards and PowerPoint from feedbacks from Lynda and Ms. Lor

·       Send Ms. Lor and Lynda my final planning sheet and PowerPoint and sheets

Monday-Thursday, March 4-8, 2019

·       Getting the materials ready

Saturday-Sunday, March 9-10, 2019

·       Practice my PowerPoint

Wednesday, March 13, 2019

·       Gather materials together for final check-ins

·       Practice

·       Sleep early!

Thursday, March 14, 2019

·       Teach! Thumbnails and Final Sketch on final paper

Friday, March 15, 2019

·       No School. Conference day!

Monday, March 18, 2019

·       Teach! Inking and if finished early start coloring

Tuesday, March 19, 2019

·       Teach! Adding value and final details.

·       Gather everybody’s final design and worksheets

Wednesday, March 20, 2019

·       Scan everyone’s final design.

·       Print them in sticker sheets

·       Cut them and put them together with their final design and worksheets

·       Grade them for their final grade

Thursday, March 21, 2019

·       Give everything back to them!

Saturday, March 22, 2019

·       Self-Reflection

·       Video Reflection

·       Material Sheet

Examples of Artworks:

Example of stickers:

Diane Guzman, Estrella, Digital, 2019

DeepFriendPaint, N/A, Digital, N/A

Andy Valdes, “Welp & Bike More Made in MPLS,” Tradition and Digital, 2018

Lizbeth Rosas Real, “Cute Ice-Cream,” Color-pencil and Copic Markers, 2019

Examples for using color:

Pablo Picasso, “The Tragedy,” Oil on Canvas, 1903

Berthe Morisot, “Reading(la lecture),” 1888

Example for using value:

Snarkytuna, “Long Live the King.” Watercolor and Colorpencil, 2018

Additional Resources:

• Etsy

• Artist from MCAD students( links)

  • Diane Guzman website: https://www.dtheartista.com

  • Andy Valdes Instagram: https://www.instagram.com/andyvaldesvaldes/

• Snarkytuna Instagram: https://www.instagram.com/snarkytuna/

• Pablo Picasso: https://www.nga.gov/features/slideshows/pablo-picasso-the-tragedy.html

• Berthe Morisot : https://mfastpete.org/obj/reading-la-lecture/

Assessment:

The students will be sharing their sketches/thumbnails before class ends and get feedback on what can be improve, by sharing with a partner that isn’t in the same table but a different table.

When they have finished with their design on the second day, they will do a gallery walk to see everyone’s work and write down what they was successful about everyone and what can be improved.

I will ask for a written reflection and response to the project. What they liked, felt was successful and what could be improved.  

Materials:

1.     Canson, Mixed Media paper

2.     Ink pen like black micro, SAKURA, and Sharpies, and white gel pens

3.     Color Pencils, Prima color pencils

4.     Markers(Optional)

5.     Graphite Pencils

Learning Activities and Timing:

1.     Hand out the assignment and the ‘do-now’ instructions as student enter the room.

2.     If student come in early, ask students to do their ‘do-know.’ 5 minutes when class begins to write things down or finish the list.

3.     Present an overview of the project via the PowerPoint. The student will do 2 thumbnails based on their ‘do-now’ assignment to create a design for their sticker! 5 Minutes. Fast thumbnails. Circle the first choice.

4.     Share thumbnails and their final thumbnail with a partner from a different table to get feedback. 5minutes.

5.     Sketch final design on the good paper and ink it. 20 Minutes.

6.     Clean up. 5 Minutes.

7.     Next day, presenting. 5-10 minutes. Ink and start coloring. 35 Minutes.

8.     Next day, presenting 5 Minutes they will color their design. 35Minutes.

9.     Gallery walk. 5minutes.

10.  Clean up.

11.  Stickers will be scanned and printed in color and given with students with their original artwork and be graded.

Teaching Artist Reflection:

1.     I am worried that some students won’t understand this kind of project because they are not use to it. I am worried that the students won’t be able have time in 2 days.

2.     I think this project is helping the students be creative and chose what they want. That is the point of my practice for my teaching.

3.     The students will be sharing their stickers with family or friends because they are getting more than one copy of their design.

How I will receive my teaching methodology and quality of the student work is by asking what I can improve by Ms. Lor and Ms. Claire, another art teacher that was added this year, and students for opinions or improvements when we all go around checking our Design.

Collagraph Printmaking for Middle Schoolers and Highschoolers

Collagraph Printing

School/Teacher/Classroom or Arts Organization/Mentor: Carmen Elate

Grade Level or Age of Participants: 7th-12th grade

MCAD Teaching Artist:  Lindsay Ajdukiewicz

Number of Students: 20

Visual Arts Content or Standards

9.2.1.5.1. Create a single, complex artwork or multiple artworks to express ideas.

Overview of Project

Students will learn to collagraph print using found objects and cardboard. This style of printmaking is accessible an can be made anywhere so it gives students a new method of creation for expression.  

“Big Ideas”/ Essential QUESTION(s)

• How can printmaking be made outside of the traditional printmaking studio?

• How can printmaking change the way a student thinks about an idea or image?

Student Outcome Objectives

Students will:

1.  Create a collagraph print and plate that demonstrates a place that is real or imagined.

2.  Students will understand the process and steps that go into executing a collagraph  print.

Prior Knowledge:

Students must be able to use shapes to create a picture

Lesson Preparation Timeline:

2/28:

-       Observe at Residency center and further discuss lesson with Carmen Elate.

-       Meet with Lynda Monick-Isenberg about planning backwards model, collect materials from the teaching artist closet.

3/4:

-       Introduce the project and show examples to the class.

-       Hand out plates and materials and have students begin to work on their plates.

3/7:

-       Lynda Monick-Isenberg attends class to observe and help teach the lesson.

-       I will do a printmaking demo with a previously used plate to emphasize how to actually make a print.

3/11:

-       Students will all be printing by this day since they will have time in between lessons to complete their plate.

Examples of Artwork:

Additional Resources

https://www.handprinted.co.uk/ramblings/collagraph-printing

https://cdn.dick-blick.com/lessonplans/collagraph-printmaking/collagraph-printmaking-collagraph-printmaking.pdf

Assessment

This is a portfolio assessment. I will observe the work in comparison to the actually assignment to view what students understood and what things had been missed after explaining.

Students will caption or title their work to explain their setting that they created for their image.

Materials

• Brayers

• Water based black ink

• Raised paper and fabrics

• Cardboard plates

• Retarder

• Copper plate paper

• Gloss medium

Learning Activities and Timing

Day 1:

1. Small presentation on what a collagraph print is and also the significance of setting.

2. Students will write down 5 settings that they can think of.

3. Show examples of a collagraph print.

4. Present materials and lets students start building their plates.

Day 2:

1. Will start the day by evaluating where people are with creating their prints, if any students are ready to print. Demo.

2. Demo includes a pre-made plate to create an example, use brayer and ink emphasizing how to know how much ink is enough ink and how to apply ink to the plate.

3. Students who are still creating their plate can do that while students who are printing can begin.

Teaching Artist Reflection

- Prints might come out too light

- Water based ink may dry too quickly creating failed prints.

- Students art will be hung up in the hallway to be seen by all in the residency center.

REINVENT: Obstruction-based Experimental Projects

REINVENT: obstruction-based experimental projects 

School/Teacher/Classroom or Arts Organization/Mentor: Kathryn D’Elia

Grade Level or Age of Participants: High School - Grade 12

MCAD Teaching Artist: Abbey Edmonds

Number of Students: 17

Visual Arts Content or Standards

• 5.9.2.2.1 5. Visual Arts HS 2. Create 2. Generate and develop original artistic ideas. 1.Collectively or individually apply inquiry methods of observation and research to investigate an idea.

• 5.9.2.2.2 5. Visual Arts HS 2. Create 2. Generate and develop original artistic ideas. 2. Explore and plan themes, ideas, concepts or styles in preparation for an artwork.

• 5.9.2.3.1 5. Visual Arts HS 2. Create 3. Create original artistic work. 1. Synthesize visual literacy strategies and conceptual intent to create artwork for a specific purpose.

• 5.9.2.3.2 5. Visual Arts HS 2. Create 3. Create original artistic work. 2. Balance freedom and ethical responsibility in the use of images, materials, tools, and equipment during art making.

• 5.9.2.4.1 5. Visual Arts HS 2. Create 4. Revise and complete original artistic work. 1. Engage in constructive critique with peers, then reflect on, revise and refine works of art to improve one's original artistic intent.

• 5.9.3.6.1 5. Visual Arts HS 3. Present 6. Make artistic choices in order to convey meaning through presentation. 1. Analyze, critique, and justify artwork in an artist statement for a collection or portfolio presentation.

• 5.9.4.7.1 5. Visual Arts HS 4. Respond 7. Analyze and construct interpretations of artistic work. 1.Construct multiple interpretations of an artwork.

• 5.9.4.8.2 5. Visual Arts HS 4. Respond 8. Evaluate artistic work by applying criteria. 1. When encountering artwork(s), synthesize one's own evaluation of artwork(s) with a different evaluation of the same artwork(s).

Overview of Project

Students will choose one previous art piece to reinvent through the act of applying a specific set of obstructions. Through the use of a formal, written proposal, students will hold themselves accountable to following their own directions while conceptually and/or technically recreating a piece for critique.

“Big Ideas”/ Essential QUESTION

How can limitations encourage experimentation and creativity within students?

 Student Outcome Objectives

Students will:

1. Display knowledge of terminology and principles/methods of design through a written proposal

2. Apply various techniques to change desired outcome of an artwork

3. Synthesize and analyze the success of process through group critique 

Prior Knowledge

Students will need an existing artwork to reference along with a background of knowledge regarding technique and principles of design.

Lesson Preparation Timeline

• Proposal/Assignment introduction

• One supervised/guided work week after proposal approval

• Group Critique

Examples of Artwork

• Michelangelo Merisi da Caravaggio

Judith Beheading Holofernes

Oil on canvas

57”x77”

1599

• Artemisia Gentileschi

Judith Slaying Holofernes

Oil on canvas

78.33”x64.13”

1620

• Various MCAD work from Fall 2016 Operative Drawing

• Ryan Travis Christian

DUMBER DAYS

7”x10”

graphite on paper

2018

• Ryan Travis Christian

DIRTY BEACH

7”x10”

graphite on paper

2018

• Melissa McCracken

Ex-Factor

Oil on canvas

31”x41”

2017

• Abbey Edmonds

Untitled

Charcoal on paper

36”x48”

2017

• Abbey Edmonds

Untitled

Charcoal on denril

18”x24”

2017

Assessment

Quality work will be defined in concrete and conceptual terms. The most concrete thing to first assess is whether or not students applied all obstructions to the new work, along with how accurately they applied the obstructions. The goal of this assignment is to break boundaries and encourage experimental growth. The level at which students stray from their comfort zones will be assessed as a mode of effort and ambition. Formal assessment will be taken into account regarding a successful understanding of the principles of design.

A group critique centered on student dialogue will be assessed as well to evaluate the students’ understanding of each other’s work. Correct vocabulary and participation will be noted.

Materials

Materials will vary depending on each student’s individual proposal. All materials needed can be found in the classroom or brought from home. Specific requests may be subject to purchase.

Learning Activities and Timing

1. Day 1: The lesson will be delivered through an image presentation shown at the start of class. There will be specific examples of work shown from diverse periods and in different mediums.

2. Deliver three sets of obstructions from students to choose from.

A:   Must include a 3-dimensional aspect

Create a piece with the opposite meaning/theme/feeling/imagery

Choose a different medium/materials

B:  Create a series (4 or more)

Change your scale by either doubling in size or reducing to half the size

Use a unique tool: no brushes, pens, pencils, crayons, etc.

C:   Reference a historical piece of art in either composition, technique, or narrative/subject matter

Choose a different surface to work on

Use a unique tool: no brushes, pens, pencils, crayons, etc.

3. Introduce the written proposal where students will describe the obstructions chosen along with intent for the new project. Instructions are as follows:

Write 1-2 paragraphs:

1)     Describe the piece you are reinventing

2)     List the obstructions that you have chosen

3)     Explain why you have chosen this specific group of obstructions. (There is no right or wrong answer.) Did they seem easier? More difficult? Exciting?

4)     Give a loose description on your intentions with the work. Even in the most experimental work, there are themes and structures. Does this follow a common practice for you? Will it address a problem or other contemporary issues/themes? Is it simply that the act of making is indulgent? Give context so that this experimental work operates within boundaries.

4. The proposals will be submitted for approval before students begin working.

5. Days 2-3: work days

6. Group critique to follow these 5 rules for critique:

1. Immediate Response: What are your immediate responses? These are uncensored, irrational, un-self conscious impressions of the work-what you notice first, what stands out, and how it affects you.

2. Objective Description: Describe the work as if to someone who cannot see it.

3. Formal Complaints and Formal Praise: Look hard at formal matters in the work, including presentation, material choices, composition, draftsmanship, line quality, palette, and placement in space.

4. The Story It Tells: Does the work tell a story? What associations does the work evoke? Is there a title? Try naming the work with a simple noun, then with a phrase.

5. The Work in the World: How does the work connect to the rest of the world, and how does it connect with other works of art?

TEACHING ARTIST REFLECTION

A highly anticipated problem is that of frustration. The goal of this lesson is to push students to experiment and operate under restrictions, which may result in polarized reactions of high creativity or a stifled imagination.

This lesson capstone’s the end of the semester and capitalizes equally on conceptual and technical skill to prepare students for college-level portfolios and assignments. The written proposal finesses writing skills and clarity when planning future work.

An assessment will be conducted both in person and via video recording to assure the lesson was delivered clearly and confidently.