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Me, Myself and I | FabLab

Me, Myself and I

Titel: Me, Myself and I
Karen Wiegmink-Oliehoek & Erik van Alphen
Theresialyceum, Tilburg – The Netherlands

Introduction ME MYSELF and I, is a collaborative project between the subjects Arts and Technology. During a time period of seven weeks students will work three hours a week (2 consecutive, 1 single) in the Art lesson and two hours (consecutive) in the Technology lesson.

The target group for the project is first graders (age: 11-13).

To guide the first-year students in their transition from elementary school to the secondary school a central theme in the mentoring lessons is: Who am I. The students have to discover who they are, what is important for them, what they like etc. This project extends on these lessons. The students have to make a 3D expression themselves.

The assignment provides several fieldstudies the teacher can choose from.

At the end of this semester the students have created a creative personal sculpture, using clay and the lasercutter, in which they have practiced technical skills and learned something about art movements.

Pre-knowledge
Learning goals

● Social skills

(21st century

skills)

● Knowledge

(theoretical

knowledge)

● practical skills

• The student has learned the meaning of divergent thinking. He/she has pushed him/herself in finding new original thoughts/ facts
• students learn to take notes in their own words
• during class apply acquired knowledge in the homework assignment
• mix colors time-management: expressionistic painters often work quick.
• increase divergent thinking skills (generate as much originals ideas as possible)
• students learn how to use equipment
• Students learn how to put their 2D- ideas into something 3-dimensional
• The student has learned how to use color and images to make a brainstorm about him/herself visible
• The students have learned theory about light & shadows
• The students have learned theory lines and shapes
• knowledge about expressionism (style characteristics, time and context)
• apply expressionistic style characteristics into their own work.
• knowledge about surrealism style (characteristics, time and context)
• time-management
• drawing skills
• students learn how to speak in front of a group of people
• Reflecting on the students’ attitude helps to increase understanding and insight and to improve its behavior.
• Reflecting on the learning process can help to learn more effectively and to remember the subject matter better
Time 25-30 lessons of 50 minutes
Assessment How will the students be graded (what instrument will you use?)
Evaluation matrix
Resources Art/technology- teacher, art-classroom, technology-classroom (fablab)
Materials • Paper, color pencils/ crayons/ color markers
• 2B or 4B Pencil
• mirror
• A4 paper Stencils on: posture, light and dark, line and shape
• workbook
• A2 paper sheet gouache paint brushes
• theory stencils about Color (J. Itten)
• PowerPoint Presentation on expressionism
• possibly computer with a screen
• clay
• illustrator
• laser-cutter
• plywood
• worksheet with questions about the entire process workbook
• final result
• PowerPoint Presentation on expressionism
• Pc + printer Pen

Lesson 1-2

Introduction Mindmap
The students will make a visual mindmap about themselves using words, phrases, drawings and colours. Students ask a family member to also make a mindmap about them. Others might perceive other characteristics.
Time 2 x 50 min. (15 min. homework to finish)
Phase of the DBL model Fieldstudy
Lesson goals/design output a colorful mindmap using images, text and color
Activity Divergent thinking
Materials Paper, color pencils/ crayons/ color markers
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

The student has learned the meaning of divergent thinking. He or she has pushed him/herself in finding new original thoughts/ facts about him/herself
The student has learned how to use color and images to make a brainstorm about him/herself visible
Extra
Expert tips The goal is to train divergent thinking. Students are pushed to continue writing down about themselves, which can be quite challenging when u are used finish your work quickly.
Make together a mindmap about a random topic to show whether something is original or not.
Tips: students tend to stay in the conform zone. It might be useful to prohibid certain parts: or give exemples like: I have a mindmap about a girl how plays tennis, has a brother an like to watch Netflix.

Do you think this is a specific mindmap? Does this mindmap is really says something about one person at this school.

Lesson 3-5

Introduction Realistic self-portrait
The face is the most expressive part of the human body. Students will make a realistic self-portrait after a presentation on posture, light & shadows and line & shape
Time 1 lesson of 50 min of theory on light & shadows, line & shape
2 lessons of each 50 min of making the product (self-portrait)
Phase of the DBL model Fieldstudy
Lesson goals/design output One realistic selfportrait using lights and shadows
Activity Students will make a realistic self-portrait after a presentation on posture, light & shadows and line & shape.
Materials 2B or 4B Pencil miror
A4 paper
Stencils on: posture, light and dark, line and shape
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

The students have learned theory about light & shadows The students have learned theory lines and shapes
Extra
Expert tips have them testing several pencils to notice the difference when you put pressure on a (for instance) 2H pencil and a 6B pencil

Lesson 6

Introduction Learn by observing: expressionism
Time 1 lesson of 50 min. (homework ca. 20 min.)
DBL phase model Fieldstudy
Lesson Goals / results Design Students implement the acquired knowledge in their homework assignment
Activity A teacher presentation on the art movement expressionism. Students take notes.
Materials Powerponit Presentation on expressionism Pc + printer, Pen workbook
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Knowledge about expressionism (style characteristics, time and context).

students learn to take notes in their own words, during class apply acquired knowledge in the homeworkassignment

Extra accompanying homework assignment: browse the internet for an expressionistic piece of art. Describe, using style characteristics, how you can tell this piece of art is from the expressionism. Be specific
Expert Advice Provide insight into the use of search engines. When a student types in “expressionism”, he/she does not automatically see a correct work of art.

Lesson 7-9

Introduction Colour theory and expression.
Some say the face is the most expressive body part of man.
Time 1 x 50 min: color theory of Johannes Itten.
2 X 50 min: painting
DBL phase model Fieldstudy
Lesson Goals / results Design An expressionistic self-portrait
Activity Students will try to rely on ‘feeling’and are going to put in on pape using goache.
Materials A2 paper sheet goache paint brushes theory stencils about Color (J. Itten) workbook
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Technical skills: mix colors
time-management: expressionistic painters often work quick. The students have only 1 lesson of 100 min. to completely finish their artwork.
apply expressionistic style charachteristics into their own work.
Extra
Tips from an expert Explain: Colors often have a meaning. For example, pastel tones often give a calm atmosphere. You could use the colour red when you want your portrait to look fiers. To make it more concrete, you can
ask the students to remember an intense memory. The pupil makes the portrait based on this memory.

Lesson 10

Introduction Learn by observing: surrealism
Time 1 lesson of 50 min. (homework ca. 20 min.)
DBL phase model Fieldstudy
Lesson Goals / results Design students implement the acquired knowledge in their homework assignment
Activity A teacher presentation on the art movement surrealism.
Materials powerponit Presentation on expressionism, Pc + printer Pen workbook
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Knowledge about surrealism (style characteristics, time and context) students learn to take notes in their own words, during class apply acquired knowledge in the homework assignment
Extra Accompanying homework assignment: browse the internet for a surrealistic piece of art. Describe how you can tell this piece of art is from the surrealistic movement. Be specific
Tips from an expert Provide insight into the use of search engines. When a student types in “surrealism”, he/she does not automatically see a correct work of art.

Lesson 11-14

Introduction Design surrealistic self-portraits
Time 4 x 50 min (if not finished in the given time: homework to finish all 10 designs)
DBL phase model Ideation
Lesson Goals / results Design 10 or more different (original!) designs
Activity Students have to use their imagination and invent several original designs that shows characteristics about themselves.
Materials Workbook (color) pencil pen
Learning goals

● Social skills

● Knowledge (theoretical knowledge)

● practical skills

Increase divergent thinking skills (generate as much originals ideas as possible) time-management drawing skills
Extra
Expert Advice Talk about originality. When is something original? Give examples what is, and what is not.

 Lesson 15-16

Introduction students present their best idea to each other
Time 2 x 50 min.
DBL phase model Argumentation
Lesson Goals / results Design At the end of the lesson students have presented their idea and fellow students and teacher(s) give
feedback. The student will be able to change his or her plan in order to fabricate a better outcome.
Activity Present
Give and receive feedback
Materials Workbook
Possibly computer with a screen
Learning goals

● Social skills

● Knowledge (theoretical knowledge)

● practical skills

Students learn how to speak in front of a group of people students give eachother feedback.
Extra
Expert Advice

Lesson 17-28

Introduction Students start fabricating their idea.
Time 6 x 50 min arts
6 x 50 min technology
DBL phase model Fabrication
Lesson Goals / results Design An object made of clay
An icon laser cutted out of plywood
Activity
Materials • clay
• illustrator
• laser-cutter
• plywood
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Students learn how to use equipment
Students learn how to put their 2D-ideas into something 3-dimensional
Extra
Expert Advice After this stage students argument what went well, what went wrong, how to improve. So, they move
back and forward to the argumentation phase or/and the ideation phase

Lesson 29-30

Introduction Final presentation
Time 1 x 50 min to fill in the reflection worksheet
3 x 50 min.
DBL phase model Reflection phase
Lesson Goals / results Design Students have fill in a worksheet and learned how to improve their attitude (for a next assignment) towards the entire process
Activity Thinking back and overseeing, reflecting on yourself, your behavior or an activity
Materials Worksheet with questions about the entire process Workbook
Final result
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Reflecting on the students additude helps to increase understanding and insight and to improve its behavior.
Reflecting on the learning process can help to learn more effectively and to remember the subject matter better.
Extra After filling in the reflection worksheet students can prepare their presentation.
Expert Advice Make pictures of the final result so they can be shown on a big creen during the presentation.