Day-By-Day Breakdown For Teachers

A. INTRODUCTION: (Motivational Dialogue)

DAY 1
Hook: We will play a series of different YouTube videos to get the class thinking about
possibilities of the new project.
https://www.youtube.com/watch?v=13bHeD8Q5kE
https://www.youtube.com/watch?v=dy0zcyx2ltc
https://youtu.be/klZQEvmRurU?t=5s
Topic Question or Introductory Activity (Pre-Assessment): We can start asking questions that
revolve around the idea of concealment. What is the definition of Concealment? What do you
think people conceal on a daily basis? Have you ever concealed something from others or
yourself? (it doesn't have to be bad!)
Introduction of big idea: We will introduce the big idea of the assignment and relate it to everyday
life. We will explain how it relates around the globe and how different cultures may have
different ideas of what concealment means to them. Deliver this message through a powerpoint
and give them packets/ lesson guide.
B. SEQUENCE OF ACTIVITIES/ORGANIZER (Outline Procedures Step-by-Step)
DAY 1 continued (from intro above- in chronological order)
Talk to the students about the Big idea, and how it relates to society and different culture, and we
can discuss the good and bad of the Big Idea.
Start asking the essential questions that relate to concealment. See how the students react and
how diverse their answers are.
Examine Artist and Artwork: We will pull up images on the slide and open up her website. We
will show them specific images and ask them what is a repeating or common throughout her
pieces. We will inform them in a powerpoint of:
Explain why she chooses found imagery.She looks through old yearbooks. Right off that bat the
photos are posed, fake. She looks at the original emotion in the picture and covers it up/ conceals
it. This makes the viewer try to work for what was once there and now what is in front of them.
She gives the photos new meaning.
We will show them a short video of her talking about her work to help them understand from her
perspective. (https://www.youtube.com/watch?v=8U6RTnq7hnU)
From 1992-1993 she attended Chelsea School of Art. Foundation. After that she attended Central
St Martins School of Art and Design, finishing with a BA of Fine Art in Sculpture from 19931996
She focuses on themes of modernity and art history, gender and identity, nature and urbanity and
the relationship between process and idea.
Her use of old found photos
By manipulating found images, of people and places she conceals the original emotion that the
photo evoked for her. With her concealment she forces the viewer to ponder what lies beyond her
and have a conversation/ intervention with her pieces to put back together the unseen original
expression.
We will show Crystal, Tantrum 3, Dubiety, and get into the repetition aspect and shapes in her
work.
Introduce Artmaking Activity: Students will collect a self portrait or found and bring in multiple
copies of the single found photo. They will then make a portrait collage inspired by the artist Julie
Cockburn and her big idea. . They will choose one shape and use that shape repeatedly

throughout the project to create repetition and rhythm. They need to bring in a found photo they
will use to collage. That single found portrait image needs to be copied multiple times so they can
use the same image when collaging. If it is not brought in they will lose points.
Conclusion: We will end the class by going over some terms we learned and if anyone has any
questions or concerns about the upcoming lesson. We will tell them to each look up inspiration
from the artist and other artists we wrote on the board who work with the big idea concealment
and write 5 things they found interesting about the artist's works in their sketchbook as an
assignment. They will be dismissed by the bell.
Artists the will look up
Julie Cockburn
Lucas Samaras
Jasper Johns
Rene Magritte
Along with the research they should sketch out the design they will be thinking of making with
the collaged images so when they come to class they will already be a step ahead.
1 shape- to emphasize repetition.
What will you be trying to conceal? Why?
DAY 2
Introduction: Review what was learned/taught last class.
For the first ten minutes we will show a powerpoint slide with some reviewing bullets to keep up
during the remainder of class. If a student is struggling we can speak to them individually and get
them on the same page as others after the review. We will call on a few students to talk about
what they found and then move on to the demo.
Any student without a image or anyone who missed class last session will use the computers in
the classroom or magazines to find an image.
The students will hand in the sketchbooks on the teacher's desk by the end of the period showing
they did their research and we will return them to them the next time we meet.
What will you say, do, and teach during this day? What will students do? This information should
be written in chronological order (i.e., in the order that you will be teaching).

Demonstration- Will last 10 minutes. We will show them a sped up video

of the demo so they can see a hands on approach. Also we will have pre-made
projects. Then we will go and show them the materials, where they are and how to
get them at the start of class.

The x-acto knives are in the closet behind the desk, which is locked. In
the beginning of class we will open it and hang out the knives individually there are
20 X-Actos there MUST be 20 before anyone leaves the room for the next class
upon the bell ringing. If there arent no one can leave until it is found. The colored
construction paper, glue and scissors will be out on the demo table each class for the
students to get at their own need. Matte cutting boards are in the cabinets and they
will get them on their own.

We will reiterate the importance of picking 1 shape to repeat in the

collage. This shape can be different sizes (big to small) but it must only be one shape.
They need to carefully think out how they will place the cut out shapes to create a
feeling or rhythm/ pattern which is shown in Julies work. The construction paper can
be used to add color to emphasize parts of the image/ collage. They can use one color
of construction paper. We want clean and precise cuts, a neat and precisely made final
product with attention to detail. They craftsmanship will make or break the
underlying theme or story they are trying to convey. We will reiterate one shape, one
extra color, and a strong grasp on the importance of concealment and what it is.

Tips/ rules/ working together:

Dont cut out shapes too small, it will be hard to control when gluing down and may get messy.
But if you are good with this medium or art we encourage you to get detailed and intequite.
Work slowly when cutting, this is not a rushed assignment. We dont want any fingers chopped
off!
Dont run with any scissors or X-Acto knives.
If anyone around you is struggling you can talk to each other and work out ideas.
We encourage them to talk about concealment and how it has affected them so they can gain more
understanding of the term and how it relates to people differently.
Use your time wisely and respect everyone in the class.

The students will work on their own for 20 minutes and they can play
music on the computer off of spotify.

The last 5 minutes is clean up. The students should regulate this
themselves, but since the use of X-Acto knives we will tell all the students to return
them at this time and start cleaning up.They should return all the objects they used
neatly and in the right spot.

The examples will stay at the demo table so they can go back and look.

This class is the beginning of the assignment so the students will work
for this class period. We wont asses them at this time because they have just started.
At the near end of class we will go around and see how far each student has got and
see if they were actually working and using their time wisely.

The kids must hand in the sketchbooks with their homework from the
other night on the desk by the end of class for full credit. We will conclude by telling
them if they want to come in and work on it during study hall or lunch they can. They
have 3 more full class periods to work on this project.
DAY 3
Introduction- This will last ten minutes. Hand back sketchbooks and tell them each to open up
and write down this quote Julie Cockbun says to explains her procces. She is...making tangible
the emotions that are invoked in me by the people or places in the found images. By writing this
down it will help remind them they are supposed to think about this and have their emotions in
this assignment. Why did they pick this found image? We want them to continually think about
the choices they are making in their artistic process.
Activities- Have them work for the remainder of the class on the assignment. We will walk
around and evaluate/ ask them questions to make sure they are getting the assignment.
They will get the X-Acto knives if needed from the closet and collect the supplies needed.
We will ask them each:
How concealment is being transferred into their college, what underlying emotions or themes are
they trying to portray through this work of art. (with two of us this will go by quicker)
Music will play again on spotify
At the end of class we will collect the supplies having a remainder of 10 minutes and tell them
about their next assignment relating to the big idea due next class. We will pull up a powerpoint
on how the idea of concealment relates to culture and other subjects.
Especially sociology and microsociology- we will introduce Goffman's Dramaturgical model frontstage and backstage.
In sociology and microsociology concealment is the bases of Goffman's Dramaturgical Model. It
explains how we conceal things about ourselves and put on a fake impression in certain
situations. For example at home before you are getting ready for a dinner party that you are
hosting you may wear comfortable clothes but when guests are ready to arrive you put on your
best clothes. And no matter how tired you may be from cooking all day you put on a smile and
greet your guests. He compares it to a theatrical performance, backstage and front stage, outside.

Humans present themselves based on culture, beliefs and social norms while in front stage but
when they step backstage they are free to step out of the character they were just playing.
With this information they will write a two page paper about how this relates to their life. It will
be graded and collected on the crit day of class.
We will encourage them to sketch on their own and continue to try new mediums and work on
their own, the sketchbooks will be collected next class, they have a free draw.
DAY 4

The students will come in and work independently for the whole class. If the need help we will
assist.
Getting materials is the same process as the day before.
We will walk around and asses the works by seeing how far they have gotten. We will make sure
they are following directions and let them work for this class on their own with no distractions.
They will make sure to hand in the sketchbook on our desk by the end of class for credit.
Clean up is the last 5 minutes of class and will be the same as last class.
This is a full class time to work on project so there should be no reason why it isnt done or
finished.
Day 5- follow same schedule as day 4

If anyone finished early or is done by this day we will allow them to free draw.
They also need to reflect on their piece and make sure the finished project is what they want.
Check over rubric and make sure you have a good understanding of learned vocabulary for
critique.
They should be able to use their time wisely.

C. CLOSURE/CULMINATING EXPERIENCE (Sharing & Reflecting)

DAY 6
We will go over all vocabulary learned
shape, repetition, appropriation, concealment, hide, rhythm
We will have a crit of each students work
We will hang up the students works on the wall. Make it clearly visible. Then lead them in a
discussion or critique about what they see.
They will each explain their theme of concealment and what this individual found image is
meaningful from them/ the assignment.
Students will chime in and critique the work. What worked? What didnt? What catches their
eye?- they will be graded on participation.
How is it interpreted as a viewer.
We will also engage them:
Why did you choose that shape?
Why did or didnt you use the extra color from the construction paper
What did you learn from this assignment.
After the critique will sit back at the tables and we will go over the essential questions in depth.
Has their ideas changed
Are they more willing to open up about their own ways of concealment?
Also in conclusion how did the class feel about the assignment.
Was it enjoyable?

Was it relevant?
Did you want to learn more about it globally? Interdisciplinary?

We will end the class lesson by collecting their one page papers they were told to do two classes
ago. We will give back sketchbooks and will leave them with some quotes that they can think
about.