Brian Dang Art Studio 2

Lesson Title Art Form Grade LevelChinese Take-Out Food & Art Painting Project

Studio Art & Design 2 10th-12th Grade

Grade Level Theme Key Concept LinkVisual Communication/Cultural Identity

Representational Design Cultural Awareness/Visual Culture

ChallengeIllustrate a Chinese food takeout box with still lives that reflect your personality, tastes, family and heritage with personalize food items. Assessment StandardsCOMMUNICATEExplore Theme– The student will investigate personal ideas and experiences related to the concept of self/communal identity to communicate meaning in design.Subject Matter – Use a variety of subject matter through literal and metaphorical approaches to communicate ideas about visual communication.Generate Ideas – Use a variety of independent and collaborative approaches to generate multiple solutions, and explain reason for selecting one divergent idea in response to art marking challenge.Experiment – Experiment to visually communicate unexpected occurrences throughout the art-making process on computer in photo manipulation.

CREATEContemporary and Digital Media Processes – Expand use of digital tools and techniques to create and enhance artworks.Digital Organization – Expand knowledge of digital file organization to include the back up of files and alternate storage options.Representational – Practice with representational imagery association to develop meaning in design.Color – Explore and analyze the use of color choices to make cultural/historical connection in meaningful design.Elements of Art – Identify and combine types of line, shape, form, texture, and value to create meaning in design.Principles of Design – Examine and incorporate emphasis, balance, and contrast to communicate ideas in design.Composition – Identify and combine a variety of compositional arrangements using positive and negative space, focal point, and rule-of-thirds to create meaning in artwork

RESPONDAesthetic Preferences – Analyze, interpret, and evaluate works of art based on personal and contextual criteriaAesthetic Perspectives – Interpret ways that social and cultural context can influence responses to artworksSubject and Formal Qualities – Examine how the choices in subject matter and formal qualities affect the meaning in their design.Interpretation – Identify the uses and impact of persuasive techniques in visual culture.

CONNECTImpact of Art – Examine ways that artists influence one another to advance artistic exploration and innovationApply Knowledge of Other Disciplines – Demonstrate knowledge from multiple disciplines when solving artistic problems and advancing the art process

Supplies and Materials Images and Resources

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Chinese Take-Out Design Agenda/Template Handout

Heavily Manipulated Images Handout Chinese Take-Out Evaluation

Handout Tacky glue Used/old brush to apply glue Pencils Sharpies/Indian Ink Watercolor brushes (variety of sizes) Tempera paints Rough textured brown Kraft

Stonehenge paper 24”x 27” Rubber Cement Scoring tool/X-acto knifes/Scissors Rulers Chinese Boxes—Large (6”x5”x5”) by

Westrim Crafts

Liannie Rios’ Chinese Take-Out Boxeshttp://liannierios.com/portfolio/chinese-take-out-box/

Chloe Peterson’s Design Portfoliohttp://www.chloepetersondesigns.com

FoLd Pak’s “oyster pail”http://www.fold-pak.com

Jackie Borsanyi’s “Take Out”. 2009. Brevard Art Museum (now known as the Foosaner Art Museum) in Melbourne, FL. http://www.tampabay.com/features/visualarts/chinese-takeout-boxes-take-artful-turn-at-brevard-museum/1014690

Behance (online portfolios by creative professionals) Bianco Rosso’s Paper placemats. https://www.behance.net/gallery/19558349/Paper-placemats

Luigi Benedicenti (Contemporary realist)Alonsa Guevara (2014 New York Academy of Art Alumni)Janet Fish (Watercolor realist)Wayne Thiebaud (Bay Area Movement)Andy Warhol (Pop Art)Paulette Tavormina (Dutch Baroque)Van Gogh (French Post-Impressionist)Paul Cézanne (French Impressionist)Giuseppe Arcimboldo (Italian Renaissance)

Time Allotment Alternate Approaches8 - 90 minutes session Draw 2-D design of Chinese Take-Out Box

without assembling the box.

NotesHelpful Tutorial Assembling Chinese Take-Out Box TemplateDIY Gift Box Instructionhttp://www.homemade-gifts-made-easy.com/chinese-take-out-box.html

Best paper to print design (Take-Out Box & Placemat) is cardstock or matte photo paper. Regular office paper is a bit too floppy.

Score line where folding happens with butter knife with take-out box design already adhered will make the folding process much more easier and smoothly.

Have a station for mounting and for gluing separate to keep station clean.

Key Vocabulary Still life

Observation Proportion Composition Balance Depth

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Perspective Vanishing point Horizon line Space Depth Vertical/horizontal Parallel, perpendicular Overlapping

Drawing Value Contour Symmetry Line Shape/Form

Painting Monochromatic Saturation Hue Chroma Intensity Texture Mood Tint Primary/secondary Foreground/middle ground/ background Warm/cool

BEST PRACTICES FOR TEACHING AND LEARNINGCreate a Student-Centered Learning Environment  Arrangement of Classroom  Table group arrangement

  Safe and Positive Environment✓ Cooperative learning/Class Critique✓

  Relationships Think-A-Pair Feedback✓

Plan and Teach for Student Learning  Content Knowledge  Athropomorphic/Illustration✓

  Engagement✓ Short Videos✓

  Teacher Collaboration Social Studies/History Connection✓

Assess Student Learning  Goal Setting and Reflection Artistic Process/Idea Development✓

  Checking for Understanding✓ Self Reflection/Peer feedback✓

  Assessments✓ Midpoint check✓ Think-Pair

Lesson SessionChinese Take-Out Food & Art Painting Project 1

Brian Dang Art Studio 2

EngageIntroduction trailer of Fold-Pak: Think About The Box (4:34) https://www.youtube.com/watch?v=mmF9E9Mj50U

Brainstorm the word cultural branding Make class mind map as graphic organizer example in front of class Show example of cultural branding products

Introduce Power Point Art challenge and cultural connection examples of food packaging engineering/designs in consumerism.

Have students explain what they see occurring in the exemplars that is cultural branding. Show images of popular food packaging logos. Questions to ask: What make these foods branding so popular? What about these logo identities makes it appealing?

Make connections of how artists had used food in art through art history to contemporary day. A History of Food Still Life. The Ancient Romans o Peaches and Jar. Herculaneum. (6th century).

http://www.art-prints-on-demand.com/kunst/roman/still-life-with-peaches-found-at-herculaneum.jpg

The Italian Renaissance (14 th century) o Fruit Basket. Giuseppe Arcimboldo. (1590).

http://www.art-prints-on-demand.com/kunst/roman/still-life-with-peaches-found-at-herculaneum.jpg

The Spanish Baroque (15th century) o Quince, Cabbage, Melon and Cucumber. Juan Sánchez Cotán (1602)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/4 Food & drink in European painting (1400-1800)o Kitchen Scene. Peter Wtewael (1620s, Dutch).

https://www.metmuseum.org/toah/works-of-art/06.288/o Still Life with Lobster and Fruit. Abraham van Beyeren (Early 1650s, Dutch).o Festoon of Fruit and Flowers. Jan de Heem (Between 1635 & 1684)

http://www.timetrips.co.uk/still_life_history.htmo Gamepiece. Jan weenix (1695, Dutch). https://www.metmuseum.org/toah/works-of-art/50.55/ The 19 th Century o Twelve Sunflowers in a Vase. Van Gogh. (1888)

http://www.timetrips.co.uk/still_life_history.htmo Pot of Flowers and Fruit. Paul Cézanne. (1888-1890)

http://www.timetrips.co.uk/still_life_history.htmo Still Life with Ginger Jar and Eggplants. Paul Cézanne. (1888-1894)o Pot of Flowers and Fruit. Paul Cézanne. (1888-1890)

http://www.timetrips.co.uk/still_life_history.htm

Modern Period (1870-1930) Contemporary Period (1870-1930) o Eucharistic Still Life. Salvador Dalí (1952)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/8o Cakes. Wayne Tiebaud (1963)

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http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/6o Skinned Rabbit. Antonio Lopez Garcia (1972)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/10o Forest. Will Cotton (2003) http://www.theswellelife.com/.a/6a00e54ef168098833017d40c12a0a970c- 700wi o Discuss class agenda. Share how challenge will incorporate previous

project o 50 States of Jell-O, American, Map it Good. Bompas and Parr (2010)

http://www.sergetheconcierge.com/2010/06/50-states-of-jello-america-map-it-good-with-bompas-and-parr-.html

o Mayonaise. Tjalf Sparnaay (2012) https://www.salomeartventure.com/en/artwork/493/mayonaise-tjalf-sparnaay.htmlList criteria of Chinese take-out box

o Show students teacher’s prototype of Chinese take-out box.o Develop Pass out Chinese Take-Out Food & Art Agenda, Chinese Take-Out Box

Template handout and Evaluation Rubric. Instruct students to sketch thumbnail ideas on their Chinese Take-Out Box

Template handout. Pass out actual blank Chinese Take-Out box for students to glue the rough brown Kraft paper on to their Chinese Take-Out box.

Demonstrate how to actually adhere rough brown Kraft paper on to their Chinese Take-Out box. Steps on How-To-Assemble Kraft Paper 1. Trace the unfolded Chinese take-out box on to Kraft paper. 2. Cut out traced Chinese take-out box design.3. Apply PVA glue to the Chinese template design using a used old brush. 4. Place Chinese take-out box Kraft paper on bottom and carefully align and

place the applied glued Chinese take-out template on top.

Design 5 still life drawing/painting in color for this series (DO NOT draw or paint the bottom of your Chinese take-out box)

You will set up your own 5 still life of your favorite food (candy, dessert, snacks, lunch). Two still life will be drawn from observation and the rest from printed picture.Rubric for Grading will be based upon:

CREATIVITY—Students will selectivity of food intentionally demonstrates his or her own unique taste and reflect their personality in their still life.

CRAFTSMANSHIP—Students will craft their Chinese take-out box is seamless and show no evidence of smudge marks, rips, tears, or folds in their drawing/painting.

ACCURACY—Students will take pictures of all 5 of their still life for evaluation of their drawing/painting to check for accurate proportion replica of their original arrangement.

ART DESIGN/TECHNIQUES—Student’s work shows a mastery of drawing techniques in composition. All objects are placed showing negative and positive space balance and order. The student’s drawing demonstrates variety of line

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5. Press down on all the edges of the Chinese take-out template repeatedly to insure clean craftsmanship.

Create Studio Time: Direct students to begin brainstorming their ideas on their

brainstorm worksheet and draw their thumbnail composition of their take-out box design on their Chinese take-out box design template handout.

If ready students finish their brainstorming sheet they may work on adhering their brown kraft paper on to their Chinese template box Westrim Crafts which the teacher will provide.

Walk around the room to engage and encourage individual ideas and trouble shoot as needed.

Reflect Finish the brainstorming sheet and bring the food items or take picture of food

items arrangement at home for their 5 still life. Instruct students of clean up procedures.Assigned homework: Start finding food items or take pictures of arranged food items at home to prepare to draw composition on Chinese take-out box panel & bring in a shoe box to be constructed into a light box. Remind students that next class they will begin working setting up their food

arrangement for their still life, setting up their Kraft paper on their Chinese take-out box, or drawing on their Chinese take-out box panels.

Lesson Session

Chinese Take-Out Food & Art Painting Project 2-3Engage (15 minutes)

Review what we did last class in term of criteria of what is defined a “heavily manipulated” image. Go over list of techniques they can use. Instruct each of their

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two heavily manipulated images needs at least 3 of the techniques. Display PowerPoint/Project Challenge Agenda for today

Develop (10-15 minutes) Demonstration #1: Have students gather at in front of class at a table to watch me

go over how to use each of the possible 7 techniques: Wet-on-Wet, Dry Brush, Sponging/Stamping, Flat Wash, Dry-on-Wet, Gradated Wash, Some color with sea salt, Paint on Crayon Wax.

Demonstrate #2: How to set up a light box—1. Place the shoebox sideways and cut out an area for where light will be

directed from above. 2. Attach a cut-out cardboard to the bottom of the box to more space to

rearrange food items. 3. Spray paint all the shoe box surface black or white. 4. Arrange the still life in the show box.

Instruct students their composition will be on 6”x6” panels of the Chinese take-out box.

Create (40-50 minutes)o Studio Time: Students will work on arranging the personal food items they

brought into their still life. 3 Still life to document and 2 to set up in a shoe box made into a light box to draw from observation.

o Students can use headphones to listen to music as they work. No cell phone use, except for documenting their still life.

o Walk around the room to monitor and assist students as needed and monitor progress.

Reflect (10 minutes) Instruct students of clean up procedures. Troubleshooting Reflection: What difficulty you are having with your project? Leave a

sticky note of your question on white board with your name and class period. Remind students that next class they will continue to finish their still life sketches

in their sketchbook and transfer their composition thumbnail to their Chinese take-out boxes.

Lesson SessionChinese Take-Out Food & Art Painting Project 4Engage (20 minutes)Display PowerPoint Presentation/Agenda

oMake connection of two projects in food packaging and presentation. Discuss class agenda and midpoint evaluation (must finish at least 2 still life at this point).

Develop (15 minutes)o Demonstration: Gather student around table to demonstrate use of

coloring/painting into 6 different hue saturation shades. Create (40 minutes)

o Studio Time: Students will work on assembling their Chinese take-out boxes and start on their brainstorming for placemat.

o Students can use headphones to listen to music as they work. No cell phone use. o Walk around the room and assist students as needed and monitor progress.

Reflect (15 minutes)

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Instruct students of clean up procedures. Artist’s Intent, Viewer’s Interpretation—Students work in pairs. Every student

writes what she/he meant to express in their Chinese take-out boxes on one side of index card. Without reading what the artist wrote, the viewer writes what s/he thinks the work is about and what it means on the other side of the index card. Partners discuss what was written about the art. Make sure both artist and viewer’s names are on index card.oQuestions:oDescribe what you see.oWhat kind of restaurant do you think the box represent?oDo you think the design promote the kind of food/restaurant it is packaging?

Lesson SessionChinese Take-Out Food & Art Painting Project 5-7Engage (12 minutes)

Display PowerPoint Presentation/Agenda

. Develop (15 minutes)

o Demonstration: Remind students to focus on edges of their painting/coloring and pay attention to details.

Create (53 minutes)o Studio Time: Students will work on still life.

Reflect (10 minutes) Instruct students of clean up procedures: save and log out of network. Verbal Reflection:

oDid I layered my coloring? oDid I pay attention to my edges? Is it fuzzy edges or straight edge of the food? Are

my edges varied in the composition? oDid I incorporate 6 different values in hue saturation in my coloring/painting?

Leave sticky note question for teacher to address beginning of next class. Remind students that the 8th class will be final work day and critique on the last 40 minutes of class.

Lesson SessionChinese Take-Out Food & Art Painting Project 8Engage (6 minutes)

Discuss class agenda.Go over criteria for critique.

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Develop (3 minutes)o Demonstration: Remind students of wrapping up their final details.

Create (51 minutes)o Studio Time: Students will work Chinese take-out boxes.

Students can use headphones to listen to music as they work. No cell phone use. o Walk around the room and assist students as needed and monitor progress.

Students must mount artwork before class critique to receive full participation grade.

Reflect (30 minutes) Instruct students of clean up procedures. Verbal Reflection:

oDid I incorporate personal food item into my Chinese take-out box still lifes? Did I compose my composition so they varies and appealing to look at all angles and sides?

o Is it visually appealing and organized? Is the craftsmanship of my Chinese take-out boxes impeccable?

o Is there text, then is the text readable? Is the text easy to read in size and clarity? Does the images or background distract you from the text?

Fill out Self Reflection Handout. (10 minutes) Class Critique:

1. Students leave artwork on table. 2. Stand up & write either as many “PQP” Praise, Question, Polish sticky note next to

peers artwork in (10 minutes). 3. Teacher will read some students PQP sticky notes out loud. 4. Teacher select ask the following questions:

Which one is most appealing Chinese take-out box and why?Which Chinese take-out box’s panel is the most unified project? And why? Which one is most appealing if you were a consumer to buy? And why?

4. Teacher Final Remark

Remind students to turn in their Chinese take-out box and fill out their Chinese take-out box painting reflection. Good jobs artists!

Crafting their Chinese Food Boxes24” x 24” Brown rough Kraft paper on to Westrim Craft template Chinese Take-out Boxes

Grade on craftsmanship and presentation. All projects must contain a label that indicates the following information

o Your Nameo Name of the Class (Period)o Title of Piece

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Chinese Take-Out Box Still Life Painting-Grading Rubric

Category Description & Criteria

Self-Evaluation

Points Earned

Points Possible

Comments

Creativity 20

20

Craftsmanship 15

15

Accuracy 10

10

Design 15

15

Brian Dang Art Studio 2

Total 100

Guidelines to Setting UpYour Food Still life

o Visually Interesting, range of different texture and shapes

o Small enough to set up and arrange in the classroom (light, easily moveable)

o Durable enough to be handled safely by others (without sharp or dangerous parts)

o Able to be stored between classes without eroding, decaying or breaking (this is not necessary if the still life is being documented)

o Appropriate for others to view (not offensive)

List of Potential Food items to Bring Candy—preferably wrapper wrapped. Dessert—cupcake, donuts, macaroons, cookies, pie

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Condiments—ketchup, mustard, sriracha, etc. Canned food—Macaroni & cheese, Campbell’s soup Soda, Juice, Energy drink—bottled or canned, boxed Fruit—Recommend to document because it is a perishable

food.