Students will learn about the artists, musicians and writers of the Harlem Renaissance. They will create a Landscape collage which is inspired by music from the Harlem Renaissance. After listening to a few songs and jotting down ideas in their sketchbooks, they will start to create a background, middleground and foreground to create a Jazz inspired collage composition. We will look at black artists such as Stuart Davis and collage art by Romare Bearden.
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THE PLAN
10+ sessions; 40 minutes per session
1. SWBAT recognize and discuss the Harlem Renaissance Era.
2. SWBAT create a balanced composition
3. SWBAT create a collage landscape showing background, middle ground and foreground (Sizes change when close/far away).
4. SWBAT use shape effectively
5. SWBAT use contrast in creating their collage
1. Sketchbooks, pencils and erasers
2. Jazz music (from the era) and a way to play it.
3. 9x9 black/dark blue/light blue paper
4. Variety of scrap papers (interesting colors, textures etc.)
5. Glue sticks/regular glue
6. Scissors/crazy scissors
7. Optional: glitter, thin black sharpie (to do small details that are too hard to cut).
8. Images of instruments/music notes
9. Images/examples of collages by Stuart Davis (Swing Landscape) and Romare Bearden
10. Optional: Modge Podge to seal it all when complete.
Day 1:
1. Introduce and discuss Harlem Renaissance and the historical context.
2. Have students listen to 1-3 songs that were created by musicians from the Harlem Renaissance (your choice)
-While they are listening, they can jot down words or ideas that they think of while listening to the songs. Perhaps thinking of it like a story : Setting? whats going on? whose there?
Day 2: While listening to the music again:
3. Once they gather ideas and if you would like to have them share their ideas (they get really into sharing) have students draw out a story of whats going on. It can be indoor or outdoor idea (they should already know about horizon line from previous lessons).
Day 3:
4. Hand out folders to store cut papers and papers they will need.
5. Students choose time of day or the background color for their composition.
6. Review Background, Middle ground and Foreground
7. Students can start to cut out their pieces but NOTHING IS GLUED TO THE BACKGROUND 9x9 paper until peices cut out and mini critique with the teacher.
Day 4-8
8. Continue to create pieces for the collage landscape. Remember to review BALANCE, CONTRAST and how to create space/depth in the landscape.
9. Students can glue (for example; windows on the buildings that they cut) but do not glue to the 9x9 paper unless checked by teacher.
Day 10-11
10. After checking their landscape (put on the paper like puzzle pieces) students can begin to glue their collage to the background (start with background layer and build up).
11. Cover with Modge Podge to seal the collage
12. Students can use dots of glue and glitter to create stars if they would like. Do not over do it with glitter-it can take away from their collage.
I am very serious when I tell students not to glue onto the background 9x9 paper until the end. They can have the 9x9 paper in the beginning to gage how big to make the people, buildings etc. They can, however, glue small pieces to small pieces (windows on buildings).
You should probably demonstrate cutting techniques in the beginning of the project and review horizon line. Show some collage art by Romare Bearden to help (along with other student /teacher examples).
This is a long project but my kids really enjoy it and the end result, I believe is beautiful! Remind students the difference between a collage and drawing-different medium, different results.
Create a handout of musical instruments if possible and maybe books with images from the Harlem Renaissance.
When I am going through directions at the beginning of class, I always ask students to give me a thumbs up, sideways or down to see who needs my help first-I would go to those kids first to offer help etc. Towards the end of the project (some kids finish earlier can be my teacher assistants).
I leave bins at each table with lots of fun paper scraps inside.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
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