Students learn about Andy Lakey, "Painter for the Blind", and use sand to create tactile paintings that could be experienced without the sense of sight. Lesson plan and PowerPoint that can be used to introduce the artist.
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THE PLAN
2 sessions; 40 minutes per session
1. The students will discuss how each of the 5 senses could be used to experience art.
2. The students will view and discuss paintings by Andy Lakey.
3. The students will discuss the ethics of touching artwork.
4. The students will use glue and sand to create a textural line drawing.
5. The students will choose a color scheme and paint over the sand designs to complete the tactile painting.
1. Construction paper or tagboard
2. Crayons
3. Bottled glue
4. Play sand (buy a big bag at a home improvement store for very low cost)
5. Tempera (or acrylic) paint
1. Introduction
-Use PowerPoint to introduce Andy Lakey and his art to students
-Discuss 5 senses, touching art, Lakey's artwork
2. Use crayons to draw design on paper
-nonobjective works best but you can allow choice. Symbols would be really cool.
3. Trace designs with bottled glue
4. Sprinkle sand over glue, dump excess
5. When dry, paint over designs with opaque paint
-choose a color scheme. Warm or cool works great.
This is my favorite way to teach about texture. The students get so excited about using "real" sand. I've used this with 2nd grade but I think it could be adapted to any grade level.
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 use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students explore and understand prospective content for works of art
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students compare multiple purposes for creating works of art
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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