2011-2012 Teacher Fellowship Program Lesson Plan
Lesson Title : Emulations of Tyree Guyton
Reclaiming identities: a narrative of hopeful shoes.
Instructor Name(s): Sara Simon Ignacio Yepez Arturo Barrera
Class Title: Art
Date :December- January 2012
Grade: Level 5-6
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1.
Descriptive Title
Students will take a lost and forgotten item (a discarded shoe) and breathe new
life into it by recreating its identity following the ideas of Tyree Guyton.
2.
Lesson Plan Description
After engaging in critical critique of Tyree Guyton’s work the students will
examine how environments and objects can be “reclaimed” and given new
identities through art. The students will artistically manipulate recovered shoes
and other objects by use of various art supplies and/or art techniques. The
students will examine our cultural values, and our how American culture “throws
away” objects and environments. Through artistic manipulation, the students
will discover how outsider artist, Tyree Guyton recreated an identity for his
blighted Detroit neighborhood. Enduring ideas/questions of race, class and
environmental and object reclamation are relevant to our CPS students because
they, themselves inhabit a city that is dominated by a diverse span of socieoeconomic statuses.
3.
Objectives/ Student Outcomes
The teacher should observe the student during oral critiques and class discussion
for a heightened sense of understanding of 1) how/why objects and
environments deteriorate. 2) how reclaiming these objects through intellectual
and artistic process can provide meaning and purpose and therefore a new,
positive identity .3) the artist Tyree Guyton, his contribution to outsider art and
our understanding of how blighted neighborhoods and objects and can be
reclaimed. The student will be able to discuss and understand all of the elements
listed above. Through critique and observation students will understand how art
plays a role in culture, history and atmosphere.
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The student will choose a discarded shoe and use various artistic methods and
materials to recreate a viewers understanding of the shoe and therefore to
recreate or give an identity to the shoe. Artistic methods and processes are (but
not limited to): Painting, additive/subtractive techniques, printmaking
techniques, electronic applications, fiber applications. The objective is for the
students to redefine the meaning of the shoe by embellishing the surface in
order to emulate Guyton’s work thus helping them convey the idea of blight.
The student will apply text to their artwork to showcase or further an idea.
The student will complete recovered/reclaimed shoes by use of found objects.
4.
State Goals/ Benchmarks
Grade 5:
IL 26A; Nat’l 1: Art Making, Construction: Draw and paint on varied
surfaces (shoes).
Grade 6:
IL 25A; Nat’l 2: Arts Literacy, Principles of Design: Analyze the balance created
by multiple elements of art.
5.
Motivation/ Anticipatory Set
By use of power point and visual examples, conduct a guiding discussion based
around the images of Tyree Guyton’s work. Introduce the concept of blight,
“throw away culture,” socieo-economic statuses. Through discussion and
critique the students will be able to verbally express their own experiences and
understanding of this issue. Students who wish to share personal connections
are encouraged to do so.
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Enduring Questions:
Compare and contrast neighborhoods. How does Tyree Guyton’s work change
the visual mood and emotional state of his neighborhood? How can we apply
these same concepts to this old, thrown out shoe?
6.
Activities
a.
Measure Prior Knowledge
•
Ask questions about Chicago Neighborhoods. What do we know
about the tiny little neighborhoods that make up Chicago? How
are they alike? Different? Show a pp. of Detroit and compare and
contrast. Introduce Guyton.
b.
Exemplar
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P
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7.
Procedure
Session ONE: 40 Minutes
Introduce Guyton, Host class discussion guided by Power Pointe. Introduce
Project, objectives and themes. HOMEWORK: research Tyree Guyton
Session TWO: 40 minutes
Teacher demos/class critique of examples: artist processes/options (painting,
additive, subtractive, sculpting etc.)
Student chooses shoe, sketches a plan for design. Student will consider the
composition and visual layout of their shoe. Students will view the INTUIT rubric
and use this rubric to guide their understanding of the design. Students will also
consider text and how their text will play a role in the visual layout. Students will
consider a social justice or political issue they share concern for. This issue can
be used when created the design and text
Sessions Three- Six 40 Minutes
Art production
The teacher provides assistance and technical expertise.
Session Seven- Class Critique and possible GOOGLE chat with Guyton.
Pastuer and Azuela students will meet at Azuela School for an arts based field
trip. The students will unite and exchange ideas. Participate in critique and
participate in a possible GOOGLE chat with TYREE GUYTON.
8.
Material and Resources
Used shoes (one for each student), paint and paint necessities, printmaking
materials, sculpting materials, fiber art materials, electronic materials,
paper/pencils, glue/scissors/crayons, beads/buttons/flowers found objects,
power point, computers
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9.
Literacy Building/ Language Arts Integration
Vocabulary
•
Blight - a rapid or extensive deterioration or dilapidation
•
Mixed Media - a combination of a multitude of mediums
•
Installation - three dimensional works of art, that are usually site specific
Reading Activity: website research and article on Tyree (TBD)
10.
Visual Culture/ Annotated Images
11.
Evaluation/ Closure
The students will be evaluated by INTUIT rubric. Final Culmination of the project
will result in the gallery presentation hosted by INTUIT.
12.
Resources/ Bibliography/ Credits
•
http://www.answers.com/topic/tyree-guyton
•
www.dia.org/exhibitions/artiststake/bios/guyton_bio.html -
•
melaniemenardarts.wordpress.com/category/rawoutsider-art/
•
www.tyreeguyton.com/
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