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Searching for Great Women Artists in History This unit is a great way to introduce students to women artists that you may not have covered in your courses before. Students identify a woman artist that is often overlooked by art historians, research this artist's life and work, create an artwork that honors this artist in some way, and make a presentation about this artist. |
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Searching for Great Women Artists in History: Lesson Three - Creating an Ofrenda Target Group: 6th-8th grade Timing: 45-50 minutes Objective: After a discussion of the traditional ofrenda used in Dia De Los Muertos, students will plan and begin to create an artwork that honors the artist they have researched, with inspiration from ofrendas, using a shoebox as the basis for their work. Rationale: While many students are familiar with the work of the "Masters," which are primarily male artists featured in museums and textbooks, the names and works of many women artists go unrecognized. It is important to recognize the artistic contributions of women to the art world as well as the social forces--in their time and ours--that have caused them to be less well-known. By creating an artwork that honors an artist they have researched, students will demonstrate knowledge of that artist's life, artwork, struggles, and victories. Focus: Have an example of an ofrenda you've created for an artist you admire on display as students enter the room. Allow students to look at it before taking their seats. Instructional Input: Ask students of ways they can think of to honor someone important. What have artists done to honor important people in their lives? Describe the custom of making ofrenda to honor people during Dia De Los Muertos in Mexico and the Southwestern U.S.. Show students the video segment describing the Frida Kahlo ofrenda at this site (look to the right sidebar). Ask:
Guided Practice: Have students consider the research they've done on their chosen artist. Ask them to write the answers to these questions, and give examples of the way you addressed these questions in the ofrenda you've created:
Tell them that today they will be provided with a shoebox as a basis for their ofrenda, though they may modify it in any way they wish. As you circulate and provide feedback, have students plan ways to depict the answers to these questions and create thumbnail sketches for their ofrendas. Independent Practice: When a student has shown you a satisfactory thumbnail, give her or him a shoebox and allow them to begin to create the ofrenda. (Materials needed are listed below.) Students will probably need an additional class period to complete their work. Closure: Have a volunteer show her or his work to the class, describing the artistic choices made in creating it. Evaluating Students: Did students participate actively and contribute to the discussion? Did students make creative choices appropriate to their chosen artists? Evaluating Lesson: Were students engaged by the lesson? Did students appear to gain a better understanding of thier chosen artists? Materials: Computer with Internet access and projector, an ofrenda created by the teacher to show as an example, shoeboxes, scissors, glue, paint, pictures of chosen artists, cardboard, glitter, fringe, feathers, aluminim foil, beads, other craft supplies as appropriate. Cross-curricular Ideas:
TEKS Correlations: perception, creative expression/performance, historical and cultural heritage, and critical evaluation
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