A Unit of Instruction by

Hannah Byrum

2. Students will create a work of art about their own culture that references Joyce Kozloff’s Jodhpur Blue.

Works of Art
Jodhpur Blue, 1996
Cast Paper and Plaster, Wood and Enamel Paint,
India Ink and Collage on Paper, Water Color on Silk
34" x 34"
DC Moore Gallery

"Jodhpur Blue is a cross-cultural exploration of food. The series consists of eight unique panels that incorporate an impressive array of images: street maps of cities Joyce Kozloff has visited, photographs of mouths from movies, recipes from friends and family, and watercolor-on-silk paintings of edibles."


Materials
Teacher materials:
1. Knowledge of Joyce Kozloff, mapping, and various cultures
2. Overhead Projector
3. Transparencies of Jodhpur Blue

Student materials:
1. A 9x12 map of the city or region where the student currently lives
2. Paint and/or ink
3. Brushes
4. Container of water
5. Magazines, brochures, newspaper, etc.
6. Scissors
7. Glue
8. Optional: pieces of material, beads, sequins, etc.
(Materials will vary according to the students take on culture.)

Vocabulary
1. Collage – a composition of materials and objects pasted over a surface

2. Culture – the beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economical systems expressed in a community or period

3. Map – a representation, usually on a flat surface, as of the features of an area of the earth or a portion of the heavens, showing them in their respective forms, sizes, and relationships according to some convention of representation

Specific Learning Objectives (SLO)
1. When students enter the classroom they will participate in a motivational activity that will help them to start thinking about their culture.

2. Students will be shown transparencies of Jodhpur Blue and talk about the content and context of the work.

3. Students will be given time to reflect on their own culture and think of imagery they will use in their collage.

4. Students will learn how to make a collage by teacher demonstration.

5. Students will make their own collage.

Standards of Learning (Virginia: Visual Arts)
4.1 The student will generate ideas for works of art through discussion.
4.5 The student will identify and use variety, repetition, and unity in a work of art.
4.12 The student will identify the characteristics of cultural diversity in works of contemporary art.
4.16 The student will analyze works of art based on visual properties.

Advanced Organizer
Students should be made aware that they will be making a collage so they can bring in personal materials to include in their works. The teacher should have magazines, newspapers, etc. available for students to use. The teacher should also provide a 9x12 map of the city for each student.

Motivational Activity
When students enter the classroom they will be asked to pair up with partner. Each student will receive a questionnaire. All of the questions will be personal inquiries that pertain to culture. (See attached questionnaire) Students will take turns interviewing their partner by asking each other the questions on their worksheets. Give students about ten minutes to complete this activity. When they are finished, engage the students in a discussion, by first asking them how they think all of the questions relate to each other.

Lesson Sequence
Day One
1. When class begins have all students pair up with one partner.
2. If there are an odd number of students, the teacher should pair up with a student.
3. Each student will receive a questionnaire.
4. Explain to students that they will interview their partner using the list of questions they just received.
5. Allow ten minutes to complete this activity.
6. When all students are finished, ask them to volunteer some responses they received from their partners. (Ask for two or three responses to each question)
7. Ask students how they think all of the questions on the worksheet were related.
8. Explain to students that during the next few class periods they will be creating a collage about their own culture. Tell them that they will be cutting out pictures in magazines and gluing them onto a map of their city.
9. Make clear to students that they will incorporate at least two aspects of culture into collages. Ask them to consider using beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, and political and economical systems.
10. Show students transparencies of Joyce Kozloff’s work Jodhpur Blue.
11. Engage the class in a discussion about this work.
12. Ask questions about what they see in the work.
13. Ask students how the content of the work references culture.
14. If there is any time left after this discussion allow students to begin flipping through magazines, and cutting out pictures that symbolize their culture.
15. Give students about five minutes to clean up magazines and paper scraps before they leave.
16. Give each student a manila envelope stapled on both sides to store their cutouts. Tell students to write their names of the folders and return them to the teacher.
17. Before students leave remind them that if they have anything at home that they would like to include in their collage to bring it to the next class.

Day Two
1. Give each student a map of the city they live in, a pair of scissors, a bottle of glue, and let them choose a magazine when class begins.
2. Allow students the entire class period to search through magazines for imagery to use in their works.
3. Encourage students to create a layout on their maps, but not to glue anything down until they have all of their pieces cut out.
4. Remind students of the content of Jodhpur Blue, or show them the work again.
5. If students find all of the imagery they plan to use allow them to begin gluing it down on their maps.
6. If students are not ready to begin gluing by the end of the class period have them return cutouts to folders.
7. Allow ten minutes for cleanup at the end of the class. Ask students to pick up paper scraps, stack magazines, and return glue and scissors to their proper places in the classroom.
8. Before students leave tell them that they will finish their collages during the next class period.

Day Three
1. Remind students that their collages must be finished by the end of this class period.
2. Allow students who finish early to paint or draw imagery that relates to the works they created on their collages. They may also choose to add pieces of material, beads, sequins, etc. to enhance their works. But make sure that students keep the themes of their works unified while adding these extras.
3. Allow ten minutes for cleanup at the end of the class. Ask students to pick up paper scraps, stack magazines, and return glue and scissors to their proper places in the classroom.
4. Ask students to place their works on a drying rack.
5. Before students leave tell them that during the next class period they will be discussing the works they created.

Day Four
1. When students enter the classroom they will see their works displayed on the wall.
2. Each student will be assigned a piece to talk about that is not their own.
3. Students will be asked to look for at least two aspects of culture in their assigned artwork, and tell the class what they found.
4. Tell the students that their artwork will be on display in the room for the next few weeks.

Closure
On the fourth day of the lesson, before students arrive, finished works will be hung on a wall in the classroom. When students enter the room, they will be assigned to a work of art that is not their own. Students will be given directions to find at least two aspects of culture in the work to which they have been assigned. Give students two or three minutes to study the work and write down their answers. Go around the room and have each students tell which work they were assigned to and the aspects of culture they found in that piece. This may lead into a more in depth discussion if time allows. Before students leave tell them that their works will remain on display in the room for the next few weeks.

Transition
In this lesson students learned more about Joyce Kozloff’s work and the theme of culture. Students created collages about their own culture and the city where they live. In the next lesson students will learn about contemporary collage artist Greg Dillon. His works are primarily landscapes, but they also have an underlying theme of culture. Students will create landscapes by using collage.

Evaluation
Student:
Students should have a thorough understanding of culture and it should show in their works. Students should have created a collage including at least two aspects of their own culture. The collages should be created with magazine cutouts, using a map of the city in which they live as a base. The most successful works will also include painting or optional materials such as, beads, cloth, sequins, etc.

Teacher:
Will students have enough time to complete this assignment? Are the students given too much time to complete this assignment? Will they finish on the second day? Should the entire fourth day of the assignment be a critique?

Modifications
If there is a blind or disabled child in the classroom, a peer who finishes early could be asked to help the handicapped student. The child could ask the blind student what types of things he/she would like to look for in the magazine, and help them cut out the images.

References
Carpenter II, B. Stephen. The Extended Lesson Plan. Art Education Program, Old Dominion University. 2001.

Crossed Purposes. Sweeney Art Gallery – University of California, Riverside. 1999.

http://sweeney.ucv.edu/exhibitions/kozloff/kozjoyce2.html