LOW PROFILE LAYERING CARDBOARDS INSPIRED BY MR. JUNE

4 weeks

• Week 1: Introduction
• Week 2: Begin sketches, discuss schemes
• Weeks 3-4: Relief sculptures

Students will be able to… create a low relief artwork inspired by Mr. June’s work aligning to MACF 2019.

Create, Present, Respond, Connect

• Use one of Mr. Junes work for SLG formal responses. Describe what you see in this work
• Analyze the use of color and layering shapes
• Interpret why some shapes are receding in the space while others are coming forward.
• Judge: do you like the work, why or why not? If this was your work, would you have chosen another color palette – explain?

• Mural art in the geometrical form.
• Murals/street art/public art history and its importance.
• Repetition of shapes to create an appealing composition.

Week 1: Introduction

• Intro murals/street art and its history.
• Introduce Mr. June and allow students time to review work on his site. What do you see? Why do you think he makes art like this? Is it appealing – why or why not? What do you think inspired him? What experience do you think the viewer has with the murals – are they all the same or different? https://monochronicle.com/artist/mr-june/
• Journal important things to a student and what shapes could represent
  • June: inspired by organic and inorganic chemistry – leading to hexagons, and polygons.

Week 2: Begin Sketches, discuss schemes

• Begin sketches – three minimum – of possible low-relief sculptures. Reinforce repetitive shapes in an interesting layout. Does the canvas have to be a square/rectangle or can the final product be an organic shape – original to the student artist.
• Discuss simple words being placed in the work – not a requirement
• Discuss colors and color schemes – they should be within the same palette (tints and shades). Discuss placement to create contrast.
• Begin cutting shapes from cardboard, hardboard, and poster board – supplies will vary based on individual classroom supplies.
  • Add backer/bumper pieces on the backs of boards to increase depth between pieces
  • Add color through paint, paper, markers, or colored pencils. Make sure the layout of color makes sense based on the order of the shapes.

Week 3-4: Relief sculptures

• Continue work on relief sculptures.
  • Cutting shapes
  • Adding color
  • Assembly
• Utilize in-progress peer evaluations to assist in the editing process.

Specific modifications will be given to students who need them. Suggestions: assistance with cutting boards, simplifying shapes, identifying appropriate colors and how to create the tints and shades. Small group work to assist those needing more help. The teacher will refer to IEP/504 for further assistance.

1. Cardboard
2. Hardboard
3. Posterboard
4. Scissors
5. Box cutters/Xacto knife
6. Paint
7. Brushes
8. Water cups
9. Mixing pallet
10. Paper towels
11. Hot glue
12. Foam board
13. Stencils
14. Rulers
15. Pencils
16. Markers

• Layering
• Monochromatic
• Organic shapes
• Geometric shapes
• Graphic design
• Low relief
• Tints/shades
• Contrast
• Color theory
• Craftsmanship
• Assembly

Assessment will be summative and completed through a rubric and written response.

• Rubric Criteria: Use of layered shapes (3 or more shapes-minimum of three or more layers). Monochromatic color usage (on a group of shapes). Assembly (shapes layered specific way to create a complete and composed composition). Craftsmanship. Originality.
• Written response suggestions. What shape did you use and why? Does it have any significance? Do the colors you used in your monochromatic layering have any significance? How did you decide which layer would be the tint and the shade? Do you like your work; why or why not? What was the challenge with

Reflection will be used during mid-project peer evaluations and teacher progress evaluations. Students will complete written reflection at the end of the project.

• https://monochronicle.com/artist/mr-june/
• http://mrjune.com/
• https://www.wideopenwalls.com/artists/mr-june/
• https://beyondwalls.org/