Bookmaking Day 1 2 Lp - Accordion Book 6c4u

BOOKMAKING – ACCORDION STYLE LESSON PLAN

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Name: Alyssa Fortin Date: March 7, 2017 Grade: 10/11/12 Subject: Art Unit: Bookmaking Day 1&2 Class Length: 80 min General Learner Outcomes: Compositions/Encounters Specific Learner Outcomes: Students will… 1) Experiment with various representational formats. 2) Investigate the process of abstracting form from a source in order to create objects and images. 3) Become aware of the relationship between function and form in artistic production. Learning Objectives: Students will… 1) Know the difference between accordion style, Concertina style, and the Japanese bound method. 2) Produce an accordion book of their own. Assessment: The students will be formatively assessed on their ability to follow directions and make applications regarding form and function for their books. Materials:  Drawing paper  Found materials (for book covers; magazines or cardboard will work)  Glue sticks  Scissors/x-acto knives  Rulers (for measurement and flattening folds) Introduction: I will start the class by showing them some different books that have a variety of binding styles (via slideshow, and some of my own). Different kinds of non-adhesive and adhesive books will be shown. They will learn how bookbinding has been used throughout history in the art world, and its importance. - What could be some common uses for these books among artists? - What would you use them for (art or real world)?

BOOKMAKING – ACCORDION STYLE LESSON PLAN

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I will tell them that they will be learning how to make 3 specific styles: accordion style, Concertina style, and Japanese bound style (but this will be saved for later on), and I will show pictured examples of each. - What are some noticeable differences between the three? Body: The students will spend most of the period being guided through the process of making the book (by me). I will walk around while instructing, and make one of my own at the same time so that the students get a good visual of what they are to do. The example that I have premade can be ed around the room so that the students can look at it and see a final product/end goal. Step 1: Cut your paper hot dog style and glue the two pieces, with an overlap of about an inch, together so that they create one really long strip of paper. Step 2: Fold in both edges of the paper, again about an inch. Do not unfold. Step 3: Fold the strip exactly in half. Unfold. Step 4: Fold the edges to meet at the centre. Unfold. Step 5: Create a hill fold on either side. Flip paper over. Step 6: Fold the outer edges to the centre. Step 7: Complete the concertina.

I am expecting to be done the books before the end of class, so I will introduce a drawing assignment for them to put in the books. Following the theme of “continuous” objects, the students can either pick from the list below, or come up with something of their own but they must consult with me before proceeding with it.     

Trees Rope Trains Trails (leaves, footprints etc.) Waterfall

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Telephone wires Landscape Different cityscapes/skylines Other

Closure: The end of class will consist of me asking what the students what they think about bookmaking so far. They will write answers on a sticky note and hand it to me before they leave. - What is something new that you learned today? Sponge: Art 30s (and 10s and 20s if it interests them) can start on the extra participation assignment: they will research an artist, from any time period, who used bookmaking in his or her art practice, and must write at most a page about this artist’s choices.