This lesson plan was researched and written by Kevin Gibson, a Spring 2022 University of Texas at Tyler Exhibition Practicum Student. The lesson plan was edited by Rachel Anthony, the Tyler Museum of Art Education Manager.
If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.
1. Antonio Villafane Alvarez. Angel, 1991. n.d., Xoxocatlan, Oaxaca, wood, acrylic paint, brads, 6 1/8 x 7 x 5 ½. Tyler Museum of Art, Tyler, TX, USA, Gift of Laura and Dan Boeckman, Dallas, T.2010.1.364.
2. Antonio Villafane Alvarez. Angel (Devil), 1991. n.d., Xoxocatlan, Oaxaca, wood carving, acrylic paint, brads, 7 1/8 x 6 1/8 x 5 ½. Tyler Museum of Art, Tyler, TX, USA, Gift of Laura and Dan Boeckman, Dallas, T.2010.1.365.
Culture: Oaxaca, Mexico
Subject: Fine Art, Folk Art, Art History
Collection: Tyler Museum of Art: Boeckman Collection
Grades: Middle School
Topics: Artistic Practices, Art History, Critical Thinking, Gallery Studies, International Art
Art Vocabulary
Activity Vocabulary:
Antonio Villfane Alvarez
- Antonio Villfane is an Oaxacan wood carver active since the late 1980s and early 1990s, and still active as of 2021[1]
- Most likely a product of generational teaching viewed upon by the work of David Villfane whos work, in the 1960s[2], shares a striking resemblance to the iconic style Antonio produces
- Known for his heavy use of religious iconography[3] [4]
Oxacan Wood Carving
- Truly started with the Alibreje craze of following the mid 20th century, these were wooden carvings of animals with drstic features and arrays of color[5]
- Staple of the Oaxacan Valley Region encompassing 200 practicing families at any given time since its conception[6]
Copal
- Special tree in which most Oaxacan wood carvers use the wood from to create their pieces.[7]
- Only White Copal is Used for Alibrjes[8]
- A resource that is running low, carvers are finding it harder and harder to find this wood[9]
- Reaches adulthood at 30 years, but is over forrested after about 15 not allowing it to properly fruit[10].
Tradition
- Tradition is defined as, “the transmission of customs or beliefs from generation to generation, or the fact of being passed on in this way.”[11]
- Oaxacan woodcarving, has had an established connection in Mexican culture now for three quarters of a century[12] practiced by 200 families.
- The two previous points plaudits the idea of tradition in an otherwise widely considered non traditional medium[13]
Elements of Design[14]
Line
- Refers to markings that portray a piece’s shape or overall outline; can imply direction and emotion depending on use
Shape
- 2D; Flat closed in forms that can be separated into geometric or organic.
Form
- 3D; implied or real, depending on medium, volume and thickness of object conveyed.
Space
- Varying perspective to create a sense of size and proportion of object in a piece.
Color
- Refers to the spectrum of light in which we see in hues; Broken into 3 properties being chroma, intensity, and value.
Texture
- The tactile and/or visual quality of a surface conveying touch feeling
Principles of Design[15]
Rhythm/ Pattern
- The repeated flow of elements that may occur regularly in a piece.
Movement
- A piece’s visual flow with the suggestion of movement as you view a piece.
Balance
- The sense of symmetry or asymmetry in the equality of elements within a piece.
Proportion
- How large or small the elements are within a piece in comparison to each other.[16]
Variety
- the contrasting of elements to create an established chaos within a piece.
Emphasis
- Elements in a piece to establish a focal point or points that draw and audience’s attention.
Unity
- Gestalt in what elements bring together a piece as a whole.
[1] Karen Elwell, “Resurrection Box; Oaxaca, Mexico: Easter,” Flickr (Yahoo!, April 21, 2019), https://www.flickr.com/photos/citlali/46935822984/in/photolist-2kkrroB-2evymXj-2mTaFHa-2iPwfwB-2i6rNKW-5y61eF.
[2] Weber, Susan Topp. Nativities of the World. Layton, UT: Gibbs Smith, 2013.
[3] Karen Elwell, “Christmas; Navidad Wood Carvings: Oaxaca, Mexico,” Flickr (Yahoo!, December 25, 2021), https://www.flickr.com/photos/citlali/51774858791/in/photolist-2kkrroB-2evymXj-2mTaFHa-2iPwfwB-2i6rNKW-5y61eF/.
[4] “Mexican Altarpiece – Antonio Villafane A.,” iCollector.com Online Auctions, accessed March 23, 2022, https://www.icollector.com/Mexican-Altarpiece-Antonio-VillaFane-A_i9888931.
[5] Michael Chibnik, Crafting Tradition: The Making and Marketing of Oaxacan Wood Carvings (Austin, TX: University of Texas Press, 2003), 54.
[6] Shepard Barbash and Vicki Ragan. Oaxacan Woodcarving: The Magic in the Trees, “Introduction” 10–44. (San Francisco: Chronicle Books, 1993)
[7] Norma Schaefer, “Copal Wood,” https://oaxacaculture.com/2019/12/saving-copal-trees-in-oaxaca-palo-que-habla-bioconservation-project/, December 9, 2019, https://oaxacaculture.com/tag/copal-wood/.
[8] Ibid.
[9] Ibid.
[10] Ibid.
[11] “Tradition English Definition and Meaning,” Lexico Dictionaries | English (Lexico Dictionaries), accessed April 19, 2022, https://www.lexico.com/en/definition/tradition.
[12] Ibid.
[13] Ibid.
[14] “Visual Arts: Elements and Principles of Design,” Visual Arts: Elements and Principles of Design (Incredible @rt Department), accessed April 19, 2022, https://www.incredibleart.org/files/elements2.htm.
[15] Ibid.
[16] Sara Nordling, “Principles of Design: Proportion,” textilesandart, November 1, 2017, https://www.saranordling.com/post/2017/11/01/principles-of-design-proportion.
Bibliography: Resources for Vocabulary and Lesson Plan
Barbash, Shepard, and Vicki Ragan. “Introduction.” Introduction. In Oaxacan Woodcarving: The Magic in the Trees, 10–44. San Francisco, CA: Chronicle Books19
Chibnik, Michael. “Introduction.” Introduction. In Crafting Tradition: The Making and Marketing of Oaxacan Wood Carvings, 1–18. Austin, TX: University of Texas Press, 2003.
Elwell, Karen. “Christmas; Navidad Wood Carvings: Oaxaca, Mexico.” Flickr. Yahoo!, December 25, 2021. https://www.flickr.com/photos/citlali/51774858791/in/photolist-2kkrroB-2evymXj-2mTaFHa-2iPwfwB-2i6rNKW-5y61eF/.
Elwell, Karen. “Resurrection Box; Oaxaca, Mexico: Easter.” Flickr. Yahoo!, April 21, 2019. https://www.flickr.com/photos/citlali/46935822984/in/photolist-2kkrroB-2evymXj-2mTaFHa-2iPwfwB-2i6rNKW-5y61eF.
“Mexican Altarpiece – Antonio Villafane A.” iCollector.com Online Auctions. Accessed March 23, 2022. https://www.icollector.com/Mexican-Altarpiece-Antonio-VillaFane-A_i9888931.
Nordling, Sara. “Principles of Design: Proportion.” textilesandart, November 1, 2017. https://www.saranordling.com/post/2017/11/01/principles-of-design-proportion.
Office of the Secretary of State. “§117.202: Art, Middle School 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=202.
Office of the Secretary of State. “§117.203: Art, Middle School 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=203.
Office of the Secretary of State. “§117.204: Art, Middle School 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=204.
Office of the Secretary of State. “§117.302: Art, Level I, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=302.
Office of the Secretary of State. “§117.303: Art, Level II, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=303.
Office of the Secretary of State. “§117.304: Art, Level III, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=304.
Schaefer, Norma. “Copal Wood.” https://oaxacaculture.com/2019/12/saving-copal-trees-in-oaxaca-palo-que-habla-bioconservation-project/, December 9, 2019. https://oaxacaculture.com/tag/copal-wood/.
“Tradition English Definition and Meaning.” Lexico Dictionaries | English. Lexico Dictionaries. Accessed April 19, 2022. https://www.lexico.com/en/definition/tradition.
Visual Arts: Elements and Principles of Design. Incredible @rt Department. Accessed April 19, 2022. https://www.incredibleart.org/files/elements2.htm.
Weber, Susan Topp. Nativities of the World. Layton, UT: Gibbs Smith, 2013.
Middle School Lesson Plans
Goals:
Middle School Students of all Levels will be able to do the following:
- Identify the principles of design used in the artwork;
- Identify the elements of design used in the artwork;
- Students will describe what they believe tradition is and how it applies to the artwork;
- Students will be able to describe, specifically, line and color in the artwork;
- Students will be able to describe, specifically, proportion and Unity in the artwork;
- Students will create their own wooden angel not unlike Antonio’s
Texas Middle School TEKS:
Art 1, Art 2, Art 3
Art 1:
- §117.202.c.1.A / B / C / D
- Foundations: Observation and Perception:
- identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
- understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;
- understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately;
- discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
- Foundations: Observation and Perception:
- §117.202.c.1.A / B / C
- Creative Expression:
- create original artworks based on direct observations, original sources, personal experiences, and the community;
- apply the art-making process to solve problems and generate design solutions;
- produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials.
- Creative Expression:
- §117.202.c.3.A / B / C / D
- Historical and Cultural Relevance:
- identify the influence of historical and political events in artworks;
- identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
- explain the relationships that exist between societies and their art and architecture;
- explore career and avocational opportunities in art such as various design, museum, and fine arts fields.
- Historical and Cultural Relevance:
- §117.202.c.4.A / B / C / D / E
- Critical Evaluation and Response
- create written or oral responses to artwork using appropriate art vocabulary;
- analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
- develop a portfolio;
- investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;
- understand and demonstrate proper exhibition etiquette.
- Critical Evaluation and Response
Art 2:
- §117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
- identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
- compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
- compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
- understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
- Foundations: Observation and Perception:
- §117.203.b.1.A / B / C / D
- Creative Expression:
- create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;
- apply the art-making process to solve problems and generate design solutions;
- apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
- use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination.
- Creative Expression:
- §117.203.b.3.A / B / C / D
- Historical and Cultural Relevance:
- analyze ways that global, cultural, historical, and political issues influence artworks;
- analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
- compare and contrast relationships that exist between a society’s art and its music, literature, and architecture;
- identify career and avocational choices in art such as various design, museum, and fine arts fields.
- Historical and Cultural Relevance:
- §117.203.b.4.A / B / C / D / E
- Critical Evaluation and Response:
- create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
- analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
- develop a portfolio that demonstrates progress;
- investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;
- demonstrate an understanding of and apply proper exhibition etiquette.
- Critical Evaluation and Response:
Art 3:
- §117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
- identify and illustrate concepts from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international;
- evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
- evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
- compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.
- Foundations: Observation and Perception:
- §117.203.b.1.A / B / C / D / E
- Creative Expression:
- create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;
- apply the art-making process to solve problems and generate design solutions;
- create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
- use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination;
- create experimental artworks using installation, performance, or collaboration.
- Creative Expression:
- §117.203.b.3.A / B / C / D
- Historical and Cultural Relevance:
- analyze ways in which global, contemporary, historical, and political issues have influenced art;
- analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
- evaluate the relationships that exist among a society’s art, music, theatre, and dance;
- compare and contrast career and avocational opportunities in art such as various design, museum, and fine arts fields.
- Historical and Cultural Relevance:
- §117.203.b.4.A / B / C / D
- Critical Evaluation and Response:
- create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
- analyze original artworks and portfolios using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
- investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;
- understand and demonstrate proper exhibition etiquette.
- Critical Evaluation and Response:
Middle School Art Activities
Questions for Middle School Students:
- Examine Antonio Villafane-Alvarez’s, Angel & Devil. Identify where each element of art is located in the folk art.
- Examine Antonio Villafane-Alvarez’s, Angel & Devil. Identify where each principle of art is located in the folk art.
- Does the overall use of Copal wood through the decades, including its endangerment and overharvesting, convey a sense of tradition amongst the Oaxacan Wood Carvings?
- What elements and principles of art establish of tradition between both pieces? Describe why.
Activity: Middle School Fine Arts
- Activity Setting: Classroom
- Materials: Wooden Figures of varying sizes and a variety selection of wooden wings (Link will be provided in description), Acrylic paint, wood glue
- Subject: Art History, Folk Art, Sculpture, Carving, Color, Space, Proportion, Principles and Elements of Design
- Texas TEKS: Art 1, Art 2, Art 3
- Duration: Extended
Students will observe and study the two pieces presented by Antonio Villafane-Alvarez. The class will be presented with a variety of mundane wooden figures, and a variety of assorted wooden wing styles. They will then be instructed to paint an angel to their liking using a variety of colors in acrylic paint. Once painted to each student’s liking, and the paint itself is dry, student will, with gloves and a careful hand, glue their wings to the angels to their specific design. After the wood glue has been given 24 hours to set. Students will then present their angels to the class and, using the principles and elements of design vocabulary, describe why they chose the route they did when designing their angel. They will then compare and contrast their pieces, again using the principles and elements of design vocabulary to that of Antonio Villafane’s Angel.
Activity: Middle School Art History
- Activity Setting: Classroom
- Materials: Pencil/ Pen on Paper or Word Document
- Subject: Art History, Folk Art, Cultural Tradition, 3D Design, Elements and Principles of Design
- Texas TEKS: Art 1, Art 2, Art 3
- Duration: Single Day
After viewing Antonio Villafane’s Angel & Devil pieces, students will write a short observation on the uses of Elements and Principles of Design that convey a sense of tradition between not only the 2 pieces present above but a list of other pieces made by Antonio Villafane that will be provided below. If this observation is done alongside the Middle School Art Activity, have them also try to convey the way tradition may have been personally conveyed within their own piece. This should be no more than half a page to a page if done with fine arts activity.
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