Art As A Catalyst for Social Change

Brenna Crothers April 2nd, 2013 Art As A Catalyst For Social Change

Introductory Information
Lesson Title: Art As A Catalyst for Social Change Grade Level: 8th Class size of 25-30 kids. 6-8 fifty minute class periods Lesson Topic and Description: This lesson teaches students to utilize art as a means for better understanding the impacts of art an social awareness but also that ability to utilize art as a method to promote social awareness and sometimes change. Students explore the history of different social movements and decide upon one particular social movement that they most identify with . Students create a visual symbol or logo to represent the social movement.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: Artists reflect upon society when creating meaningful works of art. Art is a method to promote social awareness. B. ESSENTIAL QUESTION: How is art utilized as a method to promote social awareness. How is society reflected in art?
Students participating in the label game activity.

C. STATE STANDARDS ADDRESSED: Learning Standard 1: Media, Materials, & Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to visual arts. Learning Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. D. LEARNING OBJECTIVES: Students will read different articles on different social movements, developing a better understanding of different social movements that they can choose from to draw inspiration from for their art piece. Students will complete a worksheet as they read the articles to help them better interpret the readings.

Students will engage in discussion of social movements, sharing their knowledge of different social movments to better inform each other on different social movements. Students will complete a worksheet articulating the social movement they have decided to depict for their visual symbol. Students will design a series of thumbnail sketches of different compositions for their symbol. Students will practice graphic design drafting techniques creating a series of drafts for their visual symbol. Students will create a final drafted visual symbol on Bristol Board integrating three color choices. Students will produce three oak tag cut outs for their screen printing sections. Students with the assistance of the teacher screen print their visual symbol onto a t-shirt.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: A successful example of this product will be a two part piece: the first a final draft hand drawn viual symbol on bristol board and the second a screen-printed version of the symbol. For both the hand drawn visual symbol and the screen printed version the symbol will integrate at least three colors (for the hand drawn piece the students will used colored pencils) and will be a unified design that clearly communicates a message for their social movement. B. CONTINUUM OF ASSESSMENTS: Students will read one to three articles on different social movements developing a contextual understanding of these movements. Students will complete a worksheet as they read the articles Students will participate in class discussion of the articles explaining and sharing the different social movements, in turn informing everyone on different social movements they can choose from to create their visual symbol. The students will complete a worksheet deciding on which social movement to reflect upon for their artwork. The students will complete at least ten thumbnail sketches of their visual symbol. The students will create at least one rough draft of their finalized visual symbol. The students will complete a final self assessment after completing their screen printed version of their visual symbol.

C.

CRITERIA: Did the students participate during group discussion? Did the students complete the reading and brainstorming worksheets? Did the students complete ten thumbnail sketches? Did the students design a rough draft sketch of their visual symbol? Did the students create a Bristol board version of their visual symbol? Did the students effectively communicate their social movement through their visual symbol? Did the students utilize three colors in their visual symbol? Did the student neatly execute their Bristol board version of their visual symbol? Did the student create three oak tag cut outs to create their screen print?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: Drawing Paper Bristol Board Pencils Colored Pencils Tracing Paper Oak Tag T-shirts of Cloth Six different screen printing inks
Mask base being built up with newspaper.

B. SKILLS: Drawing, Graph Design Drafting Techniques, Screen Printing, Color Theory C. VOCABULARY WITH DEFINITIONS: Social Movements: Visual Symbol: Unify: Thumnail Drafting Negative Space: the space around and between the subject of an image. Positive Space: space that is occupied by an element or form or subject. Hollow: an unfilled space

Organic Shapes: things pertaining to living organisms. D. VISUAL IMAGE RESOURCES: A. TEXT, MEDIA AND WEB RESOURCES: Dictionary. In (2013). Merriam-Webster an Encyclopedia Britannica. Merriam-Webster Incorporated. Retrieved from http://www.merriamwebster.com/dictionary/recycle B. TEACHER INSTRUCTION: Day 1: As students transition from the previous project the teacher will provide articles on different social movements for students to develop a context for the next lesson. The teacher will also provide a worksheet for students to complete as they work. The teacher will facilitate a discussion after students have completed reading at least one article. The teacher will lead introduction to the new lesson. The teacher will demo a worksheet on choosing and brainstorming their visual symbol or logo to represent their social movement. The teacher will provide the students with a brainstorming worksheet. The teacher will stress students that it takes a long time to develop a successful visual symbol or logo. Synthesizing their knowledge about a social movement into one unified design is challenging and takes many drafts to develop a successful symbol. The teacher will provide students with in-class time to complete the worksheet. The teacher will demonstrate how to create Curl, Romaulde Hazoume, 1962 thumbnail sketches of their visual symbols. The teacher will demo how to create a rough draft of their final visual symbol. The teacher will demonstrate how to create a final draft of their visual symbol on Bristol board, integrating colored pencil. The teacher will assist students as needed. The teacher will assign students with homework: to bring in a blank t-shirt to print their final symbol onto. Day two: The teacher will write class itinerary and objectives on the white board.

The teacher will provide work time for students to complete their fnal version of their visual symbol. The teacher will assist students as needed. Day three: The teacher will write class itinerary and objectives on the white board. The teacher will demo how to create the oak tag cut-outs of their screen printed versions of their visual symbols. The teacher will assist students as needed. Day Four: The teacher will write class itinerary and objectives on the white board. The teacher will demo how to screen print their visual symbols onto cloth. The teacher will assist students as they screen print. Day Five: The teacher will write class itinerary and objectives on the white board. The teacher provide students with class time to complete their screen printed versions of their visual symbols. The teacher will assist students as needed. Day Six: The teacher will provide students with a final self-assessment. The teacher will facilitate a group critique with questions provided such as : What is the most successful part of your piece? What is an area that you feel you could have better developed?

C. LEARNING ACTIVITY: Day 1: As students transition from the previous project read one-three articles about different social movements in order to develop a context for the next lesson. The students will complete a worksheet for each article they read. The student will contribute in a class discussion of the articles.

The students will complete brainstorming worksheet on choosing their visual symbol or logo to represent their social movement. The students will design at least ten thumbnail Curl, Romaulde Hazoume, 1962 sketches of their visual symbol. The students will create one finalized rough draft version of their visual symbol. The teacher will demonstrate how to create a final draft of their visual symbol on Bristol board, integrating colored pencil. The teacher will assist students as needed. The teacher will assign students with homework: to bring in a blank t-shirt to print their final symbol onto. Day two: The teacher will write class itinerary and objectives on the white board. The teacher will provide work time for students to complete their fnal version of their visual symbol. The teacher will assist students as needed. Day three: The teacher will write class itinerary and objectives on the white board. The teacher will demo how to create the oak tag cut-outs of their screen printed versions of their visual symbols. The teacher will assist students as needed. Day Four: The teacher will write class itinerary and objectives on the white board. The teacher will demo how to screen print their visual symbols onto cloth. The teacher will assist students as they screen print. Day Five: The teacher will write class itinerary and objectives on the white board. The teacher provide students with class time to complete their screen printed versions of their visual symbols. The teacher will assist students as needed. Day Six: The teacher will provide students with a final self-assessment.

The teacher will facilitate a group critique with questions provided such as : What is the most successful part of your piece? What is an area that you feel you could have better developed?

Note: This schedule is adjustable depending on how long it takes students to complete each phase of the project.