bernard a. zuckerman museum of art · art aids america exhibit to observe how different artists...

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 1

BERNARDA.ZUCKERMANMUSEUMOFART

zma@kennesaw.edu|470-578-3223|zuckerman.kennesaw.eduLessonTitle:ProtestSignTeacher:RebeccaHolbrookandLuFreitasGradeLevel:2nd/3rdMediaFocus:mixedmediaStandardsVA3MC.3Selectsandusessubjectmatter,symbols,andideastocommunicatemeaning.c.Observeshowvisualrelationshipofobjectsandideas(e.g.,contrast,proportion,placement)affectsappearanceandhowarrangementsmayaffectmeaningand/orsignificance.VA3CU.1Investigatesanddiscoversthepersonalrelationshipofartisttocommunity,culture,andworldthroughmakingandstudyingart.b.Discoverspersonalrelationshiptocommunity,culture,andworldthoughmakingandstudyingart.VA3PR.3Createsartworksbasedonpersonalexperienceandselectedthemes.a.Createsartworkstoexpressindividualideas,thoughts,andfeelingsfrommemory,imagination,andobservation.b.Createsartworksemphasizingoneormoreelementsofart(e.g.,color,line,shape,form,texture).c.Createsartemphasizingoneormoreprinciplesofdesign(balance,proportion,rhythm,emphasis,unity,contrast).d.Combinesmaterialsinnewandinventivewaystomakeafinishedworkofart.VA3AR.2Usesavarietyofapproachestounderstandandcritiqueworksofart.Thestudent—a.Distinguishesbetweenoriginalartworkandreproductions.b.Describeshis/herartworkrevealingsubject,story,andintention.c.Comparesandcontrastsartworksbasedonsubject,theme,and/orelementsandprinciplesofart.d.Expressespreferenceforoneoftwoorthreeartworksandgivesreasonswhy.e.Discusseshowtheelementsandprinciplesofdesigncontributetothecompositioninanartwork.

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 2

VA3C.1Appliesinformationfromotherdisciplinestoenhancetheunderstandingandproductionofartworks.b.Createsworksofartinspiredbyuniversalthemes(e.g.,self,family,community,world).Objectives:Theartworkwillshowthattheyhaveanunderstandingofprotestart,howtocorrectlyusethematerialsneeded,slogans,symbolismandhowtocreatea2Ddesignfortheartwork.CentralFocusandPurpose:Studentswillbelearningaboutprotestartbycreatingtheirownprotestsignusingmixedmediaduringthislesson.Studentswillexploreeffectivewaysofcommunicatinginapowerfulwayinordertoinspirearesponse.Bystudyingsocialissuesanddifferentprotestingmethods,studentswillcreatetheirmessageinanefforttoexperienceasenseofcommunityimprovement.Theywilluseavarietyofmaterialstoexperimentwithelementsandprinciplesofdesigntocreatesymbolsinanexpressiveway.EssentialQuestions:Whatareeffectivewaystocommunicatehowyoufeel?Howcanweusesymbolstodisplayideas?Vocabulary/WordWall:Protest,issues,effective,communication,Ghandi,Dr.MartinLutherKing,Jr.,slogan,symbolism,

ArtMaterials:Posterboard,acrylicpaint,paintbrushes,watercups,papertowels,coloredpencils,posterboard,cardboardpieces,butcherpaper,oilpastels,markers,scissors,cardboardstrips,glue

TeacherMaterials&Resources:powerpoint,Teachermadeexamples,

Motivation:Studentswillbeengagedatthebeginningofthelessonbyaskingstudentstheessentialquestions.Iwillaskotherquestionstogaugewhattheyalreadyknowaboutprotest,aswellaswhatproblemsdotheyhavewith

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 3

peopleintheirlivesandwhatdotheyfeelarethebestwaystoaddressthoseproblems.Procedures:Day1:Thelessonwillbeginwithashortexercisetoencouragestudentstoidentifywithprotestors.Theywilldothisbyhavingaclassdiscussionandcreatingalistofideasaboutwhatissuesarepresentintheirlivesthattheywishtheycouldchangeforthebetter.Howwillyouconvincepeoplethatthischangematters?Thestudentswilllookatapresentationwithimageryfromrecentprotestsinournation’shistory,aswellassomeoftheartthatwasusedduringprotests.Studentswillthenuseaquestionnairetoguidethemindevelopingandnarrowingdownideasfortheirownprotestimage.Inthequestionnaire,studentswilllist3-5thingsintheirownlifethattheywishtochangeorprotest(thiswillalsobeusedtocheckforschoolappropriateness).Thesetopicscanbeissuestheyhaveinschool,intheirhomelife,orwiththeircommunity.Studentswillalsoobservetheteachercreateanexampleforthevariousstagesoftheproject.Day2Studentswilldeterminewhichissuefromtheirlistoftopicsthey’dliketoworkwith.Thequestionnairealsoincludesasectionforthestudentstothinkofsymbolsorimagerythatcanbeusedfortheirchosentopic(willbecheckedtomakesureitisschoolappropriateandforaformativeassessment).Studentswillalsousethequestionnairetocomeupwithasloganthatis2-6wordstouseintheirart.Studentswillhaveactivebrainstormingsessionsaloneorwithapartnerwhilefillingupapageintheirjournalswithideas.Thestudentswillthendesignacompositionintheirjournalthatincludestheirsymbols/imagerywiththeirslogan.Theywillthenbrainstormtheideasformaterialstousefromthelistofmaterialsoffered.Studentswillbeginnarrowingdowntheirdesignsandgettingstartedwithmaterials(paper,coloredpencils,oilpastels,paint,watercolor,etc.)Studentswillhavetheoptiontocreatetheirimageonaposterboard,cardboardpieceforlargerwork,orbutcherpaperforgroupschoosingtomakeasmallmural.Day3Thisshouldbeaworkdayasstudentsshouldalreadybewellontheirwaytocreatingtheirownimages.PowerPointwillstillbeupforreference.Materialswillbeavailableforstudentscontinuingtoworkontheirpiece.Duringthis

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 4

time,studentswillalsoneedtoaddahandletotheirprotestsignusingstripsofcardboardusingglue.Day4Studentsshouldaddtheirfinishingtouchestotheirartworkonday5.Classwillcleanupearlyandbeledtothecafeteriawheretheywillwalkaroundoncewiththeirsigns.Afterreturningtotheclassroom,wewillengageinareflectionaboutthemockprotest.Studentswillthenanswerthelastfewquestionsontheirquestionnaireinresponsetothemockprotest.Day5StudentswillvisitKennesawStateUniversity’sZuckermanMuseumofArt’sArtAIDSAmericaExhibittoobservehowdifferentartistsexpressedprotestthroughart.TheexhibitcontainsworksaboutthediseaseAIDSandhowtheartistsfeltaboutthecountry’sinvolvementinit.Studentswillusethisopportunitytoexploredifferentwaystoexpressamessagethroughartbesidesprotestsigns.InterdisciplinaryConnections:Withthislesson,connectionscanbemadetosocialstudies.Whenintroducingtostudentstheconceptofprotest,imageryoffamousprotestsfromtheUnitedStatesandaroundtheworldwillbeshownandbrieflydiscussed.Differentiation:Studentswilldifferentiatetheirownworkbymakingcreativechoiceswithintheparametersofthelesson.Theywillmakethesechoiceswhentheychoosetheissuetheywanttoprotestandwhencomposingtheirdesignsandchoosingsymbolsfortheirprotestsigns.Studentswillalsochoosewhethertomakeasmallmural,picketsign,orposter.Enrichment:Forstudentsthatfinishearly,theywillhavetheoptiontomakeasmaller4x6secondsignaboutoneoftheotherideastheythoughtofwhenfillingoutthequestionnaire.Reteaching:Toreteach,Iwillgiveanexampleoftheprojectinordertogivestudentssomethingtheycanreferenceifneededandmodeltheirprojecton.Attheendoftheproject,Iwillalsoreviewwiththeclassorallythevocabularythatwasusedthroughoutthelesson.

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 5

Accommodations:Foraccommodations,IwillhavetheinstructionsIpresentedtothestudentswritteninlargeprintontheboardorprojectedontoascreen.Instructionswillalsobesaidoutloud.Astheexampleisbeingdoneduringclass,studentswillbeallowedtowatch.Evaluation/Assessment:Studentswillbegivenarubricdetailingtheminimumrequirementsoftheproject.Thiswillincludeparticipation,comprehensivefinalpiece,andcraftsmanship(caringforourart).Diagnostic:Studentswillhavebothaformativeandsummativeassessment.Formative:Theidea-formingquestionnairewillbecollectedforaformativeassessmentofunderstandingonday1andwillbereturnedtostudentslaterfortheirreference.Formativeassessmentswillalsobeconductedonday3toseehowfaralongeachstudent/groupisgetting.Eachofthestudentswillhaveachecklistofprojectrequirements(tocheckforprogress)tobeturnedin.BydoingthisIcanadjustthepaceoftheprojectifneededorre-explainanypartsoftheproject.Journalentriesandtheprogressofthequestionnairewillalsobereviewedtocheckforprogressandunderstanding.Summative:Finalevaluationoftheartworkwillbebasedonrubrichandedoutonday1.Closure:Thiswillbesatisfiedthroughclassdiscussionafterthemockprotest.Studentswillreflectontheirexperiencethroughthecafeteria(orwhereverprotestisstaged).StudentswillalsoreviewvocabularyusedinthelessonduringthistimeReflection:Ifweweretodothisprojectdifferently,wewouldtakemoretimetogooverthepowerofsymbolsandslogansorincludeanextraworkday.

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 6

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 7

Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 8

BERNARDA.ZUCKERMANMUSEUMOFARTzma@kennesaw.edu|470-578-3223|zuckerman.kennesaw.edu Name: ___________________________Date________________ 1. List examples of different forms of protest: •

•

•

2. List three things you feel passionately about or wish you could change in your school, home, or community: • • • 3. Why do you wish to change these? 4. What is the importance of symbols in protest art? Does there always need words to get a message across?

5. What symbols are associated with your protest topics? Come up with at least 3. 6. Practice drawing them in your journals! (To be checked for formative assessment) 7. Think of examples of slogans to be used in your art. 2-6 words.

Questions for after the mock protest. 8. How did it feel to have everyone looking at you with your sign? 9. Do you think most students agreed with you? How would you feel if they disagreed? Is that ok?

BERNARDA.ZUCKERMANMUSEUMOFARTzma@kennesaw.edu|470-578-3223|zuckerman.kennesaw.eduFormativeassessment

Studentchecklist

Usetheemptyboxestocheckofftherequirementsasyougo.

Studenthaswritten3-5differenttopicsthattheywanttoprotest.(canbeabouthomelife,school,orcommunity)

Foreachtopic,studenthasdesigned2or3symbols.

Studenthasnarroweddownhisorhertopicstoonetopic.

Studenthascreatedasloganthathas2-6wordsinit.

Studenthassketchedinhisorherjournaladesignthathasboththeslogansandsymbolsinit.

Studenthastransferredhisorherdesignontotheirselectedpaperchoice.

Studenthascoloredindesignwithoilpastels,markers,orwatercolorpaint.

Studentshavegluedastripofcardboardtothebottomofthesign.

Summativeassessment

Rubric

ProtestSign

Criteria Points PointsEarned

Studenthaswritten3-5differenttopicsthattheywanttoprotest.(canbeabouthomelife,school,orcommunity)

5

Foreachtopic,studenthasdesigned2or3symbols.

5

Studenthasnarroweddownhisorhertopicstoonetopic.

5

Studenthascreatedasloganthathas2-6wordsinit.

5

Studenthassketchedinhisorherjournaladesignaprotestsignthathasboththeslogansandsymbolsinit.

5

Studenthastransferredhisorherdesignontoa12x12pieceofposterboard.

5

Studenthascoloredindesignwithoilpastels,markers,orwatercolorpaint.

5

Studenthasgluedastripofcardboardtothebottomofthesign.

5

Studenthasshowedunderstandingofthevocabulary.

5

Studentshowedanunderstandingofprotestartbycompletingtheproject.

5

Studenthandledmaterialswithcare.

5

Studenthandledhimself/herselfapproximatelyduringmockprotest.

5

Studentturnedinquestionnaire.

5

Totatl:65 Total:

Protest

Art

What is a protest?

Can you think of

any famous

protests or

protestors?

pro·test

Noun

1.

a statement or action expressing disapproval of or

objection to something.

Deborah Kass

Born San Antonio, Texas, 1952

Still Here, 2007

Oil and acrylic on canvas

45 x 63 inches

Private collection

How many

different ways

can we protest?

Boycott stop buying!

Sit-ins don’t move!

Picketing make a sign

Strike don’t do it!

We don’t always need words to

make an image powerful

Sometimes, we just need

symbolism!

Symbolism a picture that represents

something else

But if you do use words, it’s

called a sloganslo·gan

noun

a short and striking or memorable phrase used in advertising

Examples of Artwork