Fulton County Art Education Program Format developed by K. Krass and J.Heyser 2012 1
BERNARDA.ZUCKERMANMUSEUMOFART
[email protected]|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
[email protected]|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?
[email protected]|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
