Lesson Title Art Form Grade Level

Rock ‘N’ Roles Computer Graphics 7th/8th

Computers in ArtGrade Level Theme Key Concept Link

Concept of Roles Role of Influence(Music & Art / Art & the

Consumer)

Color Theory ConceptsCompositional Skills

Challenge

Create a work of art that interprets a piece of music.

Assessment Standards

COMMUNICATEo Theme –

o Explore theme (indicator) - Apply personal experience, observation, and awareness to investigate the concept or roles and the impact of actions on others.

o Creative Process - Generate Ideas (Indicator) - Demonstrate fluency by generating multiple solutions, and explain reasons for selecting one.

o Refine - Examine and refine original plans in response to critique feedback. (8.3)o Safe and Ethical Practices -

o Ethics (Indicator) - Recognize the implication and significance of plagiarism, and demonstrate an understanding of the fair use policy for artmaking.

o Presentation - o Prepare Artwork for Presentation (Indicator) - Mount, label, and sign several artworks

for critique and display in an art exhibition.

CREATE Art Forms -

o Design forms - Create original graphic designs incorporating ideas about roles. Methods of Representation -

o Abstraction - Experiment with using various methods of abstraction to develop meaning in artworks.

o Proportion and Size - Vary size, scale, and proportional relationships to represent subject matter in artworks.

Fundamentals -o Color - Explore and analyze the use of color choices to represent meaningful artwork.o Composition - Identify and combine a variety of compositional arrangements using

positive and negative space, focal point, and rule-of-thirds to create meaning in artwork.

Digital Media -o Contemporary and Digital Techniques and Processes - Use technology tools to

combine multiple images into a digital collage.

RESPOND Aesthetics -

o Aesthetic Preferences - Analyze, interpret, and evaluate works of art based on personal and contextual criteria. (8.17)

o Aesthetic Perspectives - Interpret ways that social and cultural context can influence responses to artworks.

Criticism - o Subject and Formal Qualities - Examine how the choices in subject matter and formal

qualities affect meaning in artwork. (8.16, 8.20)o Compositional Organization - Justify the arrangement of content and use of formal

qualities within an artwork.o Evaluation - Use a critique process to reflect on and inform personal artistic vision

and voice. (8.18)

CONNECT Art History & Cultural Context -

o Impact of Art - Examine ways that artists influence one another to advance artistic exploration and innovation.

Art Institutions & Careers -o Art Careers - Identify and describe the roles of artists in collaborative art careers.

(6.12)

Supplies and Materials Images and Resources

PowerPoint Projector/Smart Board Brainstorming Worksheets Rolling Stone Article Symbol vs. Icon Handout Photoshop Handout Sketchbook Drawing Pencils Colored Pencils Photoshop Inkjet Color Printer 11” x 17” Paper Computer Speakers Students’ Classwork USBs Black Matte Board Double-sided archival tape

Boxing Promotional Poster Temptations Promotional Poster Woodstock Promotional Poster, 1969, Andy

Skolnick De La Soul – Ruby Skye, San Francisco, 2007, Lil

Tuffy Dark Side of the Moon Album Art, Storm

Thorgerson Time, Pink Floyd - https://www.youtube.com/watch?

v=JwYX52BP2Sk Photoshop Online tutorials –

https://www.youtube.com/watch?v=xS5uh5TCXcUhttps://www.youtube.com/watch?v=SlI8LS4h73M

GigPosters.com

Time Allotment Alternate Approaches

4 – 5 sessions (60 minutes each) Painting, Printmaking, Collage

Lesson Session

Rock ‘N’ Roles 1

Engage

o Ask students to open their sketchbooks, split one page into 4 equal parts and number them from 1 to 4.

o Play 4 sound bites from the PowerPoint and have students draw images, symbols or icons that come to mind while the music is playing.

o In a class discussion, talk about the images and words that students drew while listening to the clips. What role did the music play in their art-making process? If students thought of different or opposite things, talk through those differences.

o Introduce the challenge.o Share exemplars and explain the evolution of the modern day gig poster. o Ask students to identify and analyze the design elements implemented in an exemplar. Pass

out a short article on graphic design and play the sample song while the students read. Once students have done so, discuss the symbolism in the artwork.

o Restate the challenge and establish the objectives of the assignment.o Explain the agenda for the day and introduce the prototype. Talk about which symbols stand

out and how they relate to the overall composition.

Develop

o Pass out Brainstorming worksheet and demonstrate the process. Explain to students that they should use both sides of the paper to develop 2 separate ideas. Give them 10 minutes to work.

o Circulate to answer questions and provide direction.o When time is up, have students pair up to share their ideas and get feedback on their

thumbnails. Allow 5 – 7 minutes.

Create

o If/When students are ready, encourage them to select their best idea and begin transferring images into their sketchbook. Use the entire page since the final product will be large.

o While walking around the room, troubleshoot problems and encourage creative thinking.

Reflect

o Instruct students to follow appropriate clean-up procedures.o When complete, review symbol understanding by asking for word associations. Prompt

students with words like apple, or pencil and ask students to share the first word that comes to mind.

o Remind students that brainstorming must be complete (or at least close) before the next class, as they will begin transferring ideas into Photoshop.

Storm Thorgerson: How I Designed the Cover of 'Dark Side of the Moon'Graphic designer on creating iconic record sleeveBY ROLLING STONE September 28, 2011

Storm Thorgerson attends the his art exhibit, "Taken by Storm" in Los Angeles. Chelsea Lauren/WireImageThe principal creators of Pink Floyd's masterpiece The Dark Side of the Moon all spoke with Rolling Stone senior writer Brian Hiatt for our latest issue, on stands and in the digital archive on September 30th. In this conversation with Storm Thorgerson, the band's graphic designer explains how he created the record's iconic cover.

At what point were you introduced to the Dark Side material? Did you go to the shows where they played it or did you hear some of the demos?I heard a bit in the studio. I don’t have much to say about music. Usually I like it, and I just absorb it. I don’t have much to say, and they ain’t let me say anything anyway. They say “For God’s sake, Storm, do not harm our song. Do not murder our tune.” So I never say anything, really, about the music. I just let it go over, really, I suppose. It’s my job to reinterpret it, really. So it doesn’t really matter what I think, it matters what comes out the other end. And with Dark Side it was very much about the madness of the lyrics and about something that Rick said to me. He said “Could we not have one of your funny pictures, Storm?” and I said “What do you mean? That’s what I do. Pictures. How about a change?” I said “But I don’t do graphics.” He said “Well, why is it a challenge?” 

Did the idea of the prism in some way relate to what you were hearing on the record directly? No, it related mostly to a light show. They hadn’t really celebrated their light show. That was one thing. The other thing was the triangle. I think the triangle, which is a symbol of thought and ambition, was very much a subject of Roger’s lyrics. So the triangle was a very a useful – as we know, obviously – was a very useful icon to deploy and making it into the prism – you know, the prism belonged to the Floyd.

According to legend, was there one version of the cover that had the Silver Surfer, the Marvel Comics character?Yeah, a photographic version, but they turned it down.

What do you mean a photographic version? You actually painted someone silver and put them on a surfboard? Probably. I don’t know, I never got to do it, did I? I did a drawing. Unfortunately we lost them, otherwise they’d be straight to your inbox. We can’t find them. 

Marvel Comics might have stopped you from doing that anyway, right?Well, I think because it was photographic, they couldn’t really do much. I mean. Think about it, it wouldn’t be the Silver Surfer, it would be a man on a surfboard. I was more interested in the wave, actually. I was interested in a tiered wave, because I thought it was a very good representation of the Floyd and the fans. I don’t think you can copyright a wave. Or can you?

Well, no, not a wave. He surfed in space, anyway. Exactly. So I think that I probably would have gotten away with it, but they didn’t like it anyway, so it was thrown out.

Read more: http://www.rollingstone.com/music/news/storm-thorgerson-how-i-designed-the-cover-of-dark-side-of-the-moon-20110928#ixzz3zR1oz9MX Follow us: @rollingstone on Twitter | RollingStone on Facebook

Name: ______________________________________ Date: ____________________ Class: _____________

Rock ‘N’ Roles Brainstorming Sheet

Song / Album: ___________________ By: ________________________ABOUT THE SONGHow does it make you feel? _______________________________________________________________________________________

Are there lyrics that stand out to you? ___________________________________________________________________________

Is there a dominant instrument? _________________________________________________________________________________

What colors come to mind when listening? _____________________________________________________________________

What symbols / shapes / icons come to mind? _________________________________________________________________

Do a little quick research on the song or album: ________________________________________________________________

_______________________________________________________________________________________________________________________

ABOUT THE POSTERWho is your audience? ____________________________________________________________________________________________

What is the date of your event? __________________________________________________________________________________

Thumbnail #1 Thumbnail #2

Song / Album: ___________________ By: ________________________ABOUT THE SONGHow does it make you feel? _______________________________________________________________________________________

Are there lyrics that stand out to you? ___________________________________________________________________________

Is there a dominant instrument? _________________________________________________________________________________

What colors come to mind when listening? _____________________________________________________________________

What symbols / shapes / icons come to mind? _________________________________________________________________

Do a little quick research on the song or album: ________________________________________________________________

_______________________________________________________________________________________________________________________

ABOUT THE POSTERWho is your audience? ____________________________________________________________________________________________

What is the date of your event? __________________________________________________________________________________

Thumbnail #1 Thumbnail #2

Lesson Session

Rock ‘N’ Roles – Symbol vs. Icon vs. Imagery 2

Engage

o Review the ideas of symbols, icons and imagery and discuss how they impact our ability to communicate.

o Students will use the “Symbol vs. Icon” worksheet in a Think-Pair-Share capacity. They will have 3 minutes to work independently, 3 minutes to work with a partner, and 3 minutes to come together to discuss.

o Address expectations for the day and the overall objectives for the assignment.

Develop

o Invite students to the computers to create their document in Photoshop. o Demonstrate the proper way to Open, Set Resolution, Save, View Layers and Adjust Opacity.o Remind students that all artwork must be original and generated within the program.o Teacher will demonstrate how to photograph the sketch and import it into Photoshop to use as

a guide for the design process.o Students ready to continue the Photoshop process can access the tutorial videos through

Blackboard and begin to experiment with the basic tools. Distribute handout https://www.youtube.com/watch?v=xS5uh5TCXcU & https://www.youtube.com/watch?v=SlI8LS4h73M

o Students who still require time to complete the step in their Sketchbook may return to work tables to finish, but will only have 10 minutes more. All work in the sketchbook will be completed in this session.

Create

o Students will develop their background layers and move on to create the symbols and icons they plan to incorporate into the final product.

o Remind students in 10 minute intervals to “SAVE YOUR WORK” onto their classroom USBs.o Circulate around the room to troubleshoot any arising issues

Reflect

o Instruct students to follow appropriate clean-up procedures.o Distribute a 3-2-1 exit ticket to each student to be turned in on their way out the door.o Review the agenda for the next session.

Name: ______________________________________ Date: ____________________ Class: _____________

Symbol vs. IconAnalyze the symbols and icons below. Nest to each item, write at least three words that identify or describe the picture. Think about it. Look at it from a different direction. Think outside of the box!

Lesson Session

Rock ‘N’ Roles 3 - 4

Engage

o Briefly review the definitions of symbols and icons.o Display the day’s agenda.o Dependent on the progress of the class, projects should be complete and printed by the end of

the class period.

Develop

o Before students return to their computers, address any questions that may have been presented from last session’s Exit Tickets.

o Demonstrate any advanced techniques that could be relevant to the students’ processes. o Address the expectations for the assigned artist’s statement.o Demonstrate the process of mounting the final artwork.o Students will switch seats with a partner and complete a quick peer feedback form.

Create

o Students will continue to create all icons, foreground & background, with a plan to print by the end of the session.

o Walk around the room, assisting students as needed and monitoring progress.o Remind students to “SAVE YOUR WORK!”o Upon completion, students should print their final product and mount it on matte board.o Students who have finished the project early, will be encouraged to revisit their design and

continue to experiment with alternative design tools.

Reflect

o Artist’s will respond to and submit their completed peer feedback form.o Each student will be given a post-it note. They are to write the name of the song or a song

from the album they’ve chosen to base their work upon. This post-it will be submitted to the teacher.

o Once the artwork is complete, students will write an artist’s statement in which they will identify and explain the symbols incorporated in their final poster. If this step is not complete by the end of class, the artist’s statement must be completed for homework and brought to the last session.

o Review the agenda for the next class session.

Peer Feedback Form Viewer Artist

Name: _______________________________ Name: ________________________________

What do you see?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

What do you think it means?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

What makes you think that way?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

What can you assume about this song/album based on this artwork?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Did your viewer miss any observations?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Did your viewer interpret the meaning you tried to convey?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

How can you adjust your visuals to better reflect your song?_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

____________________________________________________

_______

Lesson Session

Rock ‘N’ Roles 5

Engage

o At the beginning of class, the easels will be arranged in a circle around the room. As students enter, they will be instructed to display their final project on one of the easels. The teacher will put numbered post-it notes on each project.

o The teacher will lead students in a non-verbal exercise. She will play the playlist of songs selected by the class in a random order.

Develop

o Students will listen to the music and decide which artwork best represents the song being played. After selecting their choice, they will have to justify which elements support their choice.

Create

Reflect

o After completing the exercise, students will take their seats. Each student will be called on to stand up next to his or her work of art and read the artist’s statement.

o Classmates will share their reactions to the work, specifically distinguishing design aspects used to reflect the tone of the selected music. What was the role of the music in the artist’s creation?

o Have students appraise the effectiveness of the artwork from an advertising perspective. Would this make you want to buy a ticket to the concert?

o Students will complete a self-evaluation form to be submitted with their completed project and accompanying artists’ statement.