SECONDARY VISUAL ARTS CURRICULUM · portraits. Each portrait will have a speech bubble making a...

SECONDARY VISUAL ARTS CURRICULUM

Anna Jahncke

UNIT 1:Grades 6-3-5 weeks UNIT 2: 9 3-5 weeks UNIT 3: 11-12 3-5 weeks


Title

Pop Art vs. Pop Culture Self Portrait Collage Transformation

Perception Selfie Project

Idea

Using elements and understanding Pop Art motives while referencing cultural and relevant interests from pop culture today.

Transformation is inevitable in human nature and all that is around us. Self-perception and distortion of how the self is

portrayed through the media and social culture.

Description

The students are going to create a collage that marries Pop Art and pop culture. They will be making this project with a partner. They will learn about Pop Art and how mundane objects at the time were brought to light, as well as about the comic book style of Roy Lichtenstein, noting his thought clouds and word incorporation. The students will then brainstorm what is going on in pop culture with a partner and focus on one topic. This could be pertaining to political news, media exposure, cultural ideas, food, etc. The students will work individually creating their own self-portrait, starting with a photograph, posing however they choose, outlining the major shapes and lines. This photo will then transferred onto a collaged background that reflects a class discussion on pattern. The students will incorporate a speaking or thought bubble that reflects a comment on the pop culture topic they chose with their partner. The partners then combine their pictures, creating a dialogue or opinion from their topic.

Students will create a clay sculpture encompassing a personal transformation they have experienced, composed of 2 objects representing who they were before the event, and who they are after. This can be a small, comical even, or a significant life change, whatever is important to the student. The students will write down 10 ways they have transformed along with an object that represents that. There will be an artist statement going into detail about the symbolism of the project and how those symbols represent the ideas and emotions of those transformations.

This project will evaluate social constructs of perception through social media and connect it to those of art and art history. Students will create a series blind contour drawings to begin this process. They will enlarge these drawings to create a greater impact.

Practice Studio Pract. (60%)

Crit/Hist Study (40%) Studio Pract. (60%)

Crit/Hist Study (40%) Studio Pract. (60%)

Crit/Hist Study (40%)

Students will take posed photographs (work with partner to take photo,

Students will look and discuss key artists Roy Lichtenstein, Andy Warhol, Wayne Theibaud, concepts of Pop Art and the issues that they were discussing

Students will create 3-D sculptures representing transformation .

Students will looking at Beth Cavener, Cat McDonalds, and Mallory Wetherell, and dissect the emotional qualities of human nature that are

As a warmup students will do gesture drawings of model (me) and we will quickly

Students will talk about self perception and how we portray ourselves through social media i.e “the selfie” “duck face”

SECONDARY VISUAL ARTS CURRICULUMcollaborating with lighting, poses, etc.) that reflect the comment about culture that they are making together. They will create patterned backgrounds behind the portraits. Each portrait will have a speech bubble making a comment about an issue in contemporary culture. The end product will be a collaborative self portrait collage that represents a dialogue.

during their time period. Students will talk about use of text and its importance in giving an image meaning. Students will brainstorm and discuss what is deemed our current pop culture. using a mind map or running list of ideas. Students will talk about current things that affect pop culture like technology and media. Students will engage in a research element by filling out a guided research sheet with their partner, organizing their thoughts about pop culture idea with some specific findings from the news.

expressed by the juxtapositions located within the artists work. We will be looking formally and conceptually at these pieces in order for the students to inform their own work in the same way.

evaluate how they perceived my actions and body language verses how I was thinking Students will do blind contour drawing, using mirrors

Students will elaborate and build off of contour to create a series of overlapping blind contour drawings that have been colored in with various media. Students will do a series of large whole self portraits, building on this technique.

FACEBOOK (fads through social media that we conform to)

Students will discuss how that image through social media can then become distorted to others or yourself. Students will relate to Egon Schiele and Maria Lassnig and how their blind contour and distortion of the body speaks about perception. Students will address how stances convey different things to whomever is looking and the times: Greek stature, Berger’s view of the gaze and how models appear in current magazines. We will dissect all, and compare them. Students willtalk about how the portrait is used with in art history; evidence of power, money etc. This would be connected to current pop culture, specifically famous people and how much they care about public perception, changing themselves to appear a specific way and target an audience. i.e. Adele (rejects public demands), David Bowie, Kanye West, Taylor Swift, etc. .

Objectives Students will be able to: Students will be able to: Students will be able to: Given a 4’ x 3’ section of white paper roll, Create a Given 4 lbs. of stoneware clay, Create a 3-d clay given 15x22 sheet of watercolor paper, create self

SECONDARY VISUAL ARTS CURRICULUMself-portrait mixed media drawing with a partner that incorporates any pop culture topic, issue, or fad relevant to today, using at least 2 dialogue bubbles and a background collage consisting of at least 3 different patterns. (VA:Re8.1.6 a.) Compare and contrast the works of Roy Lichenstein and Andy Warhol giving at least 3 examples of how their works characterize the issues of the Pop Art period, stating how that content is communicated through the work. (VA: Cn11.1.6a)

sculpture within 9x12 (3-D needs 3 dimensions, not just two) bounds consisting of at least 2 different objects combined, representing a personal transformation represented by at least 2 different symbols.( VA:Cr1.2.1 b. ) In class discussion describe 2 similarities and 2 differences between Beth Cavener’s, Cat McDonalds’, and Mallory Wetherell ‘s works pertaining to the idea of human nature. (VA: Re7.2.1 b. )

portrait drawings Using watercolor and oil pastel, comprised of at least 3 blind contour drawings layered on top of each other. (VA Cr2-III: a)

Compare and contrast the works of Rebecca Morgan and Marlene Dumas relating to culture and media today giving at least 2 similarities and 2 differences. (VA RE7 III b.)

Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D

Frames Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod

Conceptual

Framework Artwork Artist Aud. World Artwork Artist Aud. World Artwor

k Artist Aud. World

Key Artists Roy Lichenstein Andy Warhol

Beth Cavener Cat McDonald Mallory Wetherell

Egon Shiele Rebecca Morgan Marlene Dumas Maria Lessnig


Key Artworks

Roy Lichenstein Ohhh…Alright…,, 1964 Crak, 1963 Andy Warhol Cambell’s Soup Cans, 1962 Green Coco-Cola Bottles, 1962 Marilyn, 1962

Disected Decision, 2013 My Rorschach Test ,2013 Beth Cavener Tangled Up in You, 2014 Commited, 2015

Rebecca Morgan Spring Bumpkin, 2014 Untitled, 2012 Self-Portrait as a Prisoner, 2012 Hummel Hobo Bumpkin, 2014 Evening Tourist Bumpkin, 2011 Hunter or Hipster, 2012 Marlene Dumas Self Portrait at Noon, 2008 The White Disease, 1985 Egon Shiele Self Portrait with Arm Twisting Above Head,1913 Self Portrait with Hand on Chest, 1910

Key Critical Questions

Roy Lichenstein What stands out to you about these paintings? What kinds of colors are used? What is used to evoke action? How are the texts introduced in the paintings different from each other? What does the text suggest? What is the woman responding to? How would the painting be different without text? What events of the era are these images suggesting? Andy Warhol What are the objects being represented? Why do you think he is using everyday objects? Why are they repeated multiple times? What is Warhol saying with the repetition? What objects of our time may be represented? Would they be the same or different? Why? Who are the famous subjects Warhol chooses? Why are they chosen? Are these figures still relevant today? How does the use of color change the portrait’s meaning?

Beth Cavener What is being presented literally? What do the animals represent symbolically? How are they interacting? What emotions do these animals express? How do you know this? How does the material it is made out of add to the meaning? Mallory Wetherell What is being represented? Why are these things being represented together? Why is it split in half? What is it on a pedestal? What does the pattern on the pedestal say? What does this say about human nature? What is the importance of the fragile material?? Is the absence of color significant? Why or why not?

Who are these works for? Audience? Artist? How and why are these challenging social cultural norms? Marlene Dumas What are the emotions of the woman? Why does the woman look the way she does? Does she look beautiful? Why or why not? What is the problem? What does the title have to do with how the woman looks? Is the disease physical or mental? How do we know the woman is not well? How does the way it is painted suggest the woman is sick? Why would “white” be a disease? What is the connection between the color white and race? Rebecca Morgan What is Morgan bringing attention to through her work? How does she do this? How does Morgan perceive herself? Do you think others share the same thoughts? How is this relevant to today’s fixation on appearance? What is Morgan saying about perception? Why are these self-portraits depicted as being ugly?


What does that say about social class and gender? How does Morgan’s roots affect her opinions of the figures she creates? How does the way it they are painted affect the mood or ideas of the paintings? What materials are being used? What symbols are being used to suggest stereotypes? Do the figures contrast the background? In what way? How would you characterize these figures?


Vocabulary

Portrait: painting, drawing, photograph, or engraving of a person, especially one depicting only the face or head and shoulders. dialogue : a literary technique in which writers employ two or more characters to be engaged in conversation with each other. Pop Art: an art movement that emerged in the mid-1950s in Britain and the late 1950s in the United States. Pop art employs aspects of mass culture, such as advertising, comic books and mundane cultural objects. Pop Culture: is the entirety of ideas, perspectives, attitudes, images, and other phenomena that are within the mainstream of a given culture, especially Western culture Culture: the arts and other manifestations of human intellectual achievement regarded collectively. Pattern : a repeated decorative design.

transformation : an act, process or instance of change or being changed. slab build: a clay building technique in which clay is thinly rolled into slabs and scratch and scored. Coil: thinly rolled round piece of clay used for building.

Perception: the ability to see, hear, or become aware of something through the senses. Distortion : the action of giving a misleading account or impression. Gesture: the action of giving a misleading account or impression. Contour: an outline, especially one representing or bounding the shape or form of something. Portrait: a painting, drawing, photograph, or engraving of a person, especially one depicting only the face or head and shoulders.

Language Functions

Choose: analyze, compare/contrast, critique, describe, interpret, question,

Choose: analyze, compare/contrast, critique, describe, interpret, question

Choose: analyze, compare/contrast, critique, describe, interpret, question

Language Modes Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak

Language Demands Syntax Discourse

Syntax Discourse Syntax Discourse

Language Tasks & Activities

Write an artist statement Artist handout filled out Participate in group discussion and critique Fill out research worksheet prompt

Artist handout Artist’s statement Transformation list

Group discussion to fill out artist handout In class critique and observation discussion using the vocabulary words in discussion Artis’st statement

Judith Briggs� 4/23/2016 11:45 AMComment [1]: Insertdefinitions

Judith Briggs� 4/23/2016 11:45 AMComment [2]: Insertdefinitions


Language Supports

Power Point with artist material Teacher example Mind map Artist handout

Power Point Teacher example Artist handout

Artist handout Powerpoint Mind map

Assessments

Formative Summative Formative Summative Formative Summative

Participation in group discussion Artists’ handouts, filled out Research prompt, filled out Mind map

Final project Artist statement

Transformation list Completed handout

Artist statement

Rubric for finished work

Artists packet, filled out Checked participation in group critique Group mind map In class critique

Group critique

Artist’s statement Rubric for finished work and gesture drawings


National Standards

VA CR1.2.6b. Formulate an artistic investigation of personally relevant content for creating art. VA:Cr1.1.6a Collaboratively combine concepts to generate innovative ideas for creating art. VA:Re8.1.6 a. Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed. VA: Cn11.1.6a a. Analyze how art reflects changing times, traditions, resources,

VA:Cr1.2.1 b. Shape an artistic investigation of an aspect of contemporary life using a contemporary practice of art or design. VA: Re7.2.1 b. Analyze how one’s understanding of the world is affected by experiencing visual imagery.

VA Cr2..1.III: a. Experiment, plan, and make a series of works of art and design that explores a personally meaningful theme, idea, or concept. VA Cr2.3.III c. Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and empowers people's lives. VA Re7.2. III b. Determine the commonalities within a group of artists or visual images attributed to a particular type of art, time frame, or culture. VA Cn11-7.1. III a. Appraise the impact of an artist or a group of artists on society's beliefs, values, and behaviors.

Common Core State Standards

CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


Illustrative Artwork

Judith Briggs� 4/23/2016 11:52 AMComment [3]: CanyouinsertMcDonald’swork?

Judith Briggs� 4/23/2016 12:05 PMComment [4]: AddLassnig’swork


Artwork Citation

Andy Warhol Green Coco-Cola Bottles, 1962 Cambell’s Soup Cans, 1962 Roy Lichenstein Ohhh…Alright…,, 1964 Crak, 1963

Beth Cavener Committed, 2015 Tangled Up in You, 2014 Mallory Whetherell Dissected Decision, 2013 My Rorschach Test, 2013

Rebecca Morgan Spring Bumpkin, 2014 Marlene Dumas The White Disease, 1985

Self Portrait at Noon, 2008

Rebecca Morgan

Self-Portrait as Prisoner, 2012

Hunter or Hipster, 2012

Judith Briggs� 4/25/2016 12:12 PMComment [5]: Pleaseputtheseintherightorder.Judith Briggs� 4/23/2016 11:44 AMComment [6]: Pleaseputtheseintherightorder.

Judith Briggs� 4/23/2016 11:53 AMComment [7]: Pleasenametheartistsandputtheworks’titlesintheorderthatyou’veshowntheimages.Judith Briggs� 4/25/2016 12:13 PMComment [8]: Ithinkthatyouaremissingsometitles.

SECONDARY VISUAL ARTS CURRICULUM · portraits. Each portrait will have a speech bubble making a...

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