Author Sarah SchmidtTheme Perception

Kindergarten Primary (2) Intermediate (5)Title

Who am I? How do people see me?

How do I want the world to see me?

Description

Students will learn about the perception they have of themselves and the perceptions others have of them and will create self portraits that reflect their sense of self using clay slabs and watercolor.They will also create a piece that reflects another student. Students will see multiple ways famous artists have portrayed themselves (such as Picasso, Van Gogh, Matisse,

2nd Grade students will learn about how others see them through art. They will learn about important artists who have dealt with this idea and create a collaborative piece with their classmates. Their work will be similar to text artist Sean Landers.The students will be introduced to his work and Kosuths through critical questioning, to get students to understand the power of words. Students will be divided into groups of roughly five.

5th grade students will learn all about the history and importance of text, color, and symbols to create their own personal logo Looking to artists like Kruger and Warhol who have done work in this realm.They will explore an interactive color website (color in motion), and compare and contrast different logos. Students will reflect on who they feel they are and how they want the world to percieve them with the logo as their outlet. They will be able to use mixed media to create this on a piece of paper that will be scanned into a computer and then turned into stickers or buttons. Students will also reflect on where they feel their logo would be important to go.

Keeney, and Archimboldo) and use that as their inspiration.

Each group member will recieve transparent papers, descriptor words, and a color that reminds them of themselves. They will then write positive words to describe themselves all over the paper then collect their group member's descriptions of them, layer them, and mount them on a construction paper of their choice. This would also be a good school wide campaign for antibullying in the realm of social justice to get the students involved. Consider doing the toothpaste experiment where words effect people and can't be taken back like putting toothpaste

back in the tube (with toothpicks).

Practice

Studio Pract. 70%

Crit/Hist Study 30%

Studio Pract. 70%

Crit/Hist Study 30%

Studio Pract. 70% Crit/Hist Study 30%

Painting and sculpting

Discussions on who am IIntroducing Famous artists who deal with self portraits.

Sharpie, paper, collage

descriptive wordshow do people see them and how they are beautiful with perspectives on the power of words from artists Kosuthe and Landers.

Mixed media 2D works

Reflect on who they are and how they want the world to see them.knowledge on text, color, and symbols.analisys of the differences and similarities between logos and Warhol.

Objectives

Students will be able to:

Students will be able to:

Students will be able to:

• verbally describe how they see themselves in at least 3

• describe themselves and and at least 4 other students in descriptive

• reflect on how they want the world to see them in at least 5 written or drawn examples.

• Create a logo with evidence of at least 5 reasons for their asthetic decisions.

ways.• verbally

describe how others see them in at least 3 ways.

• create a self portrait with at least 4 specific traits that make them different.

• create a portrait of a classmate with at least 4 specific traits that make them different.

• compare works of art with at least 2 descriptions of differences/ similarities.

• create at least 2 textures in their clay piece

• use at least 2 colors of paint

words that fill up the page.

• create a collage with at least 4 layers of descriptions from themselves and their classmates.

• in writing, reflect on their finished piece in at least 2 sentences.

• describe artwork and videos with at least 2 thoughtful written comments.

• verbally describe at least 2 places their logos would be appropriate.

to futher enhance their ideas.

National Standards

VA:Cr1.2-Ka: Engage collaboratively in creative art-making in response to an artistic problem.VA:Re8.1-K a:Interpret art by identifying subject matter and describing relevant details.VA:Cn11.1-K a:Identify a purpose of an artwork.

VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity.VA:Pr6.1.2a: Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.VA:Cn10.1.2a: Create works of art about events in home, school, or community life

VA:Cr1.1.5a: Combine ideas to generate aninnovative idea for art-making. VA:Cr1.2.5a: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.VA:Pr5.1.5a : Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.

Forms

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

Frames

Cultural

Subj.

Struct.

PMod

Cultural

Subj.

Struct.

PMod

Cultural Subj. Struct. PMod

Co Ar Arti Au W Ar Artis Aud. W Artwork Artist Aud. World

nceptualFramework

twork

st d. orld

twork

t orld

Key Artists

Van Gogh, Picasso, Matisse, and Archimboldo, Keeney

Sean Landers, Joseph Kosuth

Barbara Kruger, Andy Warhol

Key Artworks

VanGogh, Self portrait with a straw hat (1887)Picasso, Self portrait (1907)Matisse, Self portrait (1906)Archimboldo, Vertmnus (1590)Keeney, Untitled (2011)

Sean Landers, Why so Panicky? (2004)Kosuth, One and three chairs (1965)https://www.youtube.com/watch?v=XpaOjMXyJGk -Dove perceptions on beauty (sketches)

http://www.hongkiat.com/blog/logo-evolution/ -logo evolutionhttp://www.mariaclaudiacortes.com/colors/colors.html- color informationWarhol, Campbell's soup (1968)Warhol, Brillo Soap Pads Box (1964)https://www.youtube.com/watch?v=DP7hbDkJql8- Barbara Kruger process

Key Critical Questions (Discourse)

• What are some differences between the way Picasso painted himself and a photo of him?

• Which do you like better? why?

• Which gives you a better look at his personality? Why?

• How does Archimboldo

• Why do you think people see themselves negatively? How can we change that?

• Which way do you think is the correct way to define a chair?

• Why are words important? What can they do positively or

•••Why?••their customers?•Andy Warhol?•original picture?

bring out his personality and does it seem to be working?

• Would where you put this piece change how people understand it?

negatively?• How do positive

complements make you or others feel why?

Vocabulary

Discipline (Syntax) Discipline (Syntax) Discipline (Syntax)slab, carving. adding, slip and score, painting, watercolor, texture

sharpie, layering, clear paper, collaboration

Color theory, text, symbols, mixed media, composition

Academic Academic Academicpersonality, differences, traits

complements, positive traits, percieve

perception, asthetics

Language Modes

Read

Write

Listen

Speak

Read

Write

Listen

Speak

Read Write Listen Speak

Language Functions

analyze, compare/contrast, describe, interpret

analyze, critique, describe, interpret, question

analyze, compare/contrast, critique,question

Assessments

Formative

Summative

Formative

Summative

Formative Summative

verbal response

final thoughtful

discussions and critical

finished recorded reflection

discussions and critical questioning

final written or drawn explaination on how they want the world to see

finished projects with oral explanation

quesitioning

and participation in every collaboration

them

Common Core State Standards

CCSS.ELA-LITERACY.SL.K.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.SL.K.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.SL.K.5 - With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.2.1.E- Use adjectives and adverbs, and choose between them depending on what is to be modified.CCSS.ELA-LITERACY.L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.CCSS.ELA-LITERACY.L.2.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids

CCSS.ELA-LITERACY.W.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.SL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

CCSS.ELA-LITERACY.SL.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts

are happy that makes me happy).CCSS.ELA-LITERACY.SL.2.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Illustrative Artwork

Artwork Citation

Christy Keeney, Untitled, 2011, Clay

Sean Landers,Why so Panicky? (2004)

Pepsi Logos throughout the years.http://weburbanist.com/2011/02/09/rad-rebranding-how-10-famous-logos-have-changed-over-time/ (2007-2014)