Sequence of Activities/ Organizer
A. Sequence of Activities/Organizer
Class Period 1:
*Each class period totals 90 minutes
Artist Introduction: (approx. time spent: 10 minutes)
· Teacher: Does anybody own clothing made by the Obey clothing company?
· Students: Some may raise hands.
· Teacher: What does the clothing look like? What does it say?
· Students: Volunteer explains clothing article.
· Teacher: Do you think the designs contain meaning? Attempt to get students into discussion about the specific clothing. (If no student has heard of or owns Obey, skip to Obama image.)
· Teacher: Raise your hand if you have seen this image before? (show image Hope Obama image)
· Students: Some students may raise hands.
· Teacher: Good. For those of you who don’t know, the man who created this image is Shepard Fairey. He is also the creator of the clothing company, Obey.
Artist PowerPoint:
· After getting a feel for the students’ interest level and knowledge level based on responses, teacher will continue introduction with an interactive power point presentation.
· The presentation will include an artist introduction for Shepard Fairey, background information and example artworks, which will be discussed as a class.
· For the background section, the teacher will simply orally present Shepard Fairey’s background:
· The teacher will then continue in the slide show, which shows example works. The three example works will include…
· Imperial Glory (see last page for image) Ask students first to explain what imagery they see within the work. What is happening in this picture? Is there an underlying irony? Why? What is ironic? What do you think he is commenting on? Is the connotation positive or negative? After brief discussion, explain the print is a comment upon the U.S. military industrial complex. He comments on how the country spends government funds. A large portion goes to war and expanding the military, Fairey hopes for the government to cut military funding and put money towards other efforts such as education systems, crumbling transportation, or reducing national debt.
· Second Amendment Solutions (see last page for image) Ask students what they see in the image? What is the images connotation? Is he for or against guns? Do you think the image is successful in leaving a lasting impression on you? What would you change in order to make the image stronger? After discussion, briefly explain the image was created to voice his opinions of allowing citizens to own handguns.
· The Black Hills Are Not For Sale (see last page for image)
· The students will be asked questions about the artworks such as… What motifs do you associate with the images you see? What does the artwork make you think of? Does the artwork have a good or bad connotation?
· The teacher will handout the assignment sheet and rubric, which explains everything the lesson involves and what is to be expected of the students.
· Teacher will go over the assignment sheet and rubric orally with students, checking for understanding and answering any questions.
· The remaining time will be used to have the students think about which social issue they would like to show in their work and take turns using the computers for research and more ideas.
.
Class Period 2:
· Teacher begins class with the project demonstration. Students will gather around the center table to watch demonstration by teacher. (approx. time spent: 15-20 mins)
· The teacher will demonstrate the proper use of how to use X-Acto blades, seeing as it is something new still to students of this grade level. The teacher will also teach the class about X-Acto blade safety and how to never cut on the table, always on a small cutting board.
· The teacher will then demonstrate how to take only a small amount of paint so they students know not to take so much, only to throw it out by the end of the day.
· How to clean brushes would be the next thing that the teacher demonstrates so the students don’t let the brushes harden and get ruined.
· Lastly, the teacher will show the students how to apply their cut out stencils to the canvas and paint over them and cleanly take the stencil off with out smudging or altering the desired image. Also, the teacher will show the students how to take a small brush and add tiny important details and touch up different parts of the work.
· The teacher will then dismiss the students to start brainstorming in their sketchbooks.
· Teacher goes around classroom to see progress students have made so far on their brainstorming, sketches or ideas – if they have done so. Teacher helps give ideas to students who have no idea what to do. (approx. time spent: 40 mins)
· Students will then sketch their four final thumbnail sketches.
· Thumbnail sketches should portray what the students would want their final project to look like. The thumbnail sketches should be circled around one central idea, showing that the students have an idea of what they are going to do.
· When they are done, students will then get a piece of cardstock paper, or how many pieces they need, and begin to sketch their design.
· Figures, design elements and symbols will be drawn on the cardstock paper.
· When ready, the students will then take one of the small cutting boards provided in class, along with an x-acto knife and cut out their designs on the cutting board.
· Teacher should make sure students are cutting on the small boards and not on the table.
· Students who are on task and on schedule by this time will be either working on their stencils or getting their canvas brought from home and beginning to lay out their design on it (either by pencil or going right into painting with acrylic paint.)
· Total elapsed in-class work time: approx. 40 minutes.
Class Period 3:
· Students will enter class and immediately go get their projects, sit down and begin to work.
· Students will be given all of class time to work on their projects.
· At this time, students should be almost finished cutting their stencils or done with them.
· 30 minutes into class, the students should be starting or already painting their designs on their canvases.
· Students starting to paint should be shown how to take only a small amount of paint so they don’t waste paint at the end of the day.
· The teacher should be walking around during class, providing any assistance or critiquing the students’ work so far to make sure they end up with the best result possible.
Class Period 4:
· Students will be given the first 30 minutes of class to finish their work.
· This class period students should be working on finishing up last additions to their work and putting on the finishing touches.
· 10 minutes will be taken out of class time for students to clean up. This means students should be cleaning up scraps cut from paper when making the stencils, throwing away unneeded paint, cleaning off brushes and putting supplies back in their proper place.
· The next 45 minutes of class will be spent doing a class critique of everyone’s work.
· The students will arrange themselves in a circle formation with their work.
· Students will each be called on in alphabetical order.
· Students will stand up and present their work. They will state their idea and their inspiration for their work.
· Peers will then be allowed to critique the work and give their positive or negative input on the design and execution of the student’s work.
· While this is going on, the teacher will be grading the student presenting based on the rubric.
· The last 5 minutes of class will be spent with the students filling out an exit pass.
Class Period 1:
*Each class period totals 90 minutes
Artist Introduction: (approx. time spent: 10 minutes)
· Teacher: Does anybody own clothing made by the Obey clothing company?
· Students: Some may raise hands.
· Teacher: What does the clothing look like? What does it say?
· Students: Volunteer explains clothing article.
· Teacher: Do you think the designs contain meaning? Attempt to get students into discussion about the specific clothing. (If no student has heard of or owns Obey, skip to Obama image.)
· Teacher: Raise your hand if you have seen this image before? (show image Hope Obama image)
· Students: Some students may raise hands.
· Teacher: Good. For those of you who don’t know, the man who created this image is Shepard Fairey. He is also the creator of the clothing company, Obey.
Artist PowerPoint:
· After getting a feel for the students’ interest level and knowledge level based on responses, teacher will continue introduction with an interactive power point presentation.
· The presentation will include an artist introduction for Shepard Fairey, background information and example artworks, which will be discussed as a class.
· For the background section, the teacher will simply orally present Shepard Fairey’s background:
· The teacher will then continue in the slide show, which shows example works. The three example works will include…
· Imperial Glory (see last page for image) Ask students first to explain what imagery they see within the work. What is happening in this picture? Is there an underlying irony? Why? What is ironic? What do you think he is commenting on? Is the connotation positive or negative? After brief discussion, explain the print is a comment upon the U.S. military industrial complex. He comments on how the country spends government funds. A large portion goes to war and expanding the military, Fairey hopes for the government to cut military funding and put money towards other efforts such as education systems, crumbling transportation, or reducing national debt.
· Second Amendment Solutions (see last page for image) Ask students what they see in the image? What is the images connotation? Is he for or against guns? Do you think the image is successful in leaving a lasting impression on you? What would you change in order to make the image stronger? After discussion, briefly explain the image was created to voice his opinions of allowing citizens to own handguns.
· The Black Hills Are Not For Sale (see last page for image)
· The students will be asked questions about the artworks such as… What motifs do you associate with the images you see? What does the artwork make you think of? Does the artwork have a good or bad connotation?
· The teacher will handout the assignment sheet and rubric, which explains everything the lesson involves and what is to be expected of the students.
· Teacher will go over the assignment sheet and rubric orally with students, checking for understanding and answering any questions.
· The remaining time will be used to have the students think about which social issue they would like to show in their work and take turns using the computers for research and more ideas.
.
Class Period 2:
· Teacher begins class with the project demonstration. Students will gather around the center table to watch demonstration by teacher. (approx. time spent: 15-20 mins)
· The teacher will demonstrate the proper use of how to use X-Acto blades, seeing as it is something new still to students of this grade level. The teacher will also teach the class about X-Acto blade safety and how to never cut on the table, always on a small cutting board.
· The teacher will then demonstrate how to take only a small amount of paint so they students know not to take so much, only to throw it out by the end of the day.
· How to clean brushes would be the next thing that the teacher demonstrates so the students don’t let the brushes harden and get ruined.
· Lastly, the teacher will show the students how to apply their cut out stencils to the canvas and paint over them and cleanly take the stencil off with out smudging or altering the desired image. Also, the teacher will show the students how to take a small brush and add tiny important details and touch up different parts of the work.
· The teacher will then dismiss the students to start brainstorming in their sketchbooks.
· Teacher goes around classroom to see progress students have made so far on their brainstorming, sketches or ideas – if they have done so. Teacher helps give ideas to students who have no idea what to do. (approx. time spent: 40 mins)
· Students will then sketch their four final thumbnail sketches.
· Thumbnail sketches should portray what the students would want their final project to look like. The thumbnail sketches should be circled around one central idea, showing that the students have an idea of what they are going to do.
· When they are done, students will then get a piece of cardstock paper, or how many pieces they need, and begin to sketch their design.
· Figures, design elements and symbols will be drawn on the cardstock paper.
· When ready, the students will then take one of the small cutting boards provided in class, along with an x-acto knife and cut out their designs on the cutting board.
· Teacher should make sure students are cutting on the small boards and not on the table.
· Students who are on task and on schedule by this time will be either working on their stencils or getting their canvas brought from home and beginning to lay out their design on it (either by pencil or going right into painting with acrylic paint.)
· Total elapsed in-class work time: approx. 40 minutes.
Class Period 3:
· Students will enter class and immediately go get their projects, sit down and begin to work.
· Students will be given all of class time to work on their projects.
· At this time, students should be almost finished cutting their stencils or done with them.
· 30 minutes into class, the students should be starting or already painting their designs on their canvases.
· Students starting to paint should be shown how to take only a small amount of paint so they don’t waste paint at the end of the day.
· The teacher should be walking around during class, providing any assistance or critiquing the students’ work so far to make sure they end up with the best result possible.
Class Period 4:
· Students will be given the first 30 minutes of class to finish their work.
· This class period students should be working on finishing up last additions to their work and putting on the finishing touches.
· 10 minutes will be taken out of class time for students to clean up. This means students should be cleaning up scraps cut from paper when making the stencils, throwing away unneeded paint, cleaning off brushes and putting supplies back in their proper place.
· The next 45 minutes of class will be spent doing a class critique of everyone’s work.
· The students will arrange themselves in a circle formation with their work.
· Students will each be called on in alphabetical order.
· Students will stand up and present their work. They will state their idea and their inspiration for their work.
· Peers will then be allowed to critique the work and give their positive or negative input on the design and execution of the student’s work.
· While this is going on, the teacher will be grading the student presenting based on the rubric.
· The last 5 minutes of class will be spent with the students filling out an exit pass.