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1Media and the Social Construction of Identity

Media and the Social Construction of IdentityArt Foundations 10-12Cindy Yap


Table of Contents

Rationale...........................................................................................................................................3

Unit Breakdown................................................................................................................................4

Prescribed Learning Outcomes.........................................................................................................5

Considerations for Special Learners & English Language Learners...................................................6

Unit Overview...............................................................................................................................7-11

Scope and Sequence.........................................................................................................................12

Assessment Rubric...........................................................................................................................13

Lesson Plans

Mainstream Media: Whose Behind it?..................................................................................14-20

Disney: Happiest Place on Earth!...........................................................................................21-29

The "Selfie"............................................................................................................................ 30-40

Dove Sketches Real Beauty....................................................................................................41-46

Tattoos & Identity...................................................................................................................47-52


Rationale

Media and the Social Construction of Identity was developed out of a desire to push media literacy onto our youth. The media’s daily presence in our lives suggests that to properly coexist with it, we should understand the power they hold and the implications it has on its consumers. We can no longer stand by as a member of the passive audience. Instead, we need to first inform ourselves about the media’s influence so that we may help the younger generation.

It is a well-known fact that mainstream media is controlled by a small number of major conglomerates. Their strangle hold on the type of information that is being disseminated in the mass media is a cause for concern because much of it is a concoction of personal biases, truths, and untruths. One of the most predominant messages I see are the ones surrounding body image and the ideal that men and women need to strive to. Men must strive to achieve a muscular form with little to no body fat while women must strive to be thin and curvy in the right places. The pressure to look "perfect" is reinforced through television, magazines, radio, and the Internet. Meanwhile the accessibility of these mediums to young children is growing so it is important to begin educating them sooner than later. My entire unit will be broken down into smaller sub-units. These sub-units will explore the concepts of body image, identity, and the underlying influence of the media and the power it has in framing and shaping the way we perceive these issues. This unit has been designed to challenge the growing minds of Grade 10 to 12 students.


Unit Breakdown

Media and Social Construction of Identity

The mass media constructs ideas about the way we view ourselves and the way we view others.

1. Media Conglomerates

The consolidation of media ownership is in a small number of corporations. This results in ideas that are disseminated at a certain slant.

2. Disney

The Disney Corporation is one of the largest corporations in the world. Their products are marketed worldwide and their influence is strong, particularly on young children. They have been known to promote sexist and racist ideology with their famous, Disney cartoons.

3. Selfie

The selfie is a recent phenomenon and most popular amongst young women. The selfie often is taken at a suggestive angle or perspective that shall inform the viewer about the person behind the selfie.

4. Dove Sketches Real Beauty

Dove is known for their campaign on promoting natural and "real" beauty. This particular activity sees the students drawing facial features of their classmates based off of self descriptions and a fellow classmate's description. This will be done without names (to be revealed at the end) so as to test the differences in perception of how we see each other and how others see us.

5. Tattoos


Tattoos have traditionally been associated with negative stereotypes but today they are more main stream. Who has them and what does it say about a person? How do we judge people with tattoos today?

Prescribed Learning Outcomes

Grade 10

o Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy

o Develop and make images: for specific purposeo Develop and make images: demonstrating a growth in understanding of a subject or

theme demonstrate an awareness of the skills, training, and education needed to pursue a variety of art careers

o Create images based on an understanding of historical and contemporary images and issues

o Create images that reflect an understanding of responsibility to the context of a specific audience

o Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose

o Use a combination of elements and principles to create a particular mood in personally meaningful images

Grade 11 & Grade 12

o Analyze how particular elements and principles are used to create meaning and effect in images within a specific visual expression area

o Analyze how context influences the content and form of images o Create images within a specific visual expression area: that reflect historical and

contemporary themes o Critique how particular elements and principles are used to create meaning and effect in

imageso Demonstrate competent use of techniques specific to selected materials, technologies,

and processes within a specific visual expression area o Demonstrate self-direction in selecting image sources to create images to achieve a

specific purposeo Demonstrate the appropriate preparation, clean-up, care, and storage of materials and

artworks in all stages of development o Use appropriate visual arts terminology in art criticism


Considerations for Special Learners & English Language Learners

Attempt to learn their style of communication (hand gestures, keywords) Ask questions to the students regularly Be ready to make accommodations and modifications on the spot Encourage each student with positive feedback Explain with hand gestures and facial expressions wherever possible Learn each student's name and personality Pay close attention to visual, auditory, and tactile cues Provide visual aid such as handouts with descriptions Provide a vocabulary list Regular interaction and observation (formative assessment) Shorter, more focused activities



Lesson Outcomes Activities Resources Vocabulary Lesson 1Mainstream Media: Who's Behind it?

Introduction & Research

Students to begin research on one of the big 6 American conglomerates

Introduce them to the 6 big American conglomerates

Talk about alternative media sources

http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-2012-6

newspapers, magazines Time Warner Disney General Electric News Corporation CBS

conglomerate media social

construction pop culture

Lesson 2Mainstream media: Who's Behind it?

Continued Research

Students will continue research in their sketchbooks in the library/ computer lab

Lead students as a group to the library/ computer lab

Assist students in the research process





Lesson 3Mainstream media: Who's Behind it?

Poster Design & Artist Statement

Students to begin their poster design with their research

Students will learn how to write an artist statement with a handout

Write criteria of project on board

Assist in the start of the poster design process

Give out Artist Statement hand out

Discuss how to write an artist statement

Assist in choosing of materials





End of conglomerate mini unitLesson 4Disney: The Happiest Place on Earth!

Story Board & Character Reconfigured - Intro and research

Students to begin thinking about a Disney character (or a favourite non-Disney character) to reconfigure

They will begin research in

Introduce the role of Disney and its portrayal of Disney Princesses

Mention issues of race and gender by Disney

History of Disney

David Trumble, artist Haruki Godo, artist SFU gender studies on Disney various websites that talk about

Disney David Trumble, artist Haruki Godo, artist SFU gender studies on Disney various websites that talk about

Disney

Conglomerate Disney Media Gender Race Identity


Lessons Media Social Construction Identity

Media Conglomerates

Media ownership is consolidated in a small number of corporations. This results in a hegemonic and monopolized dissemination of information.

Due to the centralization of media ownership, the information being produced and disseminated is undeniably constructed by those who are in charge.

The social construction of information includes that of a person's identity (sex, gender, age, race, ethnicity, culture, sexual orientation).

Disney Corporation

Largest media conglomerate in the world in terms of revenue.

Wields a tremendous amount of social influence and power in the world, especially to young children. Disney has been known to propagate sexist and racist ideology through their cartoons.

Unbeknownst to many young children, the repeated exposure to discriminatory messages will influence their views on identity and the self.

Selfie Media continues to promote images and messages of hyper-sexualized women and overly-masculine men. Selfies are extremely

A continued push towards hyper-sexualized women and overly-masculine men as the "norm" as opposed to the average male and female bodies.

The belief that hyper-sexualized women and overly-masculine men as the "norm" results in skewed views of the body and the self.

http://www.youtube.com/watch?v=F7pYHN9iC9I

http://en.wikipedia.org/wiki/Facebook%20

http://feelingcagey.com/






popular on social media sites.

Dove Sketches Real Beauty

Has a strong presence in the media promoting natural female beauty.

Seeks to promote healthy and natural beauty. Opposes the common, socially constructed, North American media "norm" of using thin; tall; beautiful; and Caucasian women by incorporating, "real" women in their campaigns.

By subverting the commonly held "norms" of what beauty is, Dove seeks to re-visit the beauty of being "natural" and "yourself". An embracement of different sizes, shapes, and skin colours of women is shown.

Tattoos Increased presence in mainstream media with the likes of tattoo reality shows, advertising, and on well-known celebrities.

Vilified for its historical connections to criminals and sailors, tattoos are finding an acceptance in the mainstream media with increasing popularity.

Often seen in a positive and negative light, the idea of permanence and marking often transcends what is actually being tattooed. Is often seen as a form of self expression.

ClassBlockStudent

Category Good Effort4 3.5 3

Satisfactory2.5 2 1.5

Little to No Effort1 0.5 0

Critical Thinking

Student employed a significant amount of research and thought into creating an original piece. This is demonstrated in their artist statement and/or journal.

Student has done a satisfactory amount of research into the creation of their piece. Concept is not fully developed. The artist statement or journal is missing key points such as their concept, materials, and research.

Student did not factor in any form of research into their piece. No effort is placed into developing an original concept. There is no documentation or artist statement of the research and thought process.

Execution of Concept

Student's choice and use of materials contributes and augments the aesthetics and concept of the piece.

Student's use and choice of materials contributes to the work aesthetically but does not contribute or augment the concept of the piece.

Student's choice and use of materials conflicts with the aesthetics and concept of the piece.

Participation Student was engaged in class discussions, critiques, and maintained regular attendance.

Student was sometimes engaged in class discussions, critiques, and maintained attendance but with

Student was not engaged in class discussions, critiques, and had poor attendance with multiple

http://mediasmarts.ca/body-image%20

http://www.youtube.com/watch?v=dbRMCgtcchw%20

http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-Information-Sheet-

http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/proportions-of-the-face/%20

http://www.youtube.com/watch?v=litXW91UauE%20

http://mediasmarts.ca/body-image%20

http://www.youtube.com/watch?v=dbRMCgtcchw%20

http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-Information-Sheet-

http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/proportions-of-the-face/%20

http://www.youtube.com/watch?v=litXW91UauE%20

http://www.cbc.ca/player/Shows/Shows/Doc+Zone/2011-12/ID/2161490436/%20


some unexcused absences. unexcused absences.

Work Habits Student regularly follows instructions and pays careful attention to details of construction.

Student occasionally follows instructions and sometimes pays careful attention to details.

Student regularly disregards instructions and does not pay attention to details of construction.

Self Assessment Student completes and hands in all self assessment checklists provided.

Student completes and hands in most self assessment checklists provided and/ or some answers are incomplete.

Student does not hand in or complete any of the self assessment checklists provided.

Grand Total:

/20

Total Total Total

Grade: 10-12

Subject: Art

Unit: Media and the Social Construction of Identity

Themes: media ownership, social construction of gender and race

Time: 75 minutes (1) x 2 = 150 minutes

Title of Activity: Mainstream Media: Whose Behind it?

Lesson: 1 out of 3

Final Product: 1. Research on one of the big 6 American conglomerates (Time Warner;

Disney; General Electric, News Corporation; CBS Learning Goals: Understand that media is biased and

controlled by a small number of people Media is socially constructed Why do we believe the news and pop

culture as junk? Identify alternative media outlets

Objectives: SWBAT Identify some of the companies that

some of these corporations own- especially the one they research

Articulate the "dangers" of such media ownership concentration

Prior Knowledge: The 6 conglomerates Some of the companies owned by them

Vocabulary: Conglomerate Social Construction Media Pop culture

http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos

http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos

http://www.youtube.com/watch?v=QK87lKJq6lI%20-%20Celebrities%20and%20tattoos%20

http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos

http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos


Prescribed Learning Outcomes:

Grade 10o Use a combination of elements and principles to create a particular mood in personally

meaningful images o Create images based on an understanding of historical and contemporary images and

issues o Critique their own work and that of others with respect to how the properties and uses of

materials, technologies, and processes contribute to conveying meaning and achieving purpose

Grade 11 & 12o Use appropriate visual arts terminology in art criticismo Analyse how particular elements and principles are used to create meaning and effect in

images within a specific visual expression area o Analyze how context influences the content and form of images o Create images within a specific visual expression area: that reflect historical and

contemporary themes o Demonstrate self-direction in selecting image sources to create images to achieve a

specific purposeo critique how particular elements and principles are used to create meaning and effect in

images

Preparation: Set up projector for Powerpoint Have extra paper for students without sketchbooks Write the research activity guidelines on board Conglomerate sign-up sheet Hook:5-10 min Powerpoint

1. List a bunch of companies that are owned by Disney - ask the class what these companies have in common

Development:15 min

55 min

Powerpoint1. Show the 6 big American conglomerates and what they own2. Media Bias - Fox News, certain news is omitted 3. Alternative media - under-representation of certain groups

Project1. Will need to do research on one of the big 6 conglomerates (will create

a sign-up sheet) - only 5 per corporation2. Will do this research in their sketchbooks

a. must include a list of some of the major companies they own

b. their 2012 revenuec. include images if possible d. any connections they can draw - what are their

thoughts?

Working - research time 1. Start thinking about the corporation you want to research


2. Put ideas in your sketchbook - I want to see notes and images

Closing 1. Next class we will be going to the library/ computer lab 2. Remind them to watch TV, look at newspapers, magazines and to see

what they can find3. Do as much research as possible- this will help your poster design

Questions for the Class: What do think would happen if only one

company owned all the companies? What would you do now that you are

aware of this? Is there one truth? Who do we believe?

Questions for the Teacher: Can we trust anything we see and hear? -

you can believe what you want to but always take it with a grain of salt. See who is giving that information

Where can I assess alternative media? - Best place is to look online

Materials/ Equipment: Access: o Projector o Classo Paper o Classo Sign-up sheet o Meo Sketchbooks o Students Teacher Resources: http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-

2012-6 http://en.wikipedia.org/wiki/Alternative_media http://denisebeaudet.com/project/ Assessment Plan: Identify some of the companies that are owned by the corporation they choose A brief write up on their thoughts - including the questions I posed Examples of connections they found between the companies To be completed in their sketchbook

Adaptations:1. Many visuals will be used and teacher assistant to start the research will be in place.

Extensions: Students can familiarize themselves with one of the companies owned by their

conglomerate. What kind of views do they espouse? What is missing from their dissemination of information? Do a brief presentation to the class in regards to this.


Grade: 10-12

Subject: Art





Lesson: 2 out of 3

Final Product: 2. Research on one of the big 6 American conglomerates (Time Warner;

Disney; General Electric, News Corporation; CBS Learning Goals: Understand that media is biased and





Articulate the "dangers" of such media ownership concentration




Grade 10o Use a combination of elements and principles to create a particular mood in personally

meaningful images








images

Preparation:Conglomerate sign-up sheet Book library/ computer room ahead of time Hook:5-10 min 1. I hope you've done a little bit of research and thinking about the

corporation that you are interested in. If you want to change corporations for some reason, tell me why.

Development:60 min Project

1. Bring the students to the library or computer lab 2. Settle down to start research

Closing 1. Do as much research as possible- this will help your poster design2. Next class will be a working block







Materials/ Equipment: Access: o Sketchbooks o Students o Paper o Classo Sign-up sheet o Meo oTeacher Resources: http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-

2012-6 http://en.wikipedia.org/wiki/Alternative_media


http://denisebeaudet.com/project/ Assessment Plan: Identify some of the companies that are owned by the corporation they choose A brief write up on their thoughts - including the questions I posed Examples of connections they found between the companies To be completed in their sketchbook

Adaptations:1. Many visuals will be used and teacher assistant to start the research will be in place.



Grade: 10-12

Subject: Art





Lesson: 3 out of 3

Final Product: 3. Media Conglomerates - Designing a poster & artist statement

Learning Goals: Understand that media is biased and





Incorporate aspects of the companies that are owned by the conglomerate in the poster

Write an artist statement about their work



Prescribed Learning Outcomes: Grade 10o Use a combination of elements and principles to create a particular mood in personally


issues







imagesPreparation: Have extra paper for students without sketchbooks Write the poster guidelines on the board Artist statement handout Hook:5-10 min 1. How many people watched TV with a critical eye?

2. Do you find it hard to believe the things you hear and see?Development:10 min

55 min

1. Explain to the students the need to incorporate their research into their poster

2. Think about the different materials you want to use for your poster - encourage the use of mixed media (collage, drawing, colouring)

3. Explain how to write an artist statement (around 250 words)4. Give the artist statement handout to the class

a. How their art piece addresses the conceptb. The materials used and howc. Why is it important?

Work Period

Closing 1.2. Next class will still be a working period.







Materials/ Equipment: Access: o Magazines o Class, me o Paper o Classo Poster paper o Classo Sketchbooks o Students o Artist statement handout o Me o Art materials - paint, coloured pencils o Class


Teacher Resources: http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-

2012-6 http://en.wikipedia.org/wiki/Alternative_media http://denisebeaudet.com/project/ Assessment Plan: Poster is completed with elements of the conglomerate's ownership of companies Artist statement - separate piece of paper - around 250 wordsAdaptations:1. Many visuals will be used and teacher assistant to start the research will be in place.



Grade: 10-12

Subject: Art




Title of Activity: Disney: Happiest Place on Earth!

Lesson: 1 out of 3

Final Product: 4. Research-Story board - Disney cartoon character re-configured




Objectives: SWBAT Create a storyboard with a reconfigured

Disney character based on gender stereotypes

Understand how changing the appearance/role of a character can suddenly change the context, development, and interpretation of a narrative

Alter a well-known Disney character in ways of their appearance, clothing, race, language, family, friends, weight etc.

Prior Knowledge: The 6 conglomerates Disney

Vocabulary: Conglomerate Social Construction Media Gender Race Identity

Prescribed Learning Outcomes: Grade 10


o Use a combination of elements and principles to create a particular mood in personally meaningful images







imagesPreparation: Set up projector for Powerpoint Prepare poster board Hook:5-10 min 1. Who grew up watching Disney films?

2. What's your favourite movie?3. Do you have a favourite character and why?

Development:15 min

55 min

Powerpoint1. Talk about the different characters 2. Popularity, kids are impressionable 3. Inherent gender role stereotyping in the films 4. Artists working to subvert this: David Trumble & Haruki Godo 5. Other problems with Disney - theme parks, owns many companiesProject6. Choose 1 Disney character and choose a scene from the original movie

to recreate 7. The Disney character must be reconfigured by you to be a more

"realistic version" - you can alter their appearance, clothes, race, language they speak, their weight, their family, their friends, etc.

8. Rewrite a scene in 8 frames on a poster board 9. You have the option of writing a completely new story and alter

other character as you see fit10. All work should be done in your sketchbook11. Sketchbook guidelines - must see 2-3 images of inspiration and notes

Closing 3. Will be going to the library/computer lab next class. Will be a working

class next block. Please bring all your images, materialsQuestions for the Class:Is there a favourite character you grew up

loving? Why?

Questions for the Teacher: Can I do a non-Disney character? - Yes! Where can I find sources? - Anywhere!


Why did you choose this particular scene/story to recreate or create?

Internet, books, magazines, toys

Materials/ Equipment: Access: o Projector o Classo Paper o Classo Sketchbooks o Studentso oo oTeacher Resources: http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study http://www.youtube.com/watch?v=MFn81_HAvWg - costumes http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England

%20poster.pdf http://disneyprincess-swag.blogspot.ca/ http://www.wbez.org/blogs/leah-pickett/2013-06/how-growing-disney-shapes-gender-

roles-107575 http://www.buzzfeed.com/jessicamisener/if-rosa-parks-and-hillary-clinton-were-disney-

princesses - David Trumble artist http://www.babble.com/babble-voices/night-of-the-living-dads-charlie-capen-andy-

herald/15-disney-characters-swap-costumes-gender-roles/ariel-2/ - Haruki Godo artist http://www.vancitybuzz.com/2013/12/west-jet-unveils-magic-plane-with-disney-themed-

boeing-737/ - Disney & Westjet!Assessment Plan: Sufficient research is shown in their sketchbooks including 2-3 images and notes Poster is completed with elements of the conglomerate's ownership of companies Artist statement - separate piece of paper - around 250 wordsAdaptations: Students may use characters from other cartoons, books - anime, mangaExtensions: Students can develop more than one character in their story recreation. Include the

character in their storyline and explain why they chose this scene to recreate and the particular character. How does this character change the way the story is viewed? Was this character originally part of this scene or not?


Grade: 10-12

Subject: Art





Lesson: 2 out of 3

Final Product: 1. Research-Story board - Disney cartoon character re-configured













issues o Critique their own work and that of others with respect to how the properties and uses of






imagesPreparation: Book times for the computer lab or library ahead of time Hook:5-10 min 1. Research day today - will go to the library/ computer lab

Development:5 min5-10 min

60 min

Settle downLibrary/ computer lab & settling down

Project - research time1. Choose 1 Disney character and choose a scene from the original movie

to recreate 2. The Disney character must be reconfigured by you to be a more

"realistic version" - you can alter their appearance, clothes, race, language they speak, their weight, their family, their friends, etc.

3. Rewrite a scene in 8 frames on a poster board 4. You have the option of writing a completely new story and alter

other character as you see fit5. Please note your research/pictures/sources in your sketchbook6. Sketchbook guidelines - must see 2-3 images of inspiration and notes

Closing 1. Be prepared to work in class next day. Also do some research at home.

Questions for the Class:Is there a favourite character you grew up

loving? Why? Why did you choose this particular

scene/story to recreate?


Internet, books, magazines, toys

Materials/ Equipment: Access: o White paper o Classo Sketchbooks o Studentso oo oo o Teacher Resources:


http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study http://www.youtube.com/watch?v=MFn81_HAvWg - costumes http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England





boeing-737/ - Disney & Westjet!Assessment Plan: Poster is completed with elements of the conglomerate's ownership of companies Artist statement - separate piece of paper - around 250 wordsAdaptations: Students may use characters from other cartoons, books - anime, mangaExtensions: Students can develop more than one character in their story recreation. Include the



Grade: 10-12

Subject: Art





Lesson: 3 out of 3

Final Product: 1. Character Development & story board- Disney cartoon character re-configured












issues







imagesPreparation: Set up projector for Powerpoint Prepare poster board or large sheets of paper Prepare artist statement worksheet - photocopy 60 copies Write the project criteria on the board Hook:5-10 min Play a video http://www.youtube.com/watch?v=nQG5pupDQaA - SFU

gender studyDevelopment:10 min

55 min

Powerpoint1.Remind them of their sketchbook work requirements - at least 2-3

images and some notes 2.Show project criteria and also write it on the board3.Artist statement - brief recap Project- Working period1.Hand out sheets of large paper or poster board to those who are ready

and after I've looked at their sketchbooks2.Choose 1 Disney character and choose a scene from the original movie

to recreate 3.The Disney character must be reconfigured by you to be a more "realistic

version" - you can alter their appearance, clothes, race, language they speak, their weight, their family, their friends, etc.

4.Rewrite a scene in 8 frames on a poster board 5.You have the option of writing a completely new story and alter

other character as you see fit6.All work should be done in your sketchbook7.Sketchbook guidelines - must see 2-3 images of inspiration and notes

Closing 1.The next few days will be working periods. Come prepared to work next

class.Questions for the Class: Is there a favourite character you grew

up loving? Why? Why did you choose this particular

scene/story to recreate or create?


Internet, books, magazines, toys Can I do it in a 3-D format or in digital? -


Yes only if you can depict a story with it as well as the reconfigured character

Materials/ Equipment: Access: o Projector o Classo Paper o Classo Poster paper or large sheets of paper o Classo Sketchbooks o Students o oTeacher Resources: http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study http://www.youtube.com/watch?v=MFn81_HAvWg - costumes http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England





boeing-737/ - Disney & Westjet!Assessment Plan: Sufficient research is shown in their sketchbooks including 2-3 images and notes Poster is completed with elements of the conglomerate's ownership of companies Artist statement - separate piece of paper - around 250 wordsAdaptations: Students may use characters from other cartoons, books - anime, mangaExtensions: Students can develop more than one character in their story recreation. Include the



Grade: 10-12

Subject: Art


Themes: media, social media, identity, stereotypes


Title of Activity: The "Selfie" Lesson: 1 out of 3Final Product:

5. Selfie Facebook Profile Part 1Learning Goals: Rise of the “selfie” in popular culture Influence of the “selfie” on social media Gender stereotypes Body image

Objectives: SWBAT Distinguish the differences between the

male and female selfie Provide explanations as to why selfies

are so popular Articulate possible stereotypes in their

chosen images Answer the questions I posed

Prior Knowledge: The “selfie” portrait The camera phone Searching the Internet for “selfies” Social media sites: Facebook, MySpace,

Snapchat, Instagram, Twitter

Vocabulary: “Selfie” Social media Portrait Stereotype Identity


Grade 10o Demonstrate respect for ethical and legal considerations associated with reproduction as

an image-development strategy o Use a combination of elements and principles to create a particular mood in personally

meaningful images o Critique their own work and that of others with respect to how the properties and uses of


o Select materials, technologies, and processes appropriate for a planned work or series of works


Grade 11 & 12o Identify particular techniques used in selected processes


o Use appropriate visual arts terminology in art criticismo Demonstrate the appropriate preparation, clean-up, care, and storage of materials and

artworks in all stages of development o Analyse how particular elements and principles are used to create meaning and effect in

images within a specific visual expression area o Analyse the impact of new technologies on image development within a specific visual

expression areao evaluate ethical and legal implications of using existing images in personal image-

making

Preparation:Bring up the powerpoint onto the projector Bring out magazinesWrite down the requirements for the Selfie Analysis

o 1 male and 1 female selfieo They will have to attach them into their sketchbooks (tape) - if glue, they need to

cut it out o Write in their sketchbooks about the 2 selfies they chose o Why did they choose those two images?o Describe the personality traits of each person

What type of job do they have? Are they a student? What kind of family do they have? Do they have a family? What type of friends do they have? Do they have friends? What do they do in their spare time? What are their goals in life?

oWhy do you think they took this selfie? Write Due date: for next class bring 2 selfie images Hook:5-10 min 1. Who can tell me what the Oxford English Dictionary “word of 2013”

is? – that word is “Selfie”!2. Who can tell me what a “selfie” is? 3. Who has taken selfies?4. Where can we find selfie pictures?

Development:10-15 min Powerpoint

1. Type of self-portrait and is typically taken with a hand-held camera or a camera phone

2. Associated with social networking – really increased the popularity3. Typically taken in a tilted/angled manner 4. Who knows what apps or programs we can use to take and send

selfies? 5. Samsung polls show that selfies make up 30% of the photos taken

by people aged 18-246. Very popular amongst young women and girls 7. Theories on the selfie

a. Sociologist, Ben Agger “male gaze gone viral” 8. Patrick Specchio, artist – MoMA “Art in Translation: Selfie. The 20/20

Experience” - 20139. Facebook introduction


5-10 min

40 min

Project explanation1. Explain to the students that you would like them to find 2 examples

of selfies of people they do not know. They can find them on the Internet or in a magazine

a. 1 male and 1 female selfie2. They will have to do cut them out/ print them out for next class3. Printing the image - they can come to me with their USB and I will

print them in the library4. Keep the images - do not lose them - they will be used for the

Facebook project 5. Write in their sketchbooks about the 2 selfies they chose

a. Why did they choose those two images?b. Describe the personality traits of each person

i. What type of job do they have? Are they a student?ii. What kind of family do they have? Do they have a family?

iii. What type of friends do they have? Do they have friends?iv. What do they do in their spare time? v. What are their goals in life? vi. Why do you think they took this selfie?

Working 1. Begin research on your 2 selfie images - Library or Ipad research

Closing1. Remind them to bring 2 selfie images for next class2. Next period will be a work period - can begin the Facebook project

Questions for the Class: What have you learned about selfies? Why do you take selfies if at all? Are selfies an accurate portrayal of the

person taking it? Why did you take your selfie in the way

you took it? – Consider angle, lighting, location, appearance, alone or with others

Questions for the Teacher: Why are we making selfies? – Because

this will teach you to think critically about people and why they take these pictures

Can I just use a friend's selfie? - No you may not. The purpose of this project is so that you decipher someone you don't know through their selfie.

Can there be topless or bikini photos? - Only at your discretion.

Materials/ Equipment: Access: o Projector o Classo Powerpoint o Meo Magazines o Class o Printer o Library o Sketchbooks o Studentso Ipad cart o OfficeTeacher Resources: http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist http://www.bustle.com/articles/8924-artist-coco-layne-experiments-with-her-own-gender-

expression-in-warpaint-photo-series http://vimeo.com/79231919 - Coco Layne transformation

http://www.lolitabandita.co/2013/10/warpaint.html



http://www.ipadartroom.com/dont-hate-the-selfie/ http://www.nytimes.com/2013/12/29/arts/the-meanings-of-the-selfie.html?_r=1&Assessment Plan: Provide 2 pictures of found selfies: male and female Provide a detailed written personality analysis of the selfies

o must answer questions I provide To be completed in their sketchbooks

Adaptations: For students who are unable to print out their own photos, they may save them on a USB

and I can print them out. Will give them the option of doing either. Extensions: Students wishing to do more than 2 selfie analysis may do so. They must include the

pictures and the analysis in their sketchbook.


Grade: 10-12

Subject: Art





6. Selfie Facebook Profile Part 2Learning Goals: Rise of the “selfie” in popular culture Influence of the “selfie” on social media Gender stereotypes Body image

Objectives: SWBAT Will design a poster based on their

judgements of the selfie based on the guidelines

Prior Knowledge: The “selfie” portrait Searching the Internet for “selfies” Social media sites: Facebook, MySpace,

Snapchat, Instagram, Twitter The camera phone



Grade 10oDemonstrate respect for ethical and legal considerations associated with reproduction as

an image-development strategy oUse a combination of elements and principles to create a particular mood in personally

meaningful images oCritique their own work and that of others with respect to how the properties and uses of


oSelect materials, technologies, and processes appropriate for a planned work or series of works

oCreate images that reflect an understanding of responsibility to the context of a specific audience

Grade 11 & 12o Identify particular techniques used in selected processes o Use appropriate visual arts terminology in art criticismo Demonstrate the appropriate preparation, clean-up, care, and storage of materials and



expression areao evaluate ethical and legal implications of using existing images in personal image-

making


Preparation:Bring up the powerpoint onto the projector Bring out posterboard or large sheet of paper Set out art materials Write down the requirements for the Facebook project

o 1 male and 1 female selfieo Should have their analysis reado Choose one of the selfies and create a Facebook page for that persono Make sure to include the following: sex, age, school, work, relationship status,

location, # of friends, 2 wall posts, hobbies and interests

Hook:5-10 min Powerpoint

1. Brief overview about Facebook

Development:

15 min

55 min

Project explanation1. They should have their analysis completed by now2. Choose 1 of the 2 selfie images to create a fake "Facebook" profile

for3. This will be done physically on posterboard or large piece of paper 4. Remind them to include the following:

a. Selfie picb. sex, age, school, work, relationship status, locationc. number of friendsd. 2 wall posts, hobbies and interests

Working 1. Using the analysis as a launching pad, begin to brainstorm the

profileClosing

1. Remind them to use their sketchbooks to start thinking2. Explore their own Facebook profile for inspiration3. Will be showing a video next class: Facebook Follies

Questions for the Class: Are selfies an accurate portrayal of the



Questions for the Teacher: Why are we making selfies? – Because

this will teach you to think critically about people and why they take these pictures

Can I create an actual Facebook profile for this image instead of doing it on paper? - NO. Identity theft will not be tolerated. You are NOT allowed to upload pictures of your project anywhere online either. This is a strict exploration that is to stay in the classroom and your portfolio.

Can I create the profile based on a different site? - No. Only Facebook for consistency purposes

Can I just use a friend's selfie? -No you


may not.Materials/ Equipment: Access: o Projector o Classo Powerpoint o Meo Magazines o Class o Printer o Library o Poster board o Class o Facebook layout example o Me o Sketchbooks o Studentso Art materials o Class Teacher Resources: http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist http://en.wikipedia.org/wiki/Facebook http://www.bustle.com/articles/8924-artist-coco-layne-experiments-with-her-own-gender-

expression-in-warpaint-photo-series

Assessment Plan: Completed Facebook profile for one of their chosen selfies including:

o the selfie picture, sex, age, school, work, relationship status, location, number of friends, 2 wall posts, hobbies and interests

Adaptations: For students who are unable to print out their own photos, they may save them on a USB

and I can print them out. Will give them the option of doing either.

Extensions: Students may wish to add extra images onto the selfie Facebook profile Students may wish to do a Facebook profile for their other selfie photo


http://www.lolitabandita.co/2013/10/warpaint.html



Grade: 10-12

Subject: Art





7. Selfie Facebook profile - video & group discussion, analysis (written piece) Learning Goals: Rise of the “selfie” in popular culture Influence of the “selfie” on social media Online privacy issues Gender stereotypes Body image

Objectives: SWBAT Understand the concerns with online

privacy Articulate what they learned from the

video Articulate what they would change (if

any) to their partner's selfie Facebook profile and to their own and why

Prior Knowledge: The “selfie” portrait Use of the camera phone Searching the Internet for “selfies” Social media sites: Facebook, MySpace,

Snapchat, Instagram, Twitter



Grade 10o Demonstrate respect for ethical and legal considerations associated with reproduction as

an image-development strategy o Use a combination of elements and principles to create a particular mood in personally

meaningful images o Critique their own work and that of others with respect to how the properties and uses of


o Select materials, technologies, and processes appropriate for a planned work or series of works


Grade 11 & 12o Identify particular techniques used in selected processes o Use appropriate visual arts terminology in art criticismo Demonstrate the appropriate preparation, clean-up, care, and storage of materials and



expression areao Evaluate ethical and legal implications of using existing images in personal image-

makingPreparation: Bring up the powerpoint onto the projector Set a due date on the chalk board for the selfie Facebook profile


Prepare the groups for discussion after the video - number off (1-5) Hook:5-10 min 1. Show video of Youtube psychic video

http://www.youtube.com/watch?v=F7pYHN9iC9I 2. Talk about Facebook

a. Who has Facebook profile?b. Who doesn't have Facebook? Why?c. What do you normally post on Facebook?

Development:15 min

15 min

35 min

Powerpoint - Video day

http://www.cbc.ca/player/Shows/Shows/Doc+Zone/2011-12/ID/2161490436/ - Facebook Follies

1. Thoughts on the video: questions for the students

Activity explanation1. Group discussion - numbered off 1-5

a. What should people use Facebook for?b. What should people NOT be posting on Facebook?c. Is there another way of sharing your information

without Facebook or an online profile? d. Should people be fired/ punished for the pictures that

appear on Facebook? How about the things they say? e. How can we encourage more people to be vigilant

about what they share on Facebook? f. Can you ever "delete" anything once it's been posted?

2. After seeing the video, you will exchange your piece with a partner's piece. Each of you will write a short 1-2 paragraph analysis on what you have learned throughout this project and the things you would change to your partner's selfie Facebook profile as well as your own.

Working 1. Begin to jot down notes

Closing1. Remind them of the assignment details and to think about these

questions I posed for them. Questions for the Class: What have you learned about selfies? Why do you take selfies if at all? Are selfies an accurate portrayal of the



Questions for the Teacher: I don't have Facebook so I can't analyze

it- You can analyze it simply from a knowledge standpoint and from what you've viewed in the video

Can I type it or handwrite it? - Both are fine.

Materials/ Equipment: Access: o Projector o ?o Powerpoint o Meo Magazines o Class


o Paper for writing o Class o Sketchbooks o StudentsTeacher Resources: http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist http://www.cbc.ca/player/Shows/Shows/Doc+Zone/2011-12/ID/2161490436/ - Facebook

Follies http://www.youtube.com/watch?v=F7pYHN9iC9I - Psychic using Facebook

Assessment Plan: Provide a concise analysis on the following: what they learned, what changes would they

make (if any) to their partner's selfie Facebook page, what changes would they make to their own Facebook page (if any) and why.

Adaptations: For students who are unable to write or document their analysis may have a one on one

conversation with me about what they learned. For students who are unable to view the video, I will speak to them about what the video

documentary is about Extensions:

Grade: 10-12

Subject: Art


Themes: media ownership, social construction of beauty

Time: 75 minutes (1) x 2 days= minutes 150

Title of Activity: Dove Sketches Real Beauty

Lesson: 1 out of 2

Final Product: 1. Classmate portraits


controlled by a small number of people Many people tend to be overly critical

about their own appearances People often see us differently than how

we see ourselves Creation of social "norms" about beauty

Objectives: SWBAT Understand the variability in responses

to describing "beauty" on themselves and someone else

Idea of what is beautiful is a socially constructed norm

Interpret the description of facial features and translate them on paper into a drawing

Discuss how people view themselves versus how others see them

Prior Knowledge: The 6 conglomerates Disney Media and its construction of identity

Vocabulary: Social Construction Media Gender Race


Identity Beauty

Prescribed Learning Outcomes: Grade 10 Develop and make images: for specific purpose Develop and make images: demonstrating a growth in understanding of a subject or


Use the vocabulary of the visual elements and principles of art and design in discussion and art criticism

Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose

Identify tools and equipment used to create images

Grade 11 & 12 Use appropriate visual arts terminology Demonstrate competent use of techniques specific to selected materials, technologies,

and processes within a specific visual expression area Create images within a specific visual expression area that demonstrate effective use of

particular elements and principles Identify personal bias in image development Create images within a specific visual expression area for specific purposes Compare the expressive and physical qualities of a selected visual element as used in a

variety of images within a specific visual expression area

Preparation: Set up projector for Powerpoint Prepare the 3 slips of paper Prepare table or spreadsheet of all the students' names - for putting in their descriptions

(both their own and classmate's description) Proportions of Human face handout ready Hook:5-10 min 4. Who uses Dove products? What have they been known for the last few

years? Development:15 min

20-30 min

Powerpoint1. Show the Dove sketch real beauty video

http://www.youtube.com/watch?v=litXW91UauE 2. Dove campaign is really pushing hard to promote real beauty 3. Body image - media construction 4. Facial proportions demonstrationProject1. We will try this Dove activity with the class!2. Hand out 3 slips of paper 3. Write your name on one slip of paper 4. Write a description of your facial features and hair on the other side of

the paper (gender, hair, eyes, nose shape, face shape, glasses etc)5. Now on another slip of paper - copy these exact descriptions onto here


10 min

- DO NOT WRITE YOUR NAME ON THIS SLIP 6. Drop these slips of paper into a bucket (I will walk around) 7. Now I will hand out slips of paper with a classmates name on it - DO

NOT SHOW ANYONE. You will need to write a description of this person's features on the other side of the slip. - DO NOT PUT YOUR NAME ON IT EITHER

8. Now I will bring another bucket around and have the students drop in their students' descriptions

Demonstration- Facial proportions 1. Gather around me for a demonstration - explain the proportions on

facial drawing 2. Give handout of facial proportions

Working 1. Work on facial proportions handout sheet2. Put this into your sketchbook - glue/ tape/staple it3. (Teacher will be filling in names on the spreadsheet with the

descriptions written about them)

Closing 4. Collect all the pencils, glue, tape5. Anyone who has not handed in their slips of paper please hand them in6. Next class we will begin the portrait project

Questions for the Class: Whose standards of beauty are we using

as the measuring stick? How exercise change your or make you

think about beauty? What do you think of the Dove campaign? Are all faces constructed the same?

Proportions-wise?

Questions for the Teacher: What if I can't draw the features just as

is described? - Don't worry, do your best!

Materials/ Equipment: Access: o Projector o Classo Slips of paper (3) x 60 o Meo Spreadsheet/ Table with student names o Me o Facial proportions handout sheet x 60 o Me o Pencils x 30 o Class? o Stapler with stapes o Classo Tape o Classo Ziplock bags o Me Teacher Resources: http://www.youtube.com/watch?v=litXW91UauE - Dove sketch real beauty http://mediasmarts.ca/body-image http://www.dailymail.co.uk/femail/article-2522642/Models-dont-look-better-rest-

Photographers-self-portrait-series-proves-just-deceptive-beauty-campaigns-be.html

http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/proportions-of-the-face/

http://snigom.deviantart.com/art/Face-Patterns-Tutorial-44290362


http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/VisualArts/12HandoutJ_Facial_Proportions_Gr8.pdf

http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-Information-Sheet-13a09ud.jpg

http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorialAssessment Plan: Compose 2 portraits - one with a description that was written by the person being drawn

and one with a description written by another classmate of that person These are to be drawn side by side Engage in class discussion / group critique using appropriate vocabulary Adaptations: If a student isn't present for one of the classes, he or she will need to fill to watch the

Dove video and draw two portaits of themselves. One with their own self description and one with a friend's/ family member's description of them. Write an analysis and compare and contrast the two. How are they different or similar? What does this say about perception of beauty from person to person?

Extensions: Students may choose to explore this concept further by drawing family members or

friends without telling them and having them guess who they drew.

Grade: 10-12

Subject: Art


Themes: media ownership, social construction of beauty

Time: 75 minutes (1) x 2 days = 150 minutes

Title of Activity: Dove Sketches Real Beauty

Lesson: 2 out of 2

Final Product: 2. Classmate portraits continued


controlled by a small number of people Many people tend to be overly critical

about their own appearances People often see us differently than how

we see ourselves Creation of social "norms" about beauty

Objectives: SWBAT Understand the variability in responses

to describing "beauty" on themselves and someone else

Idea of what is beautiful is a socially constructed norm

Interpret the description of facial features and translate them on paper into a drawing

Discuss how people view themselves versus how others see them

Prior Knowledge: The 6 conglomerates Disney Media and its construction of identity

Vocabulary: Social Construction Media Gender Race Identity Beauty


Prescribed Learning Outcomes: Grade 10 Develop and make images: for specific purpose Develop and make images: demonstrating a growth in understanding of a subject or


Use the vocabulary of the visual elements and principles of art and design in discussion and art criticism

Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose

Identify tools and equipment used to create images

Grade 11 & 12 Use appropriate visual arts terminology Demonstrate competent use of techniques specific to selected materials, technologies,

and processes within a specific visual expression area Create images within a specific visual expression area that demonstrate effective use of

particular elements and principles Identify personal bias in image development Create images within a specific visual expression area for specific purposes Compare the expressive and physical qualities of a selected visual element as used in a

variety of images within a specific visual expression area

Preparation: Set up projector for Powerpoint Have the spreadsheet of names & descriptions ready Paper ready for handout Pencils sharpened Have two descriptions ready to hand out (1 the student wrote about himself/herself and

1 someone else wrote about him/her) - these are to be handed out to each studentHook:5 min 1. What did you think of facial drawing proportions last class? Was is

challenging? Fun? More scientific than you would like it to be? Development:10 min

60 min

Powerpoint1. Face drawing tutorial - recap from last class

http://www.youtube.com/watch?v=dbRMCgtcchw Project1. Pull your sketchbooks for reference the facial proportions guidelines2. Copy down the information of the 2 descriptions I will give you (will be

2 descriptions for one student) in your sketchbook so you won't lose it!3. Hand out the 2 descriptions (of each student) to everyone in the class.

They should have the following:- 1 slip describing facial characteristics written by Student A- 1 slip describing facial characteristics written by Student B about Student A

4. Write down these descriptions in your sketchbook so you won't lose them!


5. Handout paper and pencils to students 6. Divide paper in half and draw 2 portraits - using both descriptions 7. You cannot tell anyone WHO you are drawing. 8. At the end of the project, I will reveal who you drew. 9. Class discussion on what they thought about the project and perception

of beauty in the media.

Closing 1. Hand back your pencils2. Store your art work in the cabinet3. Next class will be a working class

Questions for the Class: Whose standards of beauty are we using

as the measuring stick? How exercise change your or make you

think about beauty? What do you think of the Dove campaign? Are all faces constructed the same?

Proportions-wise?

Questions for the Teacher: What if I can't draw the features just as

is described? - Don't worry, do your best!

Materials/ Equipment: Access: o Projector o Classo Slips of paper (3) x 60 o Meo Spreadsheet/ Table with student names o Me o Facial proportions handout sheet o Me o Pencils x 30 o Class? Teacher Resources: http://www.youtube.com/watch?v=litXW91UauE - Dove sketch real beauty http://mediasmarts.ca/body-image http://www.dailymail.co.uk/femail/article-2522642/Models-dont-look-better-rest-

Photographers-self-portrait-series-proves-just-deceptive-beauty-campaigns-be.html http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/

proportions-of-the-face/ http://snigom.deviantart.com/art/Face-Patterns-Tutorial-44290362 http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/VisualArts/

12HandoutJ_Facial_Proportions_Gr8.pdf http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-

Information-Sheet-13a09ud.jpg http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorial Assessment Plan: Compose 2 portraits - one with a description that was written by the person being drawn

and one with a description written by another classmate of that person These are to be drawn side by side Engage in class discussion / group critique using appropriate vocabulary Adaptations: If a student isn't present for one of the classes, he or she will need to fill to watch the

Dove video and draw two portraits of themselves. One with their own self description and one with a friend's/ family member's description of them. Write an analysis and compare and contrast the two. How are they different or similar? What does this say about perception of beauty from person to person?


Extensions: Students may choose to explore this concept further by drawing family members or

friends without telling them and having them guess who they drew.

Grade: 10-12

Subject: Art


Themes: tattoos, identity, stereotypes


Title of Activity: Tattoos & Identity Lesson: 1 out of 2

Final Product:

8. Tattoo design- Exploration of ideas and designsLearning Goals:

Who has Tattoos? Stereotypes and tattoos Tattoos as representative of identity

Objectives: SWBAT

Design their own tattoo sleeve (s) Explain the elements on their sleeve

and why they chose them Explain why they represent him/her Incorporate a variety of different

elements- colours, images Find examples of inspiration (Internet,

books, magazines, newspapers) Articulate the common stereotypes of

tattooed people Prior Knowledge:

Tattoos

Vocabulary:

Tattoo Stereotype Mainstream Identity


Grade 10


o Develop and make images demonstrating an understanding of a variety of styles o Develop and make images that deliberately engage varied combinations of the senses

at once o Using a combination of image-development techniques and strategies o Demonstrate an awareness of the qualities of particular elements and principles of art

and design

Grade 11 & 12o Analyse how particular elements and principles are used to create meaning and effect

in images within a specific visual expression area o Create images within a specific visual expression area: using a variety of image

sources to achieve a specific purpose o Create images within a specific visual expression area: that reflects personal contextso Justify selection of elements and principles within a specific visual expression area Preparation:

Set up projector for PowerpointWrite the project on the board - Design 3 versions of your sleeve in sketchbook Set out art materials Prepare discussion group questions (number 1-5) Hook:

15 min Powerpoint

1. Show a clip http://www.youtube.com/watch?v=QK87lKJq6lI - show 2. Talk about the project they will be doing

Development:

15 min

15 min

30 min

Powerpoint

1. Continue showing the powerpoint: history, who has them2. Where to look for inspiration 3. Pose questions of stereotypes and identity to the class (Group

discussion) a. Why are tattoos so taboo in society? b. Are tattoos about self-expression?c. Why do people get tattoos nowadays? d. Which Katie do you agree with and why? e. Will there be a time when tattoos are widely

accepted? Is it main stream now? 4. It's about tolerance and accepting diversity of appearances

Project1. Will work in your sketchbooks2. You need to design 3 sleeve tattoos 3. They must include a small write up about each of the sleeves (1-2

paragraphs or bullet points)4. Must look for sources of inspiration (Internet, books, magazines,

newspapers) 5. I will need to approve the sleeve you choose to do your final sleeve

project on


6. I can also talk about my tattoo and my design process

Closing1. Remind the class to start looking online for inspiration. I'd like to

see some images by next class.Questions for the Class:

What are your impressions of tattooed people now?

Will tattoos affect your employability?

Questions for the Teacher:

What if my parents disapprove of this project? Do I still have to do it? - Yes you do because it's an exploration of identity and visual representation of who you are. If it were inked permanently, what aspects would you include and what would you exclude? I am in no way encouraging tattooing yourself. 1. Too young 2. Requires a lot of research and time 3. Very expensive 4. Make the decision when you are mature

Can I design a tattoo for another body part instead? - Yes, but it should be a big piece. I am not looking for a tiny symbol. You would need to come up with the template yourself

Materials/ Equipment: Access:

o Projector o Class o Sketchbook o studentso Art materials o Class o Arm template o Me o Magazines o ClassTeacher Resources:

http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos (Katie Hopkins vs Katie Waissel)

http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos Assessment Plan:

Students have incorporated a variety of different elements into their three designs including use of colour and a variety of imagery

Explanation of the elements on their sleeve and why they chose them Have sources of inspiration in their sketchbook

Adaptations:

Students may wish to design a tattoo piece for another part of their body. They will need to design the body template though.


Extensions:

Students can challenge themselves by designing another part of their body or even a full body suit. They may add other accessories or apparel in their drawing!

Grade: 10-12

Subject: Art


Themes: tattoos, identity, stereotypes


Title of Activity: Tattoos & Identity Lesson: 2 out of 2

Final Product:

9. Tattoo design- Designing the sleeve Learning Goals:

Who has Tattoos? Stereotypes and tattoos Tattoos as representative of identity

Objectives: SWBAT

Design their own tattoo sleeve Include elements of colour and visuals

that work together Find examples of inspiration (Internet,

books, magazines, newspapers)Prior Knowledge:

Tattoos

Vocabulary:

Tattoo Stereotype Mainstream Identity



Grade 10o Develop and make images demonstrating an understanding of a variety of styles o Develop and make images that deliberately engage varied combinations of the senses

at once o Using a combination of image-development techniques and strategies o Demonstrate an awareness of the qualities of particular elements and principles of art

and design

Grade 11 & 12o Analyse how particular elements and principles are used to create meaning and effect

in images within a specific visual expression area o Create images within a specific visual expression area: using a variety of image

sources to achieve a specific purpose o Create images within a specific visual expression area: that reflects personal contexts

Justify selection of elements and principles within a specific visual expression areaPreparation:

Set up projector for PowerpointWrite the project on the board - the final projectHave the template prepared for the class Hook:

5 min Powerpoint

1. Talk about my tattoo and how I designed itDevelopment:

20 min

50 min

Powerpoint

1. Show images of my thought process and the steps 2. Encourage them to really explore ideas of representation, images

and meanings, colour, the narrative of the pictures together

Project1. Each student will talk to me one on one to discuss which sleeve

they want to use for their final project - any changes they want to incorporate and why

2. Will hand out the sleeve template 3. Students to begin work on their final sleeve project4. Think about the materials, colours, shading you want to use and

how they work with your idea

Closing1. Ask the class to return all their borrowed materials 2. Remind the class to work on their ideas and drawings at home3. Critique or class discussion will be done after the projects are

handed in


Questions for the Class:

What are your impressions of tattooed people now?

Will tattoos affect your employability?

Questions for the Teacher:

What if my parents disapprove of this project? Do I still have to do it? - Yes you do because it's an exploration of identity and visual representation of who you are. If it were inked permanently, what aspects would you include and what would you exclude? I am in no way encouraging tattooing yourself. 1. Too young 2. Requires a lot of research and time 3. Very expensive 4. Make the decision when you are mature

Can I design a tattoo for another body part instead? - Yes, but it should be a big piece. I am not looking for a tiny symbol. You would need to come up with the template yourself

Materials/ Equipment: Access:

o Projector o Class o Sketchbook o Studentso Art materials o Class o Arm template o Me o Magazines o Class Teacher Resources:

http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos http://www.pinterest.com/clarami/art-design-illustration-tattoo/ Assessment Plan:

Design a sleeve that incorporates elements of colour and visuals Explanation of the elements on their sleeve and why they chose them should be in

their sketchbook Adaptations:

Students may wish to design a tattoo piece for another part of their body. They will need to design the body template though.

Extensions:

Students can challenge themselves by designing another part of their body or even a full body suit. They may add other accessories or apparel in their drawing!


http://www.pinterest.com/clarami/art-design-illustration-tattoo/

Date post:	17-Mar-2020
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