Final Lesson Plan ProposalTimothy Fenu Jr

Lesson Plan 1 Drawing: The Live Girls- Sketchbook ProjectArtist: Cathy Daley

“Live Girls” 1995

“Live Girls” 1995

“Lady” 1995

Lesson 1: The Live Girls

Statement of OriginAfter seeing Cathy Daley’s work through ARTstore, I couldn’t help but want to make a lesson plan revolving around her series of interesting feminist gestural drawings. Cathy Daley’s work I feel would be best used in a lesson about capturing a small moment as it happens. Her work in “Live Girls” and “Lady” are the result of drawing live women at that very moment in time. Her work is almost gestural in nature, trying to catch them at that point exactly with less emphasis on realism and more on an emotional level. After reading chapter 9 of Secondary Art Education: An Anthology of Issues, I felt inspired to use this as not only a lesson on drawing in the moment, but a good way for students to learn to use their sketchbooks effectively. Anderson’s article Making women artists visible also influenced my choice in Cathey Daley, as to give my students not only a view of a female artists work, but also to talk about the feminist ideals she stands behind.

Objectives Students will create a series of sketches

through out the semester under a theme like Live Girls, which will then be compiled and presented at the end of the year.

Students will work through-out the year, creating sketches for this project, practicing their craft along the way.

Students will be introduced to Cathy Daley, and also the concept of the feminine representation in western culture. They will explore her roots and style, examining her representations of the female body in Live Girls and Lady.

Students will learn and practice the process of a gesture drawing, along with the sketching process.

Lesson 1: The Live Girls

Standards VA.912.C.2.1: Examine and revise artwork

throughout the art-making process to refine work and achieve artistic objective.

VA.912.F.1.2: Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

VA.912.O.2.4: Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition.

VA.912.O.3.2: Create a series of artworks to inform viewers about personal opinions and/or current issues.

Materials Pencils

Charcoal

Sketchbook

Paper

About the Artist:

Cathy Daley lives in Toronto and has been exhibiting her work through out Canada and internationally since 1980.

She has received awards from the Canada Council for the Arts, the Ontario Arts Council, the Toronto Art Council, and the Bertolt Brecht Fund of Berlin.

She is an Associate Professor at OCAD University.

Her works often include cultural images inspired by ballerina tutus, fairy-tale princesses, and Barbie doll couture to investigate childhood memories of what it means to be female in Western culture, and explore cultural representation of the feminine and the body.

She works primarily in the medium of drawing, almost exclusively in black pastel on translucent vellum. This medium offers her the possibilities of a spontaneous and direct working process.

She also has worked on sculptural pieces, which also follow the same themes as her artwork.

Questions to Consider

Describe what you see in these piece: What do you see?

Analyze what you are seeing in the pieces: How does Cathy Daley utilize line in these works?

How does she use shape and form in these works?

What sort of style does Cathy Daley use to present her works?

Interpret a meaning in what you see: What is the main theme of this breath of work?

How does she present her feminist themes in these works?

Why would she draw women who were living? How does she present the female form?

After learning about Cathy Daley, what do you think about this series of work?

Judge this piece: What do you think about Cathy Daley’s style? Is it successful?

Would you consider these pieces successful finished pieces?

Do you feel that Cathy Daley presents her theme well throughout these works?

Procedures1. The idea for this lesson is that the final product will be presented near the end of the semester. As such,

the first lesson will be used to introduce the idea of the project, and get the students ready to work on their own. Students will receive the project rubric at the beginning of the semester to follow along with.

2. Class will begin with a quick lecture about the sketchbooks, and their importance. After which, the artist Cathy Daley will be introduced to the class. A small discussion over her works in “Live Girls” and “Lady” will be had. Students will discuss the Questions to Consider. Students will also learn about the artist’s influences, namely her view of western femininity.

3. Students will, after having this discussion, move on to a demonstration on gestural drawing. The teacher will make connections between Cathy Daley’s style and work in comparison to this drawing technique. Students will work along with the teacher, creating 4 gestural facial drawings of classmates, along with 2 gestural body drawings. These in demonstration works will be graded for class participation.

4. Students will be told their assignment at the end of the class period: a semester long project in which the students will create a series of 15 sketches, similar to Cathy Daley, which go by a theme with a gestural style. Students will be able to choose the theme, however with a few constraints. The teacher has the option of limiting the subjects to only humans, or leaving it open to “living” beings. Also, feminist themes will be preferred, as it follows more of Cathy Daley’s style of message. The teacher must accept the subject of the theme before the student can begin work. The idea behind this assignment is that students will work over the year, creating as many quick gestural drawings as they can, drawing things they see in reality. The subject must be alive, and the drawings must show this. Students will be encouraged to work from a theme that interests them in order to keep the words similar and group able.

5. At the end of the semester, students will first choose 2 of their best gestural sketches and develop them into more intricate drawings which follow their chosen theme. These works will include an artist statement. Students will then have these two artworks group critiqued and submitted for grading on quality and content. Students will also hand in their other sketches as a side grade for completion, to make sure they created at least 15 quick sketch.

Assessment

Students will be graded on participation during demonstration. If the students show that they have been working during class, they get their participation points for that day. If they fail to show their work, they will not get participation points for the day.

Main pieces will be graded using assessment Rubric. (See Appendix A for Assessment Rubric)

Students will be assessed on their completion of the 15 sketches. For every sketch missing, 5 points will be taken off. If the student submits less than 6 images, the student will get no credit for their sketches. If the student has less than 15 sketches, they will receive partial credit. If the student has above 15 sketches, there may be the possibility for extra points, at the teacher’s discretion.

References

Anderson, H. (1992). Making women artists visible. Art Education, 45(2), 14-22.

Daley, C. (n.d.). Cathy Daley. Retrieved April 21, 2015, from http://www.cathydaley.com/

Daley, Cathy. (1995) Lady [Drawing]. Retrieved from ARTstore database.

Daley, Cathy. (1995) Live Girls [Drawing]. Retrieved from ARTstore database.

Daley, Cathy. (1995) Live Girls [Drawing]. Retrieved from ARTstore database.

Little (1999). Secondary Art Education: An Anthology of Issues. NAEA Advisory, Ed. Christian Davis, National Art Education Association.

Lesson Plan 2 Ceramics: My HouseArtist: Graciela Olio

“Proyecto Sur, Serie Home (Project South, Home Series)”, 2010

“Proyecto Sur, Serie Home (Project South, Home Series)”, 2011

Lesson 2: My House Reflects Me

Statement of OriginThe inspiration for this lesson comes from Chapter 3 of Secondary Art Education: An Anthology of Issues which deals with the transience period of a student’s life. It also talks about the importance of creativity and self expression. In working to find ceramic pieces which reflected the creator’s personality and culture. Graciela Olio’s Home Series does just this, reflecting her own culture in each home she creates. I want to include a lesson where the children explore their home life through an artistic medium.

Objective Students will create their own home,

using artistic journals, personal photos, and other media materials. They will create a work which represents their own life style or home.

Students will examine the work of Graciela Olio, her roots and style. They will be able to understand the artistic choices she makes in assembling her pieces.

Students will learn how to create a slab structure, using this as the base for their home. Students will also learn how to transfer an image onto the slab using printed images.

Lesson 2: My House Reflects Me

Standards VA.912.C.2.7: Assess the challenges and

outcomes associated with the media used in a variety of one’s own works.

VA.912.F.3.4: Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

VA.912.O.3.1: Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

VA.912.S.3.7: Use and maintain tools and equipment to facilitate the creative process.

Materials Clay

Glaze

Inkjet printer

Scanner

Photoshop

Adhesive (Optional)

Artistic Journals/Magazines

Old Photos from Home

News Paper

Sketchbook and Pencil

About the Artist:

Born in La Plata, Argentine in 1959.

Arts graduate and Professor of Plastic Arts (with a main focus on Ceramics) at the Fine Arts Faculty, National University of La Plata.

Graciela Olio’s work is built from a cultural mixed identity of Pre-Columbian, Hispanic-American and European migratory past.

She gives account of her complex identity in her works by gathering multiple cultural contributions, including things like historical events, memories, games, ect which all shaped her.

Project South is a “work in progress” which she uses images transferred from Simulcop booklets, which are Argentinean schoolbooks used to help draw during the 60s and 80s to propose a journey through south America and Argentina.

“The Home Series, which is part of Project South, expresses and affirms a place of belonging.”

Questions to Consider

Describe what you see in these piece: What do you see?

Analyze what you are seeing in the pieces:

What sort of technique does Graciela Olio utilize in creating her homes?

Are the homes symmetrically even?

What sort of medium does Graciela Olio use in the creation of these homes?

Are these pieces useable pieces?

Interpret a meaning in what you see:

What sort of message is Olio making about their own home?

Why use old news and other medium to adorn the outsides of these houses?

Based on Graciela Olio’s background, what can you tell she’s saying through these pieces?

Judge this piece:

Are these pieces aesthetically appeasing? Why or why not?

Do you like these pieces? Why or why not?

Would you consider these pieces successful in translating their meanings? Why or why not?

Procedures1. Before the class period in general, tell students to bring in a USB or other device with pictures, magazine

articles, ect that they feel relate to their home life. Expected class time: 1 week + firing time.

2. Welcome the students and mention that today they will be looking at the works of Graciela Olio, and that they would be working on slab construction today.

3. Students will be introduced first to the work of Graciela Olio, going over her background, and the works in the Project South: Home Series. We will make note of her heritage and relation to the project.

4. Students will discuss the works shown in a class discussion, answering the Questions to Consider as a group.

5. After discussing the QtC, we will move onto the demonstration, in which slab making and ink transferring will be modeled. Students can either work alongside the demonstration for time constraints, as long as they take notes. We will discuss slipping, scoring, slab making, and ink transferring. If there is no materials for ink transferring (no computer/ink/proper paper), then students may instead adhesive articles/picture/etc. in a mix media ceramics project.

6. Students will begin rough sketching their assignments at this time, focusing on forming their slab homes.

7. Students will begin this assignment, creating their own personal home out of slabs which have been dyed with ink transfers of old photos, articles, or other materials that relate to the student’s home life, much like Graciela Olio’s Home series, which reflects her cultural home background. Students will take turns using Photoshop to transfer their photos and articles into the proper format to transfer. If there is not enough time, students may instead add their outside decorations later with adhesive, after firing, in a mix media ceramics project.

8. Once the student is done, they will write up an artist statement about the piece, documenting what makes their home their own.

9. When all students are complete, a “home examination” will be held, in which all the homes are displayed and everyone in the class looks at the finished work of their peers. This will take the place of a group critique. The students will be given their grades following this home examination.

Assessment

Students will be assessed on the quality of their “home”, along with explain how their house represents themselves.

See Appendix A

During the Home Examination, students should be able to explain about their home, and how the parts they added relate to their own home experience. This will be a participation grade, and as long as the student explains their work, they will receive credit for this component of their grade.

References

Graciela Olio. (n.d.). Retrieved April 21, 2015, from http://www.ceramicsnow.org/gracielaolio

Little (1999). Secondary Art Education: An Anthology of Issues. NAEA Advisory, Ed. Christian Davis, National Art Education Association.

Olio, Garciela. (2010) Proyecto Sur, Serie Home (Project South, Home Series) [Ceramics]. Retrieved from http://www.ceramicsnow.org/tagged/Graciela- Olio-Ceramics

Olio, Garciela. (2011) Proyecto Sur, Serie Home (Project South, Home Series) [Ceramics]. Retrieved from http://www.ceramicsnow.org/tagged/Graciela- Olio-Ceramics

Lesson Plan 3 Sculpture: My Body Tells a MessageArtist: Constance Mcbride

“The Economy” 2009-2013

“Name Dropper” 2009-2013

“Every Move You Make” 2009-2013

Lesson 3: My Body Tells a Message

Statement of OriginMy main inspiration for this Lesson came from viewing Constance Mcbride’s work while searing for possible artist candidates. Her stunning sculpture of the hand grasping at straws, representing her view on the economy was simply amazing. In reading Elliot W. Eisner’s article What the arts taught me about education (1991), I learned the importance of the arts in cognitive thinking. I wish to show my students Mcbride’s works, which have so much inner meaning which the students need to cognitively think about in order to understand.

Objectives Students will learn how to create a

sophisticated and meaningful message within their sculptural pieces.

Students will study the works of Constance Mcbride, her roots and her style. Students will be able to identify her work, explaining the meanings behind each work.

Students will learn how to papier-mâché, utilizing this as the main method to creating their sculptural pieces.

Lesson 3: My Body Tells a Message

Standards VA.912.C.1.7: Analyze challenges and identify

solutions for three-dimensional structural problems.

VA.912.C.1.8: Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention.

VA.912.O.1.2: Use and defend the choice of creative and technical skills to produce artworks.

VA.912.O.1.5: Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.

VA.912.O.3.1: Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Materials Paper Mache

Clay

Glue

Acrylic Paint

Brushes

Sketchbook and Pencil

About the Artist:

Native of Philadelphia, PA, Mcbride relocated from the East Cost to the Southwest in 2002 and resides in Phoenix, Arizona.

She is currently a member of eye lounge; a collective artist run space on Roosevelt Row in Pheonix.

She is inspired by time, placing emphasis on dreams while examining her family dynamics over various stretches of time.

Her figures are created to note the complexities of the human drama as we age, and face the trials that come with it.

She tries to capture the essence of a range of human experiences that are intensely personal yet universal.

She works mainly in slab clay, as the earthen medium is the most primary element.

Questions to Consider

Describe what you see in these piece: What do you see?

Analyze what you are seeing in the pieces: What sort of techniques would you utilize to create works similar to these?

What sort of medium would you consider using to create works like these?

How does Mcbride utilize texture and color in these works?

Interpret a meaning in what you see: What are the messages being expressed in these works?

How does Mcbride utilize the human form to express these works?

After learning more about Mcbride, what can you tell about these pieces?

Judge this piece: Do you like these pieces? Why or why not?

Are they successful? Why or why not?

Procedures1. Welcome the class and explain that today we will be looking at the works of Constance Mcbride, and also

be creating a papier-mâché, mixed media project utilizing different materials. Expected class time: 1 to 2 weeks.

2. Students will be put into 3 groups, and given one of Mcbride’s works. They will be asked to answer all the Questions to Consider, along with trying to get a general idea of what messages are behind the works. This will be a 10 minute discussion.

3. After students have had time to talk about Mcbride’s works, they will relay their findings with the rest of the class, talking about the work they were assigned. At this point, the teacher will give a bit of Mcbride’s background and mentality of her works, and have the students quickly make assessments about the work after discussing this. This will be a participation grade.

4. Students will then be given a demonstration on casting using papier-mâché or clay in order to achieve a human form for a base. Students will be asked to take notes carefully and utilize this later in their assignment.

5. Students will begin a conceptual sketch based off the human form, utilizing ideas for their assignment.

6. Students will then begin their assignment: A mixed sculptural media project in which the students will create a piece, similar to Mcbride which conveys a message to the audience through a humanoid medium. They can concentrate on decorating the outside of a human body part like in “The Economy”, which displays it’s message on the outside, or they may be a little more creative and make the form itself tell the message, like in “Every Move You Make”. They have the option of working in a ceramic medium, or a papier-mâché medium, and may also utilize other sculptural medium upon request.

7. After completion of their assignment, students will write an artist statement, explaining the message behind their work.

8. A group critique will be performed with each student’s work, to see if they conveyed their message, and were able to utilize technique properly. Students will be graded during this time, and given their final grade at the end of the class.

Assessment

Students will be assessed on the quality of their body sculpture, and the content of what it tells.

See Appendix A.

References

Eisner, E (1991). What the arts taught me about education. Art Education, 44(5), 10-19

McBride, C. (n.d.). About the Artist. Retrieved April 21, 2015, from http://constancemcbride.com/about

Mcbride, Constance (2009-2013). Every Move You Make [Sculpture]. Retrieved from http://constancemcbride.com/collections/26302

Mcbride, Constance (2009-2013). Name Dropper[Sculpture]. Retrieved from http://constancemcbride.com/collections/26302

Mcbride, Constance (2009-2013). The Economy [Sculpture]. Retrieved from http://constancemcbride.com/collections/26302

Lesson Plan 4 Painting/Color: Let Me Tell You A StoryKai Althoff

Kai Althoff, “Untitled (table scene)”, 2001

Kai Althoff, “Untitled (Two men and woman with bicycle)”, 2001

Kai Althoff, “Untitled (Three men and a dog), 2001

Lesson 4: Let Me Tell You A Story

Statement of OriginWhat inspired this assignment was the work of Kai Althoff himself. I found him while looking through a few databases on contemporary artists, and immediately noticed these story filled pictures which very interestingly all showcased a story in some way. The story was so interestingly showcased that I just had to utilize this artist. Chapter 3 also helped in influencing this choice, as I believe a story based lesson would be a good ideas to give the students a chance for self expression and creative, cognitive thinking.

Objectives Students will be able to create a

work based upon a story of their own creation, which displays themes relevant to themselves.

Students will learn about Kai Althoff, his roots and inspirations. They will understand the themes which Althoff presents in his pieces, and the stories he tells.

Students will learn to utilize acrylic paint and watercolor together in a piece.

Lesson 4: Let Me Tell You A Story

Standards VA.912.C.1.2: Use critical-thinking skills for

various contexts to develop, refine, and reflect on an artistic theme.

VA.912.O.1.1: Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

VA.912.O.1.2: Use and defend the choice of creative and technical skills to produce artworks.

VA.912.O.2.4: Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition.

Materials Pencil

Sketchbook

Paper

Paints (Acrylic and watercolor)

Construction Paper

About the Artist:

Born in 1966, Cologne, Germany.

Currently lives and works in Cologne, Germany.

Althoff has had many solo exhibits, ranging in location from New York, to Berlin, to Vancouver.

He has also been a part of many different group exhibitions.

His works often show homo-erotic subtext to the subject, showing violence as somewhat tender in nature, often in a sensual way.

His style can have a similar feeling to that of folk tale fantasy works.

Questions to Consider

Describe what you see in these piece: What do you see?

Analyze what you are seeing in the pieces: How does the artist utilize line pieces?

Do they have a specific central point of interest in them?

What kind of color scheme does Kai Althoff tend to use in this pieces?

How does Kai Althoff utilize point of view in his works? Compare Untitled (Three men and a dog) to Untitled (Table Scene)

Interpret a meaning in what you see: What stories are being told through these works?

What sort of themes are explored in these stories?

Do these works have any undertones which might be explored? Explain.

After learning more about Kai Althoff, what can you say about his works?

Judge this piece: Would you consider this type of work successful? Why or why not?

Do you like these works? Why or why not?

Procedures1. Welcome the students to the class, and explain that today they will be learning about Kai Althoff, and

creating a painting which tells a story. Expected class time: 3 to 4 class periods.

2. Begin the class by dividing the class into groups of three. Give each group the three pictures by Kai Althoff as an example. Tell the students to, individually first look at one of the three artworks, and try to discern a story going on in the picture. Then, after about 5 minutes, switch with another teammate, and look at another. Do this until all three works have been examined. Afterward, as a group, talk about what you think was going on in the picture, and formulate what you believe the story being told it. Each group will write out what they think the story of each painting is telling.

3. After about 10 minutes, there will be a class discussion, talking about each of the works. Each group will say what they believe the story being told is, and what kinds of themes or messages they got from the pictures. After all the paintings are discussed, the teacher will present information about Kai Althoff, and give their own theory to the painting’s story and meaning. The homosexual subtext should be included when talking about the stories and influences. Questions to consider will be also talked about at this point.

4. After this discussion, the groups will hand in their theories for participation grade. A small demo on acrylic and water color techniques can be preformed at this time, however it is optional. You may also have the students begin experimenting before they begin.

5. Before beginning the sketching of their assignment, students will create a short story. This story will be 3 paragraphs long, and can be about any approved subject matter. This story will be used in creating the student’s final product. Students may work in groups to create a story together, however each student needs a final painting. Stories can be personal non-fiction narratives, fantasy, fiction, anything as long as the student is the one who creates it.

6. Students will begin sketching out a story idea for their assignment. They will use the story they came up with, and try to re-create the story in their work. There should be at least 3 planning sketches before a final is chosen.

7. Students will begin their painting assignment: They will create a story based image, based upon the story they came up with. Students will utilize a similar color tone and style, demonstrated earlier as their basis for painting their piece. Their work should emphasize the story above the style, content over technique.

8. After all the students are complete, we will have a bit of story time as a final critique. Students will present their work, reading the stories they wrote and explain how their paintings relate to the stories. Students will be graded at this time, and after all presentations are complete, the students will receive a grade for their work.

Assessment

Students will be assessed on the content of the story they created in their artwork, as well as the craftsmanship.

See Appendix A.

Instead of an artist statement, the student will write a story which their painting will be based upon. This can be about any approved subject matter, but must be completely original by the student. They are not allowed to use stories already existing in other media. Since this will take place of the artist statement, it will be graded as part of the final painting.

References

Althoff, Kai. (2001) Untitled (table scene)[Painting]. Retrieved from ARTstore database.

Althoff, Kai. (2001) Untitled (Two men and woman on bicycle)[Painting]. Retrieved from

http://www.saatchigallery.com/artists/kai_althoff.htm

Althoff, Kai. (2001) Untitled (Three men and a dog)[Painting]. Retrieved from ARTstore http://www.saatchigallery.com/artists/kai_althoff.htm

Kai Althoff. (n.d.). Retrieved April 21, 2015, from http://www.saatchigallery.com/artists/kai_althoff.htm

Little (1999). Secondary Art Education: An Anthology of Issues. NAEA Advisory, Ed. Christian Davis, National Art Education Association.

Lesson 5 Media Criticism: Lies from the Table Cloth- Food AdsFood Advertisements- That looks too good to be true!

Burger King

Mc Donalds

Lesson 5: Lies from the Table Cloth

Statement of OriginThis lesson honestly came to me when I was having the hardest time trying to think of a proper media lesson. I wanted to show that sometimes advertisements deliberately lie (Or with hold the truth) to the viewer in order to generate more sales. I also wanted to create a lesson which would use computers in some way, inspired by chapter 10 of Secondary Art Education: An Anthology of Issues, which talks about the importance of the computer to the art classroom. My consensus came to talking about how fast food restaurants lie through their imagery of the food they serve. Often the food is much nicer looking in the advertisements than when served. I feel often like this is because these fast food places “Can’t” make this food, and merely use the imagery to entice their viewer to buy the food. By the time your there, you really don’t have a choice after buying, and just accept the food as is. I want students to take this lesson, and create a work revolving the “truth” of how these meals really look.

Objectives Students will create an

advertisement piece which shows the truth of fast food restaurant food quality.

Students will look into how advertising deliberately skews the truth of their products in order to sell more of a product.

Students will learn to utilize Photoshop, along with other mediums to create their product.

Lesson 5: Lies from the Table Cloth

Standards VA.912.C.3.1: Use descriptive terms and

varied approaches in art analysis to explain the meaning or purpose of an artwork.

VA.912.H.1.5: Investigate the use of technology and media design to reflect creative trends in visual culture.

VA.912.H.3.2: Apply the critical-thinking and problem-solving skills used in art to develop creative solutions for real-life issues.

VA.912.F.2.4: Research ideas to plan, develop, and market art-related goods, artworks, or services that influence consumer beliefs and behaviors.

Materials Computer

Paper

Sketchbook

Pencil

Access to Fast Food (Maybe provided…)

Camera

Green screen

Photoshop

Questions to Consider

Describe what you see in these piece: What do you see?

Analyze what you are seeing in the Advertisements: How do these advertisements use color to their advantage?

How do they place the food products? What sort of position on the Ad does it usually have?

How do the Ads utilize their text to convey the deliciousness of their products?

Interpret why the Ads do what they do: Who is this ad aimed for?

What does the advertiser do to try and sell you their product?

Why do these ads present to the audience a “Perfect Product” over what the customer is more likely to receive?

Would you consider what the advertiser does to be lying?

Judge this advertisement: Would you buy the product based on the advertisement alone?

Why if you would.

Why not if you wouldn’t.

Do you consider these advertisements successful? Why?

If you were to make your own advertisement, would you use advertisements like this as a bit of a starting point? Why or why not?

Procedures1. Before class begins, buy some fast food from Mcdonalds or Burger King to be used as the subject for today’s lesson. Possibly

a variety of different items. NOTE: This is for use in the lesson, do not eat or let the students eat. However, if money allows, you may want to buy each student a food item to make this lesson a bit more fun. Wavers may be passed out before this lesson, in case this happen. IF THE SCHOOL DOES NOT ALLOW THIS, then digital pictures of real fast food taken by the teacher, prepared locally can be uploaded for student uses.

2. Welcome the student to the class and begin the class by saying that today we will be talking about shifty practices made by advertisement companies. Estimated time for this project is 2 weeks, depending on the number of computers.

3. Project each food ad, and have the students first describe what they see, and tell how the ad makes them feel. After going through all the Ads, go over the Questions to Consider.

4. Explain that these ads are create the way they are for a reason, and show the video by Mcdonalds : https://www.youtube.com/watch?v=oSd0keSj2W8. Ask students what they feel after watching this ad, which talks about the process used to create the ads which they watch.

5. Ask the students if they think fast food companies should make their food look more like the ads. Have them discuss if this is a viable option for the companies. As the discussion winds down, show this video: https://www.youtube.com/watch?v=XrZFM2nvLXA.

6. Have the students discuss their opinions on how places like Mcdonalds, Burger King, and other restaurants withhold information and deliberately do not produce a product like the ads. Tell students that they will now be beginning the assignment: To create a more realistic food ad.

7. Students will work to create their own food ads which better showcase the food they are receiving. Using digital cameras, the students will take a picture of a locally bought food item on a green screen. They will then use their sketch books to come up with an interesting realistic slogan for the restaurant, and finally utilize photoshoot to ultimately create their product. A demo on photoshop will take place before the lesson to make sure students know how to utilize the program. If the student wishes to take a picture of a food item not provided they must get permission from the teacher.

8. After completion of their ad, students will print it out, and submit their food ad. An artist statement should be included, on how their ad more realistically showcases the fast food industry.

9. After completion of their self made, more realistic ad, students will write a 1 page response to these questions:

Why do advertising companies try their best to present a “Perfect” representation of their product in their ads?

Do you think companies like Mcdonalds would be nearly as successful if they presented their meals in a more realistic light?

Would you like advertisers to keep presenting perfect representations of their products, or try a more realistic approach like the assignment completed in class.

Assessment

Students will be assessed on their completion of their own “advertisement” over the ‘truth’ of fast food. The student will be graded similarly to other projects (See Appendix A).

In addition, students will also be assessed on their written response to the question of why they think advertisement companies try to create a perfect representation of their product that is almost never achieved? This will be a single paragraph response, and students will be graded on grammar and spelling (5 points), content (30) points, and original insight (15 points) for a total of 50 points. This will be graded separately from the group advertisement project.

References

20% of McDonald’s Facebook Ad is Hamburger Legalese. (2010, July 12). Retrieved April 21, 2015, from http://ryanspoon.com/2010/07/12/20-of-mcdonalds-facebook-ad-is-hamburger-legalese/

Benson, G. [MediocreFilms]. (2014, Jun, 15th). Fast Food ADS vs. REALITY Experiment [Video file]. Retrieved from https://www.youtube.com/watch?v=XrZFM2nvLXA

Burger King Creative Advertisements. (n.d.). Retrieved April 21, 2015, from http://www.splandex.com/2014/06/burger-king-creative-advertisements/

Burger King: The “Whopper Lust” Challenge. (n.d.). Retrieved April 21, 2015, from http://www.digitalbuzzblog.com/burger-king-whopper-lust-interactive-tv-ad-challenge/

Little (1999). Secondary Art Education: An Anthology of Issues. NAEA Advisory, Ed. Christian Davis, National Art Education Association.

McDonads [McDonald's Canada]. (2012, June, 19th). Behind the scenes at a McDonald's photo shoot

[Video file]. Retrieved from https://www.youtube.com/watch?v=oSd0keSj2W8

Our Work - Mcdonalds. (n.d.). Retrieved April 21, 2015, from http://www.sternadvertising.com/our-work/mcdonalds/

Appendix A