Listen Up! I’ve Got Something to Say! Rationale We live in a society that is saturated with images and symbols. Every day we are bombarded with messages in the media. We are individuals, citizens, consumers as well as target groups. In this unit, the teacher will challenge students to create and examine the creative process and the role of the artist in society. Students will explore a societal issue through graphite, charcoal, pen and ink, watercolour and possibly mixed media. The three essential questions in this unit are linked to the strands in The Ontario Curriculum, Grades 9 and 10, The Arts, 1999. These questions will help students find and develop creative ideas, reflect on where original ideas come from and explore how ideas are developed and improved. This profile provides a variety of strategies for students to investigate creative theory. Through guided discovery and activities, teachers direct students to explore communication through art. Students use drawing and painting techniques, review the elements and principles of design and participate in activities that foster the creative process. This unit invites students to look at cross-curricular topics through social studies, literacy, history and mass-media. The process of the project rejects pre-planned solutions in favour of giving art students the experience of letting content emerge through expressionist strategies—opening themselves to what is given, downplaying unimportant text and imagery, emphasizing significant words and pictures, and juxtaposing additional materials to the emerging work (Olivia Gude, “Newspaper Ground” activity 2001). Essential Questions: Theory How do artists use imagery to influence their audience? Creation How can artworks create reactions from the viewer? Analysis How do I communicate to others through my work? Ministry Expectations Overall Expectations Specific Expectations Theory •demonstrate an understanding of the design process •differentiate historical artworks by content, theme, style, techniques and materials •explain the social and historical context and the chronology of distinctive artistic styles •describe the steps of the design process •explain how they have incorporated into their studio assignments characteristic materials and expressive qualities of artworks studied •explain how their personal artworks have been influenced by the works they have viewed in galleries and museums Listen Up! I’ve Got Something to Say! Grade: 10 (open) Duration: 25 hours Frank Curkovic, 2008 1
Transcript
Listen Up! I’ve Got Something to Say!RationaleWe live in a society that is saturated with images and symbols. Every day we are bombarded with messages in the media. We are individuals, citizens, consumers as well as target groups. In this unit, the teacher will
challenge students to create and examine the creative process and the role of the artist in society. Students will explore a societal issue through graphite, charcoal, pen and ink, watercolour and possibly mixed media. The three essential questions in this unit are linked to the strands in The Ontario Curriculum, Grades 9 and 10, The
Arts, 1999. These questions will help students find and develop creative ideas, reflect on where original ideas come from and explore how ideas are developed and improved. This profile provides a variety of strategies for
students to investigate creative theory. Through guided discovery and activities, teachers direct students to explore communication through art. Students use drawing and painting techniques, review the elements and principles of design and participate in activities that foster the creative process. This unit invites students to look
at cross-curricular topics through social studies, literacy, history and mass-media. The process of the project rejects pre-planned solutions in favour of giving art students the experience of letting content emerge through
expressionist strategies—opening themselves to what is given, downplaying unimportant text and imagery, emphasizing significant words and pictures, and juxtaposing additional materials to the emerging work (Olivia Gude, “Newspaper Ground” activity 2001).
Essential Questions:
Theory How do artists use imagery to influence their audience?
Creation How can artworks create reactions from the viewer?
Analysis How do I communicate to others through my work?
Ministry ExpectationsOverall Expectations Specific Expectations
Theory •demonstrate an understanding of the design process
•differentiate historical artworks by content, theme, style, techniques and materials
•explain the social and historical context and the chronology of distinctive artistic styles
•describe the steps of the design process
•explain how they have incorporated into their studio assignments characteristic materials and expressive
qualities of artworks studied
•explain how their personal artworks have been influenced by the works they have viewed in galleries and museums
Listen Up! I’ve Got Something to Say!Grade: 10 (open)
Duration: 25 hours
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Creation •produce a work designed around specific objectives and challenges
•use concepts of visual literacy in describing their art
activities
•use various strategies in creating images
•use research from various sources as part of the creative process
•demonstrate the ability to solve artistic problems and make creative choices when completing artworks that reflect their concerns
•execute sketches and drawings in an increasingly variety of media
•demonstrate the ability to review and evaluate the creative processes they use, as well as the resulting artworks
Analysis •apply critical analysis processes to their artwork and works studied
•describe interrelationships among art, the consumer
and the community
•identify possible meanings of a work by referring to background information and specific indicators
•describe how a culture shapes its art with reference to
historical and contemporary examples
Performance Task DescriptionStudents are given several tasks to explore various techniques and the creation process. With the summative
task, students will incorporate and elaborate these techniques to produce a work of art with a societal issue
portrayed. The task given to students is:
The guidance department needs your help! Grade 10 Art has been approached to produce eye-catching work to promote awareness on various issues within student’s lives. You will need to select and research your topic to generate ideas. Your
work must be a response to the theme or issue you have chosen. You must create a work of art to be put on display throughout the school and possibly throughout various organizational offices within the city. Your piece must not be larger than your sketchbook (10 inches x 12 inches). You may position your work landscape or portrait. Your work must be in black and white but may have 1 additional colour if necessary (text only). Your work may be done using graphite, charcoal,
ink, watercolour or mixed-media. You may include values in your colour choices if you see fit. All works should include text and have a written artist statement that is coherently eplaining your creative process and the interrelationship between your art, your theme and the community.
Prior Knowledge (Student)There are no prerequisites for Grade 10 (Open) Art. Teachers may need to do some diagnostic assessment in order to determine what prior knowledge students have acquired and modify the unit accordingly. Teachers may
wish to refer to The Ontario Curriculum, Grades 1-8, The Arts, 1998 if they wish but the activities should allow ample discovery, growth and experimentation.
Listen Up! I’ve Got Something to Say! Grade: 10 (open)
Activity 1 What’s your symbol? (Identifying and creating symbols) 1 x 70 mins.
Task(s): Show various popular everyday symbols for students to identify (see appendix 1). Discuss and brainstorm in small groups of 4 (provide appendix 2) answering:
When do we use symbols? Where do we use symbols? Why do we use symbols?Teacher leads a mind-map activity with groups taking turns sharing their answers (see appendix 3 for example).
Have students create 1-3 symbols that represent aspects of their lives (family, hobbies, cultural identity, interests etc.). Symbols may be drawn and cut out using black paper. Remind students that symbols should not contain text. Students can then arrange and glue them on white or coloured card/construction paper. Students may
look through newspapers/magazines to generate ideas if needed. When complete, exchange with a partner to see if they can interpret the meaning.
As a closure, discuss symbols, symbolisms and review the mind-map. Present summative task to students.
Accommodations: Instructions are in print form and read aloud. Buddy scriber in groups.
Planning Notes: Have popular symbol photocopies ready and enlarged. Have Appendix 2 enlarged to A3 size and photocopied. 1 sheet per group. Teachers could also project the images using an LCD projector. Have
various newspapers and magazines available in class.
Activity 2 iThink (Identifying issues and creating symbols) Essential questions 1 & 2 2 x 70 mins.
Task(s):The following words are each written on small cards: abuse, alienation, animal rights, authority, bullying, celebrity, consumer, conspiracy, cultural identity, democracy, domestic violence, gender, global warming, heroes, human
rights, inequality, injustice, isolation, loyalty, mass media, marriage, myself, obesity, patriotism, peace, peer pressure, politics, prejudice, propaganda, racism, scandal, security, sell, social class, stereotype, surveillance, terrorism, war, wealth, social welfare
Students are organized into groups of 3 or 4. Display all cards on a table for students to see. Read aloud all cards. Have groups select 2-3 they are interested in and return to their tables. Within their groups, students are
to discuss their words and create symbols or visual representations for each using small pieces of paper and black marker. When complete, gather all symbols and words and see if the class can match them. Tape them to
a large sheet of paper to display in class. Look at Carl Beam’s “Columbus Chronicles.” Paul Insect’s “Dunce Boy,” Basquiat’s “The Nile,” Keith Harring’s untitled work featuring a nuclear bomb and Banksy’s “Applause 3” (see appendix 4). Students choose 2 pieces
of work and complete the Venn diagram task (see appendix 5). Model an example with students. How do artists use imagery to influence their audience? How can artworks create reactions from the viewer? What do the
works symbolize? Are there any similarities or differences? What do they mean? How do they make you react? Are your views influenced by the piece? What techniques were used to accomplish this? Where are the works displayed? Is it art?
Accommodations: Group students accordingly.
Planning Notes: Prepare words on cards. Print art productions. Photocopy appendix 5. Art pieces could also be digitally projected.
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Duration: 25 hours
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Activity 3 Art is the Issue (Artistic techniques using pen and ink) 6 x 70 mins.
Part A: Have students look through magazines or newspapers and select 1 large image that interests them. Using tracing paper, have students trace the image using black marker (or ink) to create a silhouette and
transfer to black construction paper. Look at the work of Kara Walker (appendix 6). Have them trace it again colouring in the negative space. Can the same image be interpreted differently?
Part B: Have students find 2 opposing images from magazines/newspapers that interest them. Students may trace or freely draw a line drawing of the image. Instruct students to place only 1 image on each piece of tracing
paper. When complete, have students outline them with thin brushes and ink. Place one tracing paper over the other. Do the overlapped works change in meaning when combined? Highlight juxtaposition, substitution and
overlapping. Show additional works by Banksy (appendix 7a) to strengthen the idea of juxtaposition. What effect does this create? Also show the work “Temptation” by Faile (see appendix 7b). Remind the students of Carl Beam’s work and the 2 images he used.
Part C: Students draw a simple still life using twigs and ink (i.e. a piece of fruit). Have students draw another piece of food using pen and ink. Which do the students prefer? Why? What are the differences? Do they
provoke any feelings or communicate different emotions (Essential question 3)?
Part D: Give students photocopy of Charlie Chaplin (appendix 8). Using charcoal, students colour their page black. With kneaded erasers, students erase the black to create the image of Chaplin.
Part E: Have students create a value chart of 3 tones (with 1 white/blank) using ink or watercolour. Model for students how to dilute the ink and/or apply watercolour. Show the work of Antony Micallef (appendix 9). Have
students create an expressive portrait using a brush. What effects can be used? (stipple, splatter, wet on wet, dry on dry etc.)Accommodations: Demonstrate relevant activities to students and have examples available.
Planning Notes: Print or digitally present the artworks. Have various newspapers and magazines available in class. Gather and prepare small pieces of black construction paper, tracing paper, thin brushes, ink, ink pens,
twigs, and objects for still life (i.e. fruit). Print appendix 8 for students.
Activity 4 I Got the Power (Research) Essential question 3 4 x 70 mins.
Part A: Remind students of the issues that were raised in activity 2 by referring to the displayed symbol list. Are there any issues that students have concern about that are not represented? Add to list if necessary. Some
issues may need to be elaborated upon and/or clarified. However, the issues are open-ended for personal interpretation. Students select an issue of relevance to them and write a statement explaining why this problem
is of importance. In groups, students present their issue and statement and brainstorm ideas about the topic with their group. Each student may take notes from their groups to gather more ideas.
Part B: Students begin researching their topic through the library, the internet and begin gathering images (library, internet, newspapers, magazines etc.). Give students the planning sheet (appendix 10). Students should
create juxtapositions that typically might not be related to the issue or idea. Where could your art have the most impact? How do I communicate to others through my work? Keep a log of your research in your sketchbook.
Accommodations:
Planning Notes: Photocopy appendix 10. Reserve IT lab. Coordinate visit to school library.
Listen Up! I’ve Got Something to Say! Grade: 10 (open)
Duration: 25 hours
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Activity 5 Text Me (Writing verbal commentary to accompany) 2 x 70 mins.
Task(s): Students should write a written commentary to accompany their piece. Students should also consider how to incorporate text into their work. They may include random words/sentences/facts or decide if they wish
to write a slogan. The text may be a quote or the artists’ own words. This activity may switch back and forth with activity 4.
Accommodations: ESL students may require language support for the written statement.
Planning Notes:
Activity 6 Ink Me (Summative assessment creation) 4 x 70 mins.
Task(s): Students should begin planning their composition. Remind students of juxtaposition and overlapping. They should create draft sketches and explain their work in small groups for feedback (What works? What
doesn’t? How can it be made more effective?). Some students may wish to project their found images to enlarge them. If so, projections should be alternated with discussions to maximize use. How do I communicate
to others through my work (reinforce essential question 3)?Accommodations:
Planning Notes: Projectors may be required.
Activity 7 Guerilla Gallery (Presenting final product) Student mural project? 1 x 70 mins.
Task(s): Display works and written statements around school and have a gallery walk. Invite other students, staff and parents to attend. Have each student write a description of the process and final product.
Accommodations:
Planning Notes:
Extensions with real world connections: have students contact organizations within the community that
may be interested in displaying their work such as local organizations or local papers. Collect donations for a
suitable charity.
Assessment/EvaluationEncourage student self-evaluation of final design solutions. Teacher/self/peer evaluations of product with a rubric
and teacher anecdotal comments/records. Providing comments at each stage of the project is important.
Students should be given the rubric before beginning the summative task. Students to write a self-reflection of
SymbolsWhere do we use symbols? When do we use symbols? Why do we use symbols?
So what? (summarize the above ideas into a simple sentence)
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Duration: 25 hours
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Appendix 3 - Mind Map example
Listen Up! I’ve Got Something to Say!Grade: 10 (open)
Duration: 25 hours
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Appendix 4
Listen Up! I’ve Got Something to Say! Grade: 10 (open)
Duration: 25 hours
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Carl Beam “Columbus Chronicles” Paul Insect, “Dunce Boy”
Jean-Michel Basquiat, “The Nile”
Keith Harring, “Untitled”
Banksy, “Applause 3”
Appendix 5 (photocopy and enlarge)
Listen Up! I’ve Got Something to Say!Grade: 10 (open)
Duration: 25 hours
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Appendix 6 - Kara Walker
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Duration: 25 hours
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Appendix 7a - Banksy (graffiti artist)
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Duration: 25 hours
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Appendix 7b
Faile, “Temptation”
Appendix 8
Listen Up! I’ve Got Something to Say! Grade: 10 (open)
Duration: 25 hours
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Appendix 9 - Antony Micallef
Listen Up! I’ve Got Something to Say!Grade: 10 (open)
Duration: 25 hours
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Appendix 10 - Planning SheetTask: The guidance department needs your help! The art department has been approached to produce eye-catching work to promote awareness on various issues within student’s lives. You will need to select and research your topic to generate ideas. Your work must be a response to the theme or issue you have chosen. You must create a work of art to be put on display throughout the school and possibly throughout various organizational offices within the city. Your piece must not be larger than your sketchbook (10 inches x 12 inches). You may position your work landscape or portrait. Your work must be in black and white but may have 1 additional colour if necessary (text only). Your work may be done using graphite, charcoal, ink, watercolour or mixed-media. You may include values in your colour choices if you see fit. All works should include text and have a written commentary.
1. The theme/issue I am interested in is:
2. Brainstorm key vocabulary related to your issue
3. What words/images could possibly juxtapose your previous words?
4. Where could you find information to your topic (circle)?
library internet parents organizations counselors pamphlets
5. Where do you think your art could have the most impact (in a gallery, school, billboard, bus,
community centre etc.)?
6. What medium will you use (circle)? graphite ink watercolour charcoal watercolour mixed media
Listen Up! I’ve Got Something to Say! Grade: 10 (open)
