Art and Community : A High School Curriculum, Intro and Unit 1 by Hazelton Photography

Art & Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World Table of Contents Rationale

Scope and Sequence

Unit 1 Calendar

Unit 1 Rationale: Identity Exploration in 2D Media

Lesson 1 – Art & Community Overview

Lesson 2 – Symbolic Self-Portraits

Rubric Lesson 3 – Autoethnography Storybooks Rubric Lesson 4 – Social Justice Collages Rubric

140 141 200 201 228

Unit 2 Calendar

229

Unit 2 Rationale: Art for Community and Social Justice

230

Lesson 1 – Once Loved Things Found Object Sculptures Rubric Lesson 2 – Empty Bowls Project Rubric Lesson 3 – Radical Jewelry Makeover Project Rubric Lesson 4 – RJM and Empty Bowls Art Fair Rubric

232 265 267 351 352 428 429 440

Unit 3 Calendar

441

Unit 3 Rationale: Art and Community Activism

442

Assignment Sheet

443

Resources

451

Rubrics

471

ART & COMMUNITY: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World

Caitlin Hazelton | ARTE 545 Spring 2019

Introduction: Art and Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World is a high school art curriculum that combines the exploration of identity and personal power within a community through explorations with visual art. Art projects will create awareness of the self and for social justice issues that affect a studentâ&#x20AC;&#x2122;s world and the world at large. This curriculum focuses on an exploration and critical examination of visual culture, socioeconomic experience, and family heritage, as well as the environment. This autoethnographic exploration allows students to discover their power and passion, allowing for the development of a stronger voice within a larger community by connecting to it through their artworks. It establishes a connection with the deepest purposes of art, which deal with the relationships made with the self-esteem, learning, community and exploring the profound questions of humanity and the world. It also involves creating art projects that use the elements and principles of design to create works that tell a story, evoke emotion or have complexity in meaning, and displaying them or presenting them to their various communities to spread awareness and create change using the power of visual art. In adolescence, it is often difficult for students to discover who they are and what their place in the world is. High school age children form their identities based on the acceptance of their peers and others around them. Although identity continues to develop over time, a lack of recognition at this age can lead to lower self-esteem and anxiety. Discovering identity is a long and challenging road, and is often influenced by outside forces, and changes as new experiences are created. When an individual has difficulty expressing who they are, they can often feel powerless and ineffective within the larger community. They are unsure of what to

care about because they usually don’t have enough self-confidence. Exploration of identity is key to increasing self-esteem and discovering their role within society so that students can then in turn focus their attention outward to the issues about which they are most passionate (Erikson, 1980). Art education can provide high school students with the skills to do this by teaching them Studio Habits of Mind, including “learning to embrace problems within the art world and of personal importance, to develop focus and other mental states conducive to working and persevering at art tasks” (Hetland, et al., 2013, p. 6). In Art and Community, autoethnographic research is the first step into a critical examination of the self. Autoethnography deals with researching the self and reflecting on personal experiences and connecting to broader themes relating to cultural, political and social connotations (Ellis, 2004). Through observation of one’s own history and a reflexive investigation of the effects of what they have experienced so far in life, students can engage in visual art projects that represent themselves and tell the story of who they are in their community. Examining, reflecting on and honoring their place in the world can create connections between students in order to support their communities and a democratic collective. Being a part of a community and engaging civically in order to make differences both politically and non-politically can further increase students’ sense of identity and self-esteem, creating a sense of empathy and respect for others as well as affect change in the community as a whole. This curriculum allows students to not only critically reflect on their own visual culture but also historically examine visual art in all forms and its intentions. Using art that has been a part of civic engagement both currently and in the past and to reexamine its place in society and the effects it has on social issues in general can influence students to create work

that is meaningful and visually impactful. Examining how art has evolved over time, who is viewing it, where it is displayed, how it is created, and how it is interpreted are all important aspects of a critical examination of visual culture in both fine art and popular art capacities. The educational philosopher, John Dewey (1937) stated: A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder. (p. 121) Art and Community provides a way to examine oneâ&#x20AC;&#x2122;s place in society, the effects of outside influences on identity and social justice issues and gives an ability to respond and to effect change through visual discourse. It provides a way to gain empathy and insight, creatively solve problems, and apply knowledge and power in order to effect change both inside and outside of the school. It is preparation for both artistic practice and life. The conceptual framework of the curriculum will include a collage of visual representations of the several interdisciplinary subjects that are covered, including art, civic engagement, sociology and psychology. Both historical and contemporary political or social justice-based art will demonstrate how there are many different methods and media to create artwork that explores identity and has influence over a community. Artwork that is representative of all cultural backgrounds will emphasize how a democracy is made up of many

individuals with different experiences and that they all have a place and power within this world. The following section will describe the aims and goals presented in the conceptual framework for Art and Community.

Aims & Goals: Through this curriculum, Art and Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World, there are several important aims and goals that students will achieve. The focus of these aims and goals is to develop skills to critically interpret and create artwork related to identity, community and social justice as well as cultivate life skills such as empathy, respect, problem solving and social awareness.

Aims of curriculum: 1. To help develop a positive exploration of process and research. 2. To encourage a more democratic population. 3. To create awareness of social issues that affect multiple populations.

The goals of this curriculum that correspond to each aim listed above: 1. Create artwork that involves research into visual culture, heritage and environment, and discover passions through autoethnographic exploration of identity.

2. Develop empathy, appreciation and acceptance towards those in the community who are not privileged or have different life experiences. 3. Create visual representations using multiple media to spread awareness of social issues within a community to effect change. The aims and goals above also coordinate with the Illinois Learning Standards for Fine Arts. In Aim 1, to help develop a positive exploration of process and research, students will participate in idea development by researching historical and contemporary art and artists as well as their own historical experience with art, including examination of their visual culture. Process journals or sketchbooks will help inform ideas for final artworks as well as solidify artistic practices with various media. This corresponds to the State Standard VA: Cr2.1.III, “Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept” (ISBE, 2016). This curriculum allows students to examine their visual culture, environment, heritage and other passions in order to inform their art making and discover their power and place within a community. The lessons involve researching historical and contemporary art and artists that correspond to the themes and ideas that will become their final artwork. They will also be allowed to experiment with various media – from traditional drawing and painting to more advanced technological practices such as photography and digital editing – in meaningful ways within the research process. This will encourage risk taking through media use as well as with content of their projects. In Aim 2, to encourage a more democratic population, this corresponds to State Standard VA: Cn11.1.III, “Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society” (ISBE, 2016). Examining the artwork of historical and

contemporary fine artists, visual culture as well as the artwork created by peers within the classroom itself, students can begin to see that a society is made of many different viewpoints that all have a valid voice. Discovery of students’ place within society and examining their own privilege, and a critical examination of visual culture and fine art based on the multiple points of view within the classroom and the world can cultivate a sense of community and respect for others who are different. There will also be a chance for students to reflect on their own work and the work of their peers through class critiques, furthering their ability to “think and talk with others” about their processes as well as the ability to “judge one’s own work and working process, and the work of others in relation to standards of the field” (Hetland et al, 2013, p. 6). In Aim 3, to create awareness of social issues that affect multiple populations, reflects the State Standards VA:Cn10.1.III, “Synthesize knowledge of social, cultural, historical and personal life with art-making approaches to create meaningful works of art or design”, and VA:Pr6.1.III, “Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural or political experiences” (ISBE, 2016). In this curriculum, students will create meaningful works of art based on their histories and critical examinations and then display that artwork so that it has some effect on the community, whether through awareness, community fellowship or social change.

Importance of Theme: In Art and Community, students will get the opportunities for their voices to be heard and also have choices within their own curriculum that will help to engage their desire to learn. Dewhurst (2014) has shown that community involvement within the curriculum gives

“opportunities for critical reflection and action can help many young people ‘develop a sense of agency and critical civic engagement” (p. 16). This will not just increase their meaning within their art work, they will also be powerful contributors to society at a young age, which can greatly influence their future as citizens of the world. The curriculum also addresses student’s identity formation and creates a place of power for them within their community both in and out of school. High school age students are often treated as “biologically inferior,” a stereotype that is a direct cause of them being treated unfairly within society and seen as unimportant and a burden to adults that must be handled as a problem (Côté, 2000, p. 169). Rather than set them up for failure, this curriculum allows them to explore and critically examine their history, artwork, visual culture and privilege to inform how they can create artwork as a site for social change.

Course Description: Art and Community is made up of three units that address identity formation and discovery of their viewpoints on community and social justice. The course lasts for a 12 week long semester with forty 50-minute lessons followed by a collaborative research and group project unit. The first two units are created on a spiral curriculum model where each lesson builds on previous learning but expands on it, allowing students to explore concepts in greater depth and use skills they have practiced in greater complexity. This allows students to accomplish higher order thinking skills and gain confidence in both artistic skills and their ideas. The curriculum gives students choices in Units 1 and 2 as well, allowing them to identify their strengths artistically and socially, so that the students are well prepared for their collaborative

project in Unit 3. The final unit is built on a lattice model which presents students with many different ideas and problems to solve as they bring individuality to the collaborative project. Unit 1, Identity Exploration in 2D Media, focuses on the students discovering themselves and what they are passionate about both in and out of school. It starts with an exploration of studentsâ&#x20AC;&#x2122; visual culture and their identity by creation of Symbolic Self-Portraits that incorporate student interests. First, students will research historical and contemporary artists who use traditional and non-traditional media to create symbolic self-portraits, such as Frida Kahlo, Andy Warhol and Cindy Sherman. Next, they will create their own portraits using traditional drawing and acrylic painting media and involve drawing from observation, learning about composition and shading techniques as well as critical examination of visual culture and its influences on identity, such as video game avatars, social media selfie filters and personality representations through popular culture characters. Then, students will further explore their identity and the outside influences on their lives by creating Autoethnographic Photo Storybooks and use the composition and elements and principles of design they explored in their self-portraits and apply those to taking photos and designing books based on their own lives. Students will learn about basic photographic techniques but explore the differences between color and black and white photography and the effect that editing has had on the â&#x20AC;&#x153;truthâ&#x20AC;? of the photographic medium historically and in contemporary ways. Exploring not just the biographical elements of their lives, but also those of their parents, the world and the community they have grown up in will push their identity exploration even further as well as start them examining issues that happen on a broader scale. Lastly, students will take a social issue they have encountered personally, either through direct experience or through a friend or

family member and create a Social Issue Photomontage using their choice of media, traditional collage methods or digital methods. This combines their personal experiences and starts to explore outside of themselves and their feelings about social issues in general. Historical social issue art and contemporary practices in spreading awareness will be explored. Combining the symbolism of the self-portraits and the story telling elements of the storybooks, students will create montages that spread awareness about issues that are important to them. Use of traditional media, photography and combining it with new skills such as basic Photoshop collage techniques, students will be able to spread their message by creating multiple printed reproductions of their collages and displaying them around the school as well as the opportunity to share on social media. This will explore the impact of visual art on creating awareness for social issues. Unit 2, Art for Community and Social Justice, involves projects in 3-dimensional and digital media and incorporates further research into community issues and activism on a local scale as well as the business of art. The unit will begin with Once Loved Things Found Object Sculptures. This will be inspired by artwork by artists who use found objects in order to construct stories related to the environment and other social justice issues, such as Donna Castellanos, Vanessa German and Tess Felix Greene. The lesson will incorporate the collection of discarded or â&#x20AC;&#x153;uselessâ&#x20AC;? items from personal collections or collected from local areas that will be transformed into art objects based on the theme of ecology or environmental awareness. Next, the students will participate in the Empty Bowls Project and create ceramic hand built bowls that will be given away or sold to raise money for hunger. The third project, Radical Jewelry Makeover, will start with a simple 3 day project to deconstruct and reassemble donated

costume jewelry inspired by the Radical Jewelry Makeover project. These will then be sold at a local exhibition or art and craft fair, along with their ceramic bowls, which is the final project of the unit, RJM and Empty Bowls Art and Craft Fair, that is produced by the students as a group. The students will be given a chance to promote their fair via social media and printed material placed around the school, as well as design the set up for the show. This will not only teach them how to set up an art show but also reflect aspects of the business of selling art in a community forum. All of the lessons will be to teach them about community issues and to raise awareness and will continue the use of the elements and principles of design, symbolism and explore visual culture and community art for inspiration. The addition of 3-dimensional elements will provide a broader range of artistic skills, and the creation of multiple works of art to give away or sell will provide a chance for students to learn about the business of art or giving away for a more significant cause. Unit 3, Art and Community Activism, is a final unit that allows students to work collaboratively as a class or in small groups, and create art projects that are created and displayed publicly. This unit will use a lattice model curriculum, and the students will be in charge of the planning, research and selection of social issue, media, contacting and permits for each project, assigning each role the students will play, and conveying a more profound meaning and awareness through their visual art. Artists such as Cody Weber, Rose Frantzen, Gene Tully, and Raoul Deal will be studied. The students will need to research a regional social justice issue, or community need in order to raise awareness or provide a service using visual art, outside of the school and possibly outside of their local community while working collaboratively from start to finish. The culmination of the unit will be a press release to local

media as well as a field trip to view the various art project or projects in person. The students will continue to build on their communication skills, artistic skills, and community activism, and discover how to solve various issues dealing with public art forms.

Developmental Level: The curriculum supports adolescent development in several ways. First, the students will be provided with a chance to develop identity and self-efficacy. During adolescence, children go through a stage of â&#x20AC;&#x153;identity confusion,â&#x20AC;? when they are exploring different sides to their personality and how they are defined according to their social and cultural experiences (Erikson, 1980). Examining your own life through a critical investigation of your visual culture, history, cultural and socioeconomic influences can give students a sense of their place in the world. Reflecting on their own individual progress and their feelings about different social issues that face them and their peers through producing art that visually communicates these universal and unique ideas will help them form a sense of identity and foster their selfconfidence. Next, there are many projects that will allow for student collaboration as well as class discussion, reflection and critique that will allow for socialization and a democratic classroom environment. This type of social interaction is important for students to develop cognitively by learning from both a research perspective as well as from their fellow students. Art practice can provide an outlet to make students more engaged and aware of both themselves and the world around them and this â&#x20AC;&#x153;artistically engaged individual couples intense awareness with a strong

sense of agency, a belief that he or she can shape the world. This belief in the average person’s creative power lies at the root of any democratic society” (Gude, 2009, p. 7). Last, students will develop a sense of civic duty and community engagement, which will provide them a sense of empathy for others and give them the opportunity to make real change in a community, furthering their independence and self esteem. Exploration with diversity of culture, background and experiences through artistic expression can allow students to “become more aware of their role as cultural interpreters and the real ethical and social responsibilities accompanying that role” (Cahan & Kocur, 1996, p. xxi). Thus, through their art education, they are preparing for their lives not just in the classroom, but beyond.

Resources: Art and Community will provide an opportunity for the use of many resources in all three units. First, students will be required to keep a sketchbook or process journal to collect research materials, create sketches, practice and explore art techniques and reflect on social issues. These books will be assessed formatively and provide support for the culminating assessment in Unit 3. In Unit 1, students will be provided with various drawing and painting materials as well as digital cameras, cell phones, computers and editing software. They will also be given access to the internet for research purposes into various cultures, art forms, techniques, and community and social justice issues. In Units 2 and in 3, students will be provided with the tools to create three dimensional sculptures, clay, glaze, and any other new media that is necessary in order to successfully complete their work. Additional resources used throughout the curriculum:

Technological resources: • Projector • Computers • Speakers • Printer • Picture and video editing software • Digital Cameras Teacher resources: • PowerPoints • Handouts • Videos • Books and articles • Artist/artwork Art Materials: • Recyclable materials • Variety of paper • Magazines • Cardboard • Scissors • Tape • Glue • Hot glue

• Clay • Glaze • Clay manipulation molds and tools • Jewelry manipulation tools • Graphite • Pens • Color pencils • Acrylic Paint • Canvas • Paint brushes

Conclusion: Art and Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World provides a path for students to discover their identity and personal power within a community through explorations with visual art. The selfawareness that is gained will allow for critical examination of visual culture, socioeconomic experience, family heritage, environment, and other social issues that are important to each and every student. Through discovery of each individual’s power and passion, a deeper connection with the purposes of art, which explore the profound questions of humanity and the world, will occur. Students will learn that these connections spread awareness and create change using the power of visual art and they will develop life skills that they will be able to bring with them beyond school and into the future.

References: Cahan, S. & Kocur, Z. (Eds.). (1996). Contemporary art and multicultural education. New York: The New Museum of Contemporary Art. CĂ´tĂŠ, J. E. (2000). Arrested adulthood: The changing nature of maturity and identity. New York: New York University Press. Dewey, J. (1937). Democracy and education: An introduction to the philosophy of education. USA: Library of Alexandria. Dewhurst, M. (2014). Social justice art: A framework for activist art pedagogy. Cambridge, MA: Harvard Education Press. Ellis, Carolyn. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press Erikson, E. (1980). Identity and the Life Cycle. New York, NY: Norton. Gude, O. (2009). The 2009 Lowenfeld Lecture: Art Education for Democratic Life. Art Education,62(6), 6-11. doi:10.1080/00043125.2009.11519039 Hetland, L., Sheridan, K.M., Veenema, S., & Winner, E. (2013). Studio thinking 2: The real benefits of visual arts education. New York, NY: Teachers College Press. Illinois Arts Learning Standards. (2016). Visual arts standards. Retrieved from https://www.isbe.net/Documents/Visual-Arts-Standards.pdf

Name: Caitlin Hazelton Curriculum Title: Art & Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World

Organizers

Unit 1

Unit 2

Unit 3

Identity Exploration In 2D Media

Art for Community And Social Justice

Art and Community Activism

Culture

Examining one’s historical past through family traditions, culture via autoethnography reflects culture

Examining the current culture of the individual’s community

Examining the culture of the world at large and how art effects the community and culture

Time, Continuity & Change

Examining the personal history and also the cultural history affecting individual identity over time

Examining the history of school and community issues over time and how they have changed

Examining the community at large and the effects that art can have on social justice issues over time

Through symbolic self-portraiture and autoethnographic story telling

Examining how the people and environment affects certain social issues and telling stories of these communities

Studying how individual identity is shaped by visual culture, heritage, society

How one’s identity can be reflected within a community

Examining a broader expanse of the world through research and the implications of how social issues arise when population and area increases, and expressing these through art How identity can affect individual development as an important part of a democratic society

Examining one’s place in society prepares for self-efficacy and identifying civic passions and how to express them artistically

Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change

Working collaboratively on larger issues in the larger community or world furthers civic engagement and experience

Use of symbolic representations to express identity

Using metaphorical practices to spread messages about social issues

Discovery of ways to symbolically represent a unified message

Using art to inform and connect on a universal level through personal story

Using art to inform and connect on a larger community scale

Using art collaboratively to inform and change within society at large

People, Places & Environments/Mediation

Individual Development & Identity

Civic Ideals & Practices/Society/POV

Imagination Didactics

Daily Lesson Planning â&#x20AC;&#x201C; 50 Minute Classes Unit: 1 1.1: Art & Community Overview â&#x20AC;&#x201C; Welcome Day Introduction to full unit Visual culture brainstorm Research into visual culture 2.5: Symbolic Self Portrait Discussion about fantasy vs reality

Title: Exploring Identity with 2D Media

2.1: Symbolic Self 2.2: Symbolic Portrait Self Portrait

2.3 : Symbolic Self Portrait

Introduction to assignment

Self portrait discussion

Painting discussion Painting review

Visual culture brainstorm/draw

Learning to draw a face

Small group/class reflection

Drawn self portrait exercise

2.6: Symbolic Self 2.7: Symbolic Portrait Self Portrait Small group critique (formative assessment)

Student work day

Painting techniques Paint Self portrait exercise

2.4: Symbolic Self Portrait

Painting techniques Choose final project media

3.1: Autoethnography Storybook

3.2: Autoethnography Storybook

Introduction to assignment

Continued research/planning

Research into socioeconomic factors

Peer to peer reflection

Gallery hanging Class Critique and reflection

Student work day Small group critique (formative assessment)

Full group discussion

3.3: Autoethnography Storybook

3.4: Autoethnography Storybook

3.5: Autoethnography Storybook

3.6: Autoethnography Storybook

3.7: Autoethnography Storybook

Camera usage/exposure demonstration

Aperture/depth of field discussion

Shutter speed discussion

Demonstration of photoshop to layout books

Digital book layout

Student camera practice

Students will practice layout

Formative assessment 3.8: Autoethnography Storybook Digital book layout Final layouts for books and presentation

3.9: Autoethnography Storybook Final project presentation Final critique

4.1: Social Justice Collage

4.2: Social Justice Collage

Introduction to assignment

Review of assignment, artist statements

Research issues/image collection

Image collection and assembly

Final layouts for books and presentations Online commentary/format ive assessment 4.3: Social Justice Collage Artist statement workshop Hanging/display of artwork

Art & Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World Unit 1: Identity Exploration in 2D Media Unit 1, Identity Exploration in 2D Media, focuses on the students discovering themselves and what they are passionate about both in and out of school. It starts with an exploration of studentsâ&#x20AC;&#x2122; visual culture and their identity by creation of Symbolic Self-Portraits that incorporate student interests. First, students will research historical and contemporary artists who use traditional and non-traditional media to create symbolic self-portraits, such as Frida Kahlo, Andy Warhol and Cindy Sherman. Next, they will create their own portraits using traditional drawing and acrylic painting media and involve drawing from observation, learning about composition and shading techniques as well as critical examination of visual culture and its influences on identity, such as video game avatars, social media selfie filters and personality representations through popular culture characters. Then, students will further explore their identity and the outside influences on their lives by creating Autoethnographic Photo Storybooks and use the composition and elements and principles of design they explored in their self-portraits and apply those to taking photos and designing books based on their own lives. Students will learn about basic photographic techniques but explore the differences between color and black and white photography and the effect that editing has had on the â&#x20AC;&#x153;truthâ&#x20AC;? of the photographic medium historically and in contemporary ways. Exploring not just the biographical elements of their lives, but also those of their parents, the world and the community they have grown up in will push their identity exploration even further as well as

start them examining issues that happen on a broader scale. Lastly, students will take a social issue they have encountered personally, either through direct experience or through a friend or family member and create a Social Issue Photomontage using their choice of media, traditional collage methods or digital methods. This combines their personal experiences and starts to explore outside of themselves and their feelings about social issues in general. Historical social issue art and contemporary practices in spreading awareness will be explored. Combining the symbolism of the self-portraits and the story telling elements of the storybooks, students will create montages that spread awareness about issues that are important to them. Use of traditional media, photography and combining it with new skills such as basic Photoshop collage techniques, students will be able to spread their message by creating multiple printed reproductions of their collages and displaying them around the school as well as the opportunity to share on social media. This will explore the impact of visual art on creating awareness for social issues.

U1L1: Day 1 of 1 DAILY PLAN Lesson Title: Art & Community Overview – Welcome Day

Name: Caitlin Hazelton Grade Level: 9th-12th

Lesson S & S Concept Statements: • Examining the culture of the world at large and how art effects the community and culture • Examining the community at large and the effects that art can have on social justice issues over time • Examining a broader expanse of the world through research and the implications of how social issues arise when population and area increases, and expressing these through art • Working collaboratively on larger issues in the larger community or world furthers civic engagement and experience • How identity can affect individual development as an important part of a democratic society • Discovery of ways to symbolically represent a unified message • Using art collaboratively to inform and change within society at large Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and the student will clearly understand the expectations and projects of the curriculum as a whole, as well as brainstorm ideas about symbolic representations of identity using artist research and ideas from their visual culture, family heritage and environment. Daily Objectives: Given welcome worksheets, the student will participate in a community building exercise. Given a presentation and brainstorm worksheets, the student will start to explore and brainstorm themes of identity, universality and community and how they can be represented through art. Given a process journal the student will effectively tell a story about their interests and connect it to their personality through visual representation. Assessment Criteria: Filled out welcome worksheet and shared one personal story with the class. Brainstormed ideas related to the in-class presentation using their visual culture, environment and family heritage Teaching Resources Needed to Support the Lesson: Presentation: Art and Community PowerPoint https://www.americansforthearts.org/socialimpact Videos: https://www.youtube.com/watch?v=w8bCq8zcOX0&t=256s&index=10&list=WL

Worksheets: Welcome/Get to Know You Worksheet Identity Symbolism Brainstorm sheets Artists: Unit 1: Rembrandt Kathe Kollwitz Edvard Munch Frida Kahlo Andy Warhol Cindy Sherman https://mymodernmet.com/famous-self-portraits/ Vivian Maier Dawoud Bey Linda Craddock Emory Douglas Radcliffe Bailey Hannah Hoch Romare Beardon Video Game Avatars (Roblox, Fortnite, etc.) https://twistedsifter.com/2017/01/guy-photoshops-himself-into-kendall-jenners-pics/ Unit 2: Diana Castellanos Vanessa German Tess Felix Greene Cody Weber Rose Frantzen Gene Tully Raoul Deal https://www.radicaljewelrymakeover.org/ Unit 3: Sam Cervantes https://www.socialworkdegreeguide.com/25-most-amazing-community-arts-projects/

Art Materials Necessary for the Lesson: Process Journals Computer Printer Paper Ink Pens/Pencils

Teacher Directed Activities Introduction: (15 minutes) Class will begin with introducing the unit Students will be asked to fill out their welcome worksheets. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion.

Student Directed Activities Introduction: Students will begin by listening to the presentation and participating in the discussion.

Then, they will be asked to participate in a discussion about the meaning of art and how it can impact community. I will start a presentation introducing myself, the unit lesson, and what the students will be doing today. I will then lead a discussion about identity and how it can be impacted by outside influences, such as visual culture, environment and family heritage.

Students will discuss what visual culture is and will also discuss alternate ways identity can be influenced.

We will then discuss how your life experiences and identity can impact your role in a community and the issues you care about. We will also discuss the history of community art and how public art can help spread awareness and change. Development: (30 minutes) I will have the students watch the Art of Living video, and then share a personal story or one of their facts from their welcome worksheets to help build a community.

Development: Students will watch the video and then participate in a discussion about their own personal experiences and history.

I will then hand out the brainstorm worksheets, and have the students start brainstorming ideas for their final projects.

Students will brainstorm and research ideas about their visual culture, environment and family history/relationships and how they relate to their identity. They will sketch and collect ideas in their process journals.

Conclusion: (5 minutes) I will ask students to bring an item from their visual culture for next class.

Conclusion: Students will choose an item from their visual culture to bring to the next class.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Welcome Toâ&#x20AC;Ś

Mrs. Hazelton

Art & Community Unit Overview • What is art? • What is community? • How are art & community related?

Image from: https://www.artsneworleans.org/

WELL KNOWN COMMUNITY ART PROJECTS

Pictures of Garbage Jardim Gramacho, Rio de Janeiro, Brazil Source: https://www.socialworkdegreeguide.com/2 5-most-amazing-community-arts-projects/

NAMES PROJECT AIDS MEMORIAL QUILT ATLANTA, GA

Source: https://www.socialworkdegreeguide. com/25-most-amazing-communityarts-projects/

CHICAGO PUBLIC ART GROUP CHICAGO, IL Source: https://www.socialworkdegreeguide.com/25-most-amazing-community-arts-projects/

Social Justice Issues ■ How do we get there? ■ How do we know what to care about?

Source: https://www.deviantart.com/thisislydia/art/Fi nal-Piece-Racial-Equality-Poster-333232382

UNIT 1 – Identity Exploration in 2D Media ■ Who are you? ■ How to discover and convey identity through art.

LESSON 1 â&#x20AC;&#x201C; SYMBOLIC SELF-PORTRAITS

LESSON 2 â&#x20AC;&#x201C; AUTOETHNOGRAPHY STORYBOOKS

LESSON 3 â&#x20AC;&#x201C; PERSONAL SOCIAL JUSTICE COLLAGES

UNIT 2 – Art for Community & Social Justice ■ Exploring community and art in 3D media ■ Social justice on a larger scale ■ How to use art to spread awareness/change ■ Studying the business of art

LESSON 1 â&#x20AC;&#x201C; ONCE LOVED THINGS FOUND OBJECT SCULPTURES

LESSON 2 â&#x20AC;&#x201C; EMPTY BOWLS

LESSON 3 â&#x20AC;&#x201C; RADICAL JEWELRY MAKEOVER

LESSON 4 â&#x20AC;&#x201C; RJM & EMPTY BOWLS ART/CRAFT FAIR

UNIT 3 – Art and Community Activism ■

Public Art project

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What does the community need?

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Location – contacting city, property owner and/or community members

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Art in an environment – Indoor vs. outdoor – Mural/sculpture – Temporary or permanent – Awareness and/or change

Art & Community Activism Continued… ■ Who is your audience? ■ How does your art affect the community? – Brings people together – – – –

Creates awareness for social issues Creates change in the community Improves society How you can discover your POWER and role within the community!

GET TO KNOW YOU WORKSHEETS!

Identity Brainstorm Worksheets ■ Who am I? ■ What outside sources influence my identity? ■ What do I care about…and WHY?

Get to Know You General Information: Name: Preferred Name: Preferred Pronouns: Current Grade: Current Art Classes: What art classes have you taken in middle school or high school? What do you like about art? What are your personal art goals (what do you want to learn, how do you want to use art â&#x20AC;&#x201C; hobby/profession)? What are your personal school goals (what do you hope to achieve by the end of the year)? Any questions or concerns about this class? More About You: Are you in any sports or clubs? If so, which ones? Do you have a job or other personal obligations after school? What is your favoriteâ&#x20AC;Ś Movie: TV Show: Song: Musician or Group: Sports Team: Color: Free Time Activity: Are you familiar with the elements and principles of art and design? If so, list what you know:

Identity Brainstorm Worksheets Family History/Heritage: 1. Describe some of your family traditions, values, heritage or people in your family that inspire you or you enjoy, and give reasons why – use emotions or feelings (e.g. “I enjoy visiting my great grandmother because she tells me stories about when she lived through the Great Depression, which inspires me to be more tenacious in my own life”, or “I enjoy eating Christmas dinner with my family every year because it makes me feel comforted being a member of a large and caring family.”)

2. Using the sentences above, choose 3-5 words that describe your feelings or emotions (e.g., tenacious, comfort, caring).

3. How do these words relate to your personality?

Visual Culture: 1. Name 1-3 of your favorite things from your visual culture – can include tv shows, movies, video games, sports, fashion, books, characters or anything else that you enjoy visually, or things you see or notice on a regular basis (restaurants, advertisements, etc):

2. Describe why you enjoy these things (e.g. “I enjoy David Bowie because his music and art inspire me to be more risk taking” or “I enjoy baseball because I love being part of a team and having the opportunity to be a leader as the team captain.”):

3. In your answer from number 2 above, choose 1 word that represents a personality or identity trait that describes you (e.g. risk taker, team player, leader):

Environment: 1. Describe an indoor and/or outdoor environment that you enjoy, and how it makes you feel when you are in it (e.g. “I enjoy being outside because it makes me feel healthy and energized” or “I enjoy being in my room because I feel safe and comfortable” or “I like school because I get to be social with my friends”):

2. Choose some words from the sentences above that correspond to elements of your identity (e.g. “healthy, energized, introverted, social”):

Symbols/Visual Representation Brainstorm: Take the words from #3 on worksheets 1 and 2 and #2 from worksheet 3 and brainstorm some ways you can visually represent them. Think about what symbols, objects, combination of objects, props, clothing, hand gestures, parts of your body that you can incorporate into images to clearly portray these concepts – they can be related or unrelated to their origins…for example, if you love baseball because of the competition, how can you use baseball bats to convey the word “competition” – may crisscross bats showing different team logos?). Feel free to draw or write ideas:

U1L2: Day 1 of 7 DAILY PLAN Lesson Title: Symbolic Self Portrait – Motivational Day

Name: Caitlin Hazelton Grade Level: 9th-12th

Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture. • Examining the personal history and also the cultural history affecting individual identity over time • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity Overall Lesson Objective: Given in class PowerPoint Presentations, process journals, in class discussion, drawing and painting materials and student’s brainstorm worksheets, the student will clearly understand the expectations and projects of the lesson, as well as brainstorm ideas about symbolic representations of identity using artist research and ideas from their visual culture, family heritage and environment, and use these to create a symbolic self-portrait in their chosen media. Daily Objectives: Given a presentation and brainstorm worksheets, the student will start to explore and brainstorm themes of identity, universality and community and how they can be represented through art. Given a process journal and student chosen visual culture, the student will effectively tell a story about their interests and connect it to their personality through visual representation. Given pencils, and paper, and student chosen visual culture, student will practice drawing from observation using meaningful composition and the elements and principles of design. Assessment Criteria: Brainstormed ideas related to the in-class presentation using their visual culture Sketched 3-4 ideas in their process journal about how their visual culture element symbolizes their personality Drew from observation their visual culture element in a meaningful way using elements and principles of design Teaching Resources Needed to Support the Lesson: Presentation: Self Portrait and Identity PowerPoint Videos: How Artists Explore Identity: https://www.youtube.com/watch?v=NICodKeadp0 The Art of the Selfie | Art History Lesson: https://www.youtube.com/watch?v=ontgK-_zBfQ

Faceless Self Portrait Prezi: https://prezi.com/ivnkjphbl-bf/faceless-self-portrait-studio-and-advanced-art/ Worksheets: Identity Symbolism Brainstorm sheets Artists: Rembrandt Munch Kathe Kollwitz Frida Kahlo Andy Warhol Cindy Sherman https://mymodernmet.com/famous-self-portraits/ Video Game Avatars (Roblox, Fortnite, etc.) https://twistedsifter.com/2017/01/guy-photoshops-himself-into-kendall-jenners-pics/

Art Materials Necessary for the Lesson: Process Journals Computer Printer Paper Ink Pens/Pencils Teacher Directed Activities Introduction: (20 minutes) Class will begin with introducing the assignment. Students will be asked to bring a favorite visual culture item from home. I will ask students to place their visual culture item on their table in front of them. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion.

Student Directed Activities Introduction: Students will bring out their visual culture item

I will start a presentation introducing the unit lesson, and what the students will be doing today. I will then lead a discussion about self-portraiture and identity and how it can be expressed symbolically through art.

Students will begin by listening to the presentation and participating in the discussion.

I will then lead a discussion of visual culture, how that compares to â&#x20AC;&#x153;fine artâ&#x20AC;? and how they can be used to inform or connect to personality and identity. We will also discuss other outside influences on identity and personality, such as environment, and family history/relationships.

Students will discuss what visual culture is, present their visual culture item and describe either why they like it or how it might relate to their personality/identity. They will also discuss alternate ways identity can be influenced.

Development: (25 minutes) I will have students take 10 minutes to continue to brainstorm ideas on their visual culture, environment, and family history/relationships and how they relate to their identity. I will provide worksheets as well as computer/printer access to print out any visual ideas they have and add to their process journals. Contour line sketches from observation of their visual culture item will be encouraged.

Development: Students will brainstorm and research ideas about their visual culture, environment and family history/relationships and how they relate to their identity. They will sketch and collect ideas in their process journals.

I pair students up into small groups to reflect on their sketchbooks and chosen visual culture and other elements. (3 minutes)

Students will get into groups and discuss their sketches, comparing and explaining their choices.

Students will then be provided with large paper and asked to take one of their ideas that they came up with and create a â&#x20AC;&#x153;selfportraitâ&#x20AC;? using only the visual culture item. Students will be asked to draw from observation but employ the elements and principles of design to tell a story that relates to their identity or personality. (12 minutes).

Students will draw from observation using paper and pencils to create a drawing of their chosen visual culture item but use meaningful composition and the elements and principles of design to convey some aspect of their personality and identity as it relates to the item.

Conclusion: (5 minutes) I will ask students to share with the class their drawings and explain how they used the elements and principles to connect symbolically to their item as well as their identity/personality.

Conclusion: Students will discuss how they effectively created drawings from observation that incorporate symbolic elements that represent them.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

SYMBOLIC SELF-PORTRAITS

Review: Our Project! ■

Create a self portrait that incorporates symbolism

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Choice of media : Drawing, or Painting

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Represents you in a direct way (some portion of your face/body)

■

Represents you in an "indirect" way (symbols from your visual culture, cultural/family heritage and/or environment AND/OR elements and principles are used in a symbolic way to represent your personality/identity)

What is Metaphor?

What is Symbolism?

What is a self portrait? â&#x20AC;˘ What is identity? â&#x20AC;˘ How can we visualize "identity"?

Three different media/traits ■ ■ ■ ■

Family Heritage Visual Culture Environment Today we will brainstorm these and practice drawing from observation using your chosen visual culture item in your process journals (or on larger paper), using th elements and principles of design to convey symbolic meaning (line, emphasis, scale, balance, value, composition)

HOW CAN YOU VISUALLY REPRESENT YOUR IDEAS/VALUES ABOUT YOUR FAMILY HERITAGE/CULTURE?

Family/Cultural Heritage

HOW CAN YOU VISUALLY REPRESENT YOUR IDEAS/VALUES ABOUT YOUR FAMILY HERITAGE/CULTURE?

Visual Culture

HOW CAN YOU VISUALLY REPRESENT YOUR FEELINGS/IDEAS ABOUT YOUR VISUAL CULTURE?

ENVIRONMENT

WHAT ARE SOME WAYS WE CAN VISUALLY REPRESENT OUR FEELINGS ABOUT OUR ENVIRONMENT?

Composition and The Elements & Principles of Design

What do you see? How does Rembrandt use line work or brush work to symbolize himself or his personality? What elements of the environment does Rembrandt use? How does Rembrandt use color symbolically?

REMBRANDT VAN RIJN

What do you see? What symbols do you see in these images?

Are there elements of Kahlo's visual culture in these images? How does Kahlo use color symbolically? How do you think she feels about her environment? How is the artist displaying her cultural heritage?

FRIDA KAHLO

Cindy Sherman • What do you see in these images? • How does she use symbols to represent her characters?

• What do you think this type of "self" portraiture says about Cindy Sherman?

Compare these two bear drawings. How are they different? What could the bear symbolize about a person's identity? What elements and principles of design did each artist use, and how do they convey meaning?

U1L2: Day 2 of 7

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Symbolic Self Portrait – Media Choice/Drawing Faces Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity, line, movement, composition Overall Lesson Objective: Given in class PowerPoint Presentations, process journals, in class discussion, drawing and painting materials and student’s brainstorm worksheets, the student will clearly understand the expectations and projects of the lesson, as well as brainstorm ideas about symbolic representations of identity using artist research and ideas from their visual culture, family heritage and environment, and use these to create a symbolic self-portrait in their chosen media. Daily Objectives: Given a presentation and brainstorm worksheets, the student will continue to explore and brainstorm themes of identity, universality and community and how they can be represented through art. Given a process journal and a mirror, the student will effectively practice sketch their likeness using techniques learned in class demonstration. Given a mirror, drawing materials, and paper, student will effectively create a final portrait of their likeness using from observation using meaningful composition and the elements and principles of design. Assessment Criteria: Brainstormed ideas related to the in class presentation using their visual culture, family heritage and environment Sketched 3-4 ideas in their process journal of their likeness using the demonstrated techniques Drew from observation their likeness in a meaningful way using elements and principles of design, such as line, movement and value. Teaching Resources Needed to Support the Lesson: Presentation: Artists Self Portrait Drawings PowerPoint Videos: Art Prof | Self Portrait with a Mirror: https://artprof.org/courses/self-portrait-charcoal/

Worksheets: Identity Symbolism Brainstorm sheets How to Draw a Face Elements and Principles of Design: Expressive Lines Artists: Leonardo Da Vinci Edvard Munch Picasso Egon Schiele Vincent Low (https://www.dailymail.co.uk/news/article-2372565/Dyslexia-artist-VinceLow-scribbles-portraits-famous-dyslexics-highlight-condition.html)

Art Materials Necessary for the Lesson: Process Journals Computer Printer Paper Ink Pens/Pencils Charcoal Teacher Directed Activities Introduction: (15 minutes) Class will begin with reviewing selfportraiture and themes explored in the last class. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion.

Student Directed Activities Introduction: Students will participate in discussion and review concepts learned in last class.

I will start a presentation about what the students will be doing today, discussing artists that are both historical and contemporary that have drawn self-portraits, why they used drawing materials instead of other materials. I will also go over the techniques of drawing a self-portrait of the face. I will also incorporate ways students can use line to express or convey feelings or meaning.

Students will begin by listening to the presentation and participating in the discussion.

I will then provide a demonstration of how the students will be creating their selfportrait drawings for the day. Traditional drawing techniques, as well as ways to modify the rules to create meaning will be discussed.

Students will observe the demonstration and ask questions about the techniques or types of media available for drawing.

Watch Video: Art Prof

Development: (30 minutes) I will have students take 8 minutes to start with some thumbnail sketches in their process journals or on larger paper to work with ideas for their composition and get a feel for the different materials.

Development: Students will sketch ideas in their process journals.

Students will then be asked to take one of their ideas that they came up with and create a self-portrait in their process journals or on larger paper, using drawing materials. Students will be asked to draw from observation but employ the elements and principles of design to tell a story that relates to their identity or personality. (20 minutes).

Students will draw from observation their face/likeness, using paper and pencils and/or charcoal to create a drawing of their chosen visual culture item, but use meaningful composition and the elements and principles of design to convey some aspect of their personality and identity as it relates to the item.

I pair students up into small groups to reflect on their sketchbooks and chosen compositions for their final drawings. (2 mins)

Students will get into pairs and discuss their sketches, comparing and explaining their choices.

Conclusion: Students will discuss how effectively created drawings of faces/likenesses from observation incorporate symbolic elements represent them.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

they their that that

SELF PORTRAIT DRAWING EXERCISE

Review: Our Project! ■

Create a self portrait that incorporates symbolism

■

Choice of media : Drawing or Painting

■

Represents you in a direct way (some portion of your face/body)

■

Composition and The Elements & Principles of Design

Focus on Line

Using Line Techniques to add Value

Types of Pencils

Today's assignment Start with a few gestural drawings done from the mirror in your process journal

Next, practice drawing using the proportional technique (may use a photo reference). You only need to use contour lines for this, but try using different kind of expressive lines (thick, thin, squiggly, etc)

Last, use the large paper with either technique, and be sure to use expressive lines that convey meaning, as well as values. This does not have to be "perfect"! It is more important to use the lines to convey meaning. Also, think about composition â&#x20AC;&#x201C; fill the paper or use a nice balance between positive and negative space.

What do you think each of these portraits says about the "artist"? How do the lines convey meaning or personality?

U1L2: Day 3 of 7

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Symbolic Self Portrait – Media Choice/Painting with acrylic Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity, line, movement, composition, contrast Overall Lesson Objective: Given in class PowerPoint Presentations, process journals, in class discussion, drawing and painting materials and student’s brainstorm worksheets, the student will clearly understand the expectations and projects of the lesson, as well as brainstorm ideas about symbolic representations of identity using artist research and ideas from their visual culture, family heritage and environment, and use these to create a symbolic self-portrait in their chosen media. Daily Objectives: Given a presentation and brainstorm worksheets, the student will continue to explore and brainstorm themes of identity, universality and community and how they can be represented through art. Given a process journal and a mirror, the student will effectively practice painting their likeness using techniques learned in class demonstration. Given a mirror, their previous self-portrait drawings, painting materials, and canvas paper, student will effectively create 1-3 practice portraits of their likeness using meaningful composition and the elements and principles of design. Assessment Criteria: Brainstormed ideas related to the in-class presentation using their visual culture, family heritage and environment Painted 1-3 ideas in their process journal or on canvas paper of their likeness using the demonstrated techniques. Painted from observation or reference their likeness in a meaningful way using elements and principles of design, such as color, contrast and composition. Teaching Resources Needed to Support the Lesson: Presentation: Artists Self Portrait Paintings PowerPoint Videos: How to paint a realistic portrait using acrylic paint (Fieldy TV): https://www.youtube.com/watch?v=K1nWHWZ42to

Artists: Frida Kahlo Van Gogh Rembrandt Monet Gaugin Salvador Dali Andy Warhol Cindy Sherman Basquiat Jan Van Eyck Raphael Diego Velazquez https://mymodernmet.com/famous-self-portraits/ Kirby Jenner https://twistedsifter.com/2017/01/guy-photoshops-himself-into-kendalljenners-pics/

Art Materials Necessary for the Lesson: Process Journals Computer Printer Canvas Paper Ink Acrylic Paint Brushes Cups Plates Paper Towels Teacher Directed Activities Introduction: (20 minutes) Class will begin with reviewing self portraiture and themes explored in the last class. Drawings from last class will be reviewed. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion. I will start a presentation about what the students will be doing today, discussing artists that are both historical and contemporary that have painted selfportraits, why they used painting media instead of other types of media. We will discuss color theory and color symbolism as well. I will also go over the techniques of painting with acrylic paint and briefly discuss the differences between acrylic and other types of paint (watercolor, oil, etc).

Student Directed Activities Introduction: Students will participate in discussion and review concepts learned in last class. They will share their drawings and any updates made to them.

Students will begin by listening to the presentation and participating in the discussion.

I will also incorporate ways students can use line, color and contrast or value to express or convey feelings or meaning. I will then provide a demonstration of how the students will be practicing with the paint materials and creating 1-3 painted portraits of their likeness. Painting techniques including layering, brushstrokes, blocking, and underpainting will be discussed.

Students will observe the demonstration and ask questions about the techniques of painting with acrylic paint.

Watch Video: Fieldy TV Acrylic Portrait

Development: (25 minutes) I will have students take 25 minutes to start with some practice paintings techniques in their process journals or on larger paper to work with ideas for their composition and get a feel for the different materials.

Development: Students will use paint to practice ideas and techniques in their process journals.

Students will then be provided with large canvas paper and asked to paint their likeness either through observation or from reference photo or their drawings. Students will pay special attention to composition, space, color, layering, and value. They will be asked to employ the elements and principles of design to tell a story that relates to their identity or personality.

Students will paint their faces/likeness using either reference photos, their drawings from last class or from observation using mirrors. They will use meaningful composition and the elements and principles of design to convey some aspect of their personality and identity as it relates to the item.

Conclusion: (5 minutes) I will ask students to pair up and share their paintings and explain how they used the elements and principles to connect symbolically to their item as well as their identity/personality.

Conclusion: Students will discuss in pairs how effectively created paintings of faces/likenesses from observation incorporate symbolic elements represent them.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

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ACRYLIC PAINTING EXERCISE

Composition and The Elements & Principles of Design

Focus on Color

TYPES OF BRUSHES

Brush Techniques (Demo)

See: https://stepbysteppainting.net/2018/01/30/acrylic-painting-brush-techniques/ To review techniques

Today/tomorrow assignment Start with practicing with a few different colors and brushes in your process journal. Try to mimic line qualities learned yesterday (use short strokes, long strokes, etc). Try blending to get different values. Try adding more or less water and layering to get different effects.

Next, create a gestural painting of yourself on your canvas. Use the mirror or photo reference. Try choosing colors that reference your cultural heritage or other symbolism. Pay attention to the way the light hits your face! Try painting the background first, and layering.

U1L2: Day 4 of 7

Name: Caitlin Hazelton

Art Materials Necessary for the Lesson: Process Journals Computer Printer Canvas Paper Ink Acrylic Paint Brushes Cups Plates Paper Towels Teacher Directed Activities Introduction: (5 minutes) Class will begin with reviewing selfportraiture and themes explored in the last class. Paintings from last class will be reviewed. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion. Development: (35 minutes) Students will then be provided with large canvas paper and asked to paint their likeness either through observation or from reference photo or their drawings. Students will pay special attention to composition, space, color, layering, and value. They will be asked to employ the elements and principles of design to tell a story that relates to their identity or personality.

Student Directed Activities Introduction: Students will participate in discussion and review concepts learned in last class. They will share their paintings so far and any updates made to them.

Development: Students will continue to use paint to practice ideas and techniques in their process journals. Students will choose their final media (drawing or painting) and begin to work on their final projects or develop one of their drawings or paintings into their final project.

Students may begin to work on their final project or develop their drawing or painting from the previous classes. Conclusion: (5 minutes) I will ask students to share with the class their work so far and explain how they used the elements and principles to connect symbolically to their item as well as their identity/personality.

Conclusion: Students will discuss how effectively created paintings of faces/likenesses from observation incorporate symbolic elements represent them.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

they their that that

U1L2: Day 5 of 7

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Symbolic Self Portrait – Begin Final Project Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity, line, movement, composition, contrast Overall Lesson Objective: Given a review of art media, artists and artworks created in class, in class discussion, worksheets, process journals, and all available media the student will effectively create a symbolic self portrait of their likeness using the elements and principles of design to communicate meaning. They will also incorporate symbols from their visual culture, environment and family culture that have influenced their identity. Daily Objectives: Given review materials and student artwork, students will accurately discuss the elements and principles of design and symbolism and the ways it can create meaning within artwork. Given research materials and process journals, the student will effectively create a final plan for their artwork. Given access to all art media in the lesson, the student will effectively create a self portrait that uses at least one of the techniques and media learned so far in the lesson. Given their brainstorm, research and process work, the student will meaningfully portray symbolic elements in their portray that incorporate their visual culture, family heritage and/or environment. Assessment Criteria: Discussed and evaluated historic and contemporary artwork and identified how symbolism and the elements and principles of design created meaning and represented artists’ identity. Created a full plan for their final artwork that includes research on artists, media, the elements and principles of design as well as personal research into the students own visual culture, family heritage and environment. Created a self-portrait that incorporates at least one or more media learned in the lesson. Created a self-portrait that portrays symbolic elements that represent visual culture, family heritage and/or environment.

Teaching Resources Needed to Support the Lesson: Presentation: Review Powerpoint presentation (Day 1) Artists: Rembrandt Goya Van Gogh Frida Kahlo Andy Warhol Cindy Sherman https://mymodernmet.com/famous-self-portraits/ Video Game Avatars (Roblox, Fortnite, etc.) https://twistedsifter.com/2017/01/guy-photoshops-himself-into-kendall-jenners-pics/

Art Materials Necessary for the Lesson: Process Journals Computer Printer Scanner Cell Phone Cameras Photoshop Software Paint Cups Plates Brushes Paper Towels Pencils Paper Canvas Board Charcoal Teacher Directed Activities Introduction: (10 minutes) Class will begin with reviewing their artwork in a class reflection. Discussion will include the meaning behind each type of media, and discussion of artists reviewed. Students will be asked to choose a media or medias that represents their personality and identity metaphors. I will lead a discussion about representing identity in a non-realistic way, and the way truth vs. fantasy can convey meanings in different and similar ways, and how selfportraits can identify your place in society.

Student Directed Activities Introduction: Students will participate in discussion and review concepts learned in last class. They will share their artwork so far and discuss which media or combination of media best represent themselves. They will also discuss the intentions behind representing themselves in a truthful manner vs. more of a fantasy

Development: (30 minutes) I will allow students class time to gather materials and begin working on their final projects. I will continue to walk around and help students on an individual basis as needed.

Development:

Conclusion: (10 minutes) I will end the class by having students do a walk about with the in progress work and give their thoughts on things that are effective and what can be changed or improved.

Conclusion: Students will lead a discussion and in progress critique of the work in the class as a whole.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Students will begin working on their final projects by choosing and collecting their materials.

U1L2: Day 6 of 7

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Symbolic Self Portrait – Continue Final Project Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity, line, movement, composition, contrast Overall Lesson Objective: Given a review of art media, artists and artworks created in class, in class discussion, worksheets, process journals, and all available media the student will effectively create a symbolic self portrait of their likeness using the elements and principles of design to communicate meaning. They will also incorporate symbols from their visual culture, environment and family culture that have influenced their identity. Daily Objectives: Given in progress student artwork, students will accurately discuss the elements and principles of design and symbolism and the ways it can create meaning within artwork. Given access to all art media in the lesson, the student will effectively create a self portrait that uses at least one of the techniques and media learned so far in the lesson. Given their brainstorm, research and process work, the student will meaningfully portray symbolic elements in artwork that incorporates visual culture, family heritage and/or environment. Assessment Criteria: Discussed and evaluated in progress class artwork and identified how symbolism and the elements and principles of design created meaning and represented artists’ identity. Created a self-portrait that incorporates at least one or more media learned in the lesson. Created a self-portrait that portrays symbolic elements that represent visual culture, family heritage and/or environment. Teaching Resources Needed to Support the Lesson: Presentation: How to have a good critique: https://www.youtube.com/watch?v=q3bO5_4b_cw OR https://www.youtube.com/watch?v=0T9fgJXYbB8 https://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx

Students in progress artwork Worksheets: Lovely words handout Critique Worksheets

Student Directed Activities Introduction: Students will participate in discussion with each other. They will share their artwork so far and discuss which elements and principles of design and symbols are being incorporated and make suggestions for improvement.

Development: (40 minutes) I will allow students class time to gather materials and continue working on their final projects. I will continue to walk around and help students on an individual basis as needed.

Development: Students will continue working on their final projects by choosing and collecting their materials, and using techniques learned so far in class.

Conclusion: (5 minutes) I will end the class by having students do a walk about with the in progress work and give their thoughts on things that are effective and what can be changed or improved. With the remaining time, students will be

Conclusion: Students will lead a discussion and in progress critique of the work in the class as a whole.

With the remaining time, students will clean up their area and put supplies

asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

away in their proper area.

Lovely Words for Crits Disparate

Nurture

Framework

Flavor

Influence

Tangible

Impart

Transfer

Superfluous

Permanence

Satiate

Trajectory

Influence

Elevate

Muted

Arouse

Alter

Precious

Communicate

Identify

Organic

Cultivate

Associate

Ambiguous

Subversive

Converging

Scale

Formalistic

Translate

Context

Dialogue

Reclamation

Deconstruct

Fragility

Cathartic

Trite

Muted

Persists

Tension

Divergent

Juxtaposition

Immediacy

Static

Ephemeral

Materiality

Intangible

Process

Art Critique Worksheet 1. Describe What things do you see in the art work? Describe the elements of art. Identify materials used (techniques too). Identify genre (portrait, still life, landscape, abstract?) Explain everything you see, even if you donâ&#x20AC;&#x2122;t know what it is.

2. Analyze How are lines, shapes, colors, and textures used in the piece of art? Find examples of unity through repetition. Look for a center of interest (focal point/eye grabber) Is there one? What is it?

3. Interpret What is going on in the artwork? What is the purpose of the piece? What is the artist saying?

4. Decide/Evaluate Do you like this piece of art â&#x20AC;&#x201C; WHY or WHY NOT? Is this a quality piece of art? Why? What is the best thing about this piece? What is the something you might change/improve? Is the artist successful? Why?

U1L2: Day 7 of 7

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Symbolic Self Portrait – Final Critique and presentation/Mini Gallery Day Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Use of symbolic representations to express identity • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Metaphor, symbolism, emphasis, scale, balance, color, value, space, unity, line, movement, composition, contrast Overall Lesson Objective: Given artworks created in class, process journals and research, the student will effectively display and reflect upon their self-portraiture and how conveys meaning and identity through media choice, technique, elements and principles of design as well as the incorporation of symbols from their visual culture, environment and family culture that have influenced their identity. Daily Objectives: Given in final student artwork, students will accurately discuss the elements and principles of design and symbolism and the ways it can create meaning within artwork. Given the classroom environment, process work, and final artwork, students will work in collaboration to effectively create a display of their projects from start to finish that allows an engaging presentation for the viewer. Assessment Criteria: Created a visually pleasing display of the artwork by collaborating with all students in the class. Discussed and evaluated in progress class artwork and identified how symbolism and the elements and principles of design created meaning and represented artists’ identity. Created a self-portrait that incorporates at least one or more media learned in the lesson. Created a self-portrait that portrays symbolic elements that represent visual culture, family heritage and/or environment. Teaching Resources Needed to Support the Lesson: Presentation: Students in progress artwork

Art Materials Necessary for the Lesson:

Display Boards Pins Tables for process journals Teacher Directed Activities Introduction: (5 minutes) Class will begin with students collecting their process work and final artwork to display. I will briefly explain that the class must work together to hang their “gallery” show that is visually pleasing and allows the viewer to see the work, but also incorporates balance and rules composition

Student Directed Activities Introduction: Students will participate in the planning and layout of their artwork for the “gallery” show

Development: (30 minutes) I will allow students to work together to plan out and hang their artwork on the display boards, and set up tables to display their process journals. I will be available to consult if there are questions. I will allow 20 minutes for planning, 10 minutes for hanging.

Development: Students will work collaboratively to display their artwork.

Conclusion: (15 minutes) I will end the class by having a mini gallery show, where students will walk around and view each other’s artwork. Discussion will be a reflection on the positive aspects of each student’s work, and a critique of the gallery presentation. Emphasis will be placed on the effectiveness of research, process work, and the universality of the artwork as well as the unique qualities. Discussion of how the artwork relates to the group as a whole, and experiences of connectedness or community will be discussed as well.

Conclusion: Students will participate in the gallery viewing and final critique.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Symbolic Self-Portrait Rubric Assessment Criteria Brainstorm ideas related to the in-class presentation using visual culture, family/cultural heritage and environment. Use of process journal to sketch ideas, concepts and techniques learned in class. Participate in the assigned activity for each lesson day.

Proficient (10 points) Successfully came up with 3-4 ideas related to the in-class presentation that all represent visual culture, family heritage and environment. Successfully used process journal to sketch 3-4 ideas for each lesson day. Completed all lesson exercise projects for each lesson day and all projects used the elements and principles of art in a meaningful way.

Create a full plan for final artwork that includes research on artists, media, elements and principles of art as well as personal research into the studentâ&#x20AC;&#x2122;s visual culture, family heritage and environment

Plan was fully finished prior to starting final artwork and included meaningful research, 34 elements and principles of art and aspects from visual culture, family heritage and environment.

Final artwork incorporates one or more media learned about in the lesson

Final artwork contains one or more media and one or more techniques learned in the lesson. Final artwork contains at least one symbolic element from each category of visual culture, heritage and environment and are used in a meaningful way related to the studentâ&#x20AC;&#x2122;s identity.

Final artwork portrays symbolic elements that represent visual culture, family heritage and/or environment

Score _______/60

Emerging (5 points) Came up with 1-2 ideas related to the in-class presentation using visual culture, family heritage and environment.

Beginning (1 points) Ideas were limited to 1 per topic or one of the topics of visual culture, family heritage or environment were missing.

Moderate use of process journal for 1-2 ideas for each lesson day. Completed some lesson exercise projects for each lesson day or some exercise projects did not use the elements and principles of art in a meaningful way. Plan was fully or somewhat finished prior to starting final artwork, and included some research, 1-2 elements and principles of art and at least 1 aspect from visual culture, family heritage and/or environment. Final artwork contains one media and/or one technique learned in the lesson.

Process journal was not used, or sketches on some lesson days were missing.

Final artwork contains only one symbolic element from visual culture, heritage or environment and is used in a meaningful way related to the studentâ&#x20AC;&#x2122;s identity.

Final artwork does not contain any symbolic elements from visual culture, heritage or environment or these are not used in a meaningful way.

Completed no lesson exercise projects or did not use the element and principles of art in a meaningful way.

Plan was not completed prior to starting final artwork, or was missing research, elements and principles of art and/or aspects of visual culture, heritage and environment.

Final artwork contains no media nor techniques learned in the lesson.

Score _______/60

U1L3: Day 1 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Motivational Day Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given a presentation and access to internet, the student will start to explore and brainstorm their own autoethnographic life history, and how it has affected their identity and ways of engaging with the community. Given a process journal and students research, the student will effectively plan a story about their life experiences and personality through visual representation. Assessment Criteria: - Brainstormed ideas related to the in-class presentation using research into the political, economic and cultural influences in their lives and those of generations past that have had some effect on their lives today. - Collected 3-4 ideas/life events in their process journal related to their experiences and/or family or cultural influences Teaching Resources Needed to Support the Lesson: Presentation: Autoethnography and storytelling PowerPoint Videos: https://www.youtube.com/watch?v=dKZY9lA5VBw https://www.youtube.com/watch?v=qXW9WvuoO98 https://www.youtube.com/watch?v=mzjDSUScX08 Artists: Vivian Maier

Dawoud Bey Linda Craddock Art Materials Necessary for the Lesson: Process Journals Computer Printer Paper Ink Pencils Glue (to paste found imagery in journals) Teacher Directed Activities Introduction: (20 minutes) Class will begin with introducing the assignment. I will then hand out process journals, and pencils so students can write down ideas during the presentation/discussion.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

I will start a presentation introducing the unit lesson, and what the students will be doing today. I will then lead a discussion about autoethnography, storytelling and photography and how it can be used to express universal themes through art. A review of the elements and principles of design and composition.

Students will begin by listening to the presentation and participating in the discussion.

I will ask the following questions during the presentation: What are the differences and similarities between autoethnography and autobiography? How does this project relate to the selfportrait project and why is telling a deeper story important for both the artist and the viewer? Truth vs. Fiction – how does photography convey a sense of truth? Black and white vs. color – what moods/feelings are being conveyed in each? How can B&W photography convey timelessness? Is “timelessness” necessary for this project? Why or why not?

Students will discuss what autoethnography is and how photography can help tell the story. They will also discuss the different aspects of photography and choices they have and why they might choose one way over the other.

Development: (25 minutes) I will have students take 20 minutes to research the socioeconomic climate of their lives, as well as that of their parents and grandparents. They will also brainstorm ideas on how to visually represent through photography and text these ideas and how they have been influenced by these experiences. I will provide computer/printer access to print out any visual ideas they have and add to their process journals. I pair students up into small groups to reflect on their sketchbooks and chosen visual culture and other elements. (5 minutes) Conclusion: (5 minutes) I will ask students to share with the class their ideas so far and how their stories are shaping into a complete picture. With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

Development: Students will brainstorm and research ideas for the autoethnography storybook, and how they can tell a story of those influences over their lives. They will sketch and collect ideas in their process journals.

Students will get into groups and discuss their sketches, comparing and explaining their choices.

Conclusion: Students will discuss how they effectively brainstormed and researched ideas that relate to their lives With the remaining time, students will clean up their area and put supplies away in their proper area.

AUTOETHNOGRAPHIC STORYBOOKS TELLING A STORY THROUGH DEEPER RESEARCH INTO YOUR CULTURE, FAMILY HISTORY AND LIFE EXPERIENCES

WHAT IS "AUTOETHNOGRAPHY"? History of you and your world "uses self-reflection and writing to explore anecdotal and personal experience and connect this autobiographical story to wider cultural, political, and social meanings and understandings." (Ellis, Carolyn, 2004). • Parents stories and life experiences • What was happening politically and culturally to influence your parents world views? What about your world views?

• How have your life experiences shaped who you are? • Why do you like the things you like? (Reflexive experience)

Carolyn Ellis (3:00-5:33)

WHAT DOES THIS HAVE TO DO WITH ART? • Art is, a lot of the time, reflexive storytelling in itself • Using photography combined with words is a way to visually illustrate these stories

WHY PHOTOGRAPHY? • Conveys "truth" and history/time • Easier to create series of images • Can be both collected and taken

FOCUS ON COMPOSITION How do these relate to your elements and principles of art & design? Emphasis, balance, contrast, etc.

VIVIAN MAIER (1926-2009) • How do these photos tell a story?

• Even though these photos are not self-portraits, what can we infer about the artist's life or her views about her subjects? • How does composition add to the story behind the image? • What elements and principles of design are used within the composition?

DAWOUD BEY (1953 - ) These are street photos, mostly taken in lower socioeconomic neighborhoods. How are these people being portrayed? What does that say about Dawoud Bey's beliefs? Is it his story to tell?

LINDA CRADDOCK "None of us live exclusively in the present.What we understand as being “now” is in fact an amalgamation of personal and collective experiences interacting with a current framework of existence.This defines who we are. The conflict between conscious memory, subconscious memory, dreams and reality form the framework for my work." - Linda Craddock • These are not straight photographs, but rather collages of photos with paint and other media. However, how is Linda Craddock telling a story with her manipulation of these images?

• How do you think people tell a story vs. Environments? • Can environmental images tell a story about more than what is (or isn't) in the photograph?

SO WHERE DO WE START? • Use your brainstorm worksheets to start thinking of ideas. • Research online the political, economic and cultural influences in your lives, and those of generations past that may have affected you. • Collect 3-4 ideas/life events in your process journal related to your experiences and/or family or cultural influences. • Start to sketch out ideas for photographs you might want to take (places, people, people in places, objects?) • Don't forget about using composition and elements & principles to tell the story (what do you want to emphasize? How can you use the structure of the photograph to tell the story?)

U1L3: Day 2 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Photo Collection Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to internet and collected personal photographs, the student will start to collect imagery for their own autoethnographic life history, and create a story out of it that outlines who they are and how they interact with society and express themselves. Given a process journal and students research, the student will effectively plan a story about their life experiences and personality through visual representation. Assessment Criteria: - Brainstormed ideas related to the in class presentation using research into the political, economic and cultural influences in their lives and those of generations past that have had some effect on their lives today. - Collected 3-4 ideas/life events in their process journal related to their experiences and/or family or cultural influences, included use of collected photographs. Teaching Resources Needed to Support the Lesson: Presentation: Sample autoethnographies/autobiographical photo essays

Art Materials Necessary for the Lesson: Process Journals Computer

Printer Paper Ink Pencils Glue (to paste found imagery in journals) Collected Photographs from home Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of the project and concepts discussed in previous class.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (40 minutes) I will allow students to continue research and planning of photographs to be taken for their autoethnographies. Emphasis on composition and story telling. I will be available to consult on an individual basis.

Development: Students will continue working independently on their research, image selection, image planning and storytelling layout.

Conclusion: (5 minutes) I will ask students to peer pair and share their ideas so far.

Conclusion: Students will discuss how they effectively brainstormed and researched ideas that relate to their lives

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 3 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Camera Usage Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to cameras and exposure worksheets, the student will learn to create a properly exposed photograph that includes a wide range of tonal values. Given in class presentation and discussion, students will effectively interpret various styles and aspects of photography and how to make choices that will convey meaning related to their individual stories. Assessment Criteria: - Successfully created 20-30 in class images that were properly exposed. - Interpreted the different aspects and meanings behind styles of photographs and chose which method of photography they will employ in the project. Teaching Resources Needed to Support the Lesson: Presentation: Photography/photojournalism Powerpoint Sample autoethnographies https://garceauphotography.weebly.com/composition.html Worksheets: Exposure triangle worksheets

Art Materials Necessary for the Lesson: Process Journals dSLR cameras Memory cards Teacher Directed Activities Introduction: (20 minutes) Class will begin with a presentation on photography and basic exposure/camera usage. Will hand out worksheets.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

An in class demonstration using a person (portrait) or still life using a dSLR camera

Students will view demonstration and ask questions on camera usage

Development: (25 minutes) Cameras will be passed out to students to practice with. Students will be asked to pair up to take photos of each other or help each other create still life photographs (or a combination of both). Emphasis will be on proper exposure, but attention to composition and the elements and principles will also be encouraged. Notes on how photos were exposed will be required. I will be available to answer questions on an individual basis and help those who need it.

Development: Students will practice creating a proper exposure using the exposure triangle in Manual mode. They will note their exposures and sketch the histograms for each photo created copied from the back of the camera. Students will shoot in jpg mode to emphasize proper exposure and getting it right in camera without additional editing. Students will create 20-30 properly exposed and well composed images.

Conclusion: (10 minutes) I will ask students to upload their photos to a sharing site so that the students can all view the results. Sharing will include metadata on exposure values.

Conclusion: Students will upload their photos to a sharing site.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Not that kind of exposure

HOW TO GET A GOOD "EXPOSURE" (WHEN TAKING A PHOTOGRAPH) Or that kind

THE TRIANGLE OF EXPOSURE â&#x20AC;˘ There are three main ingredients to good exposure: Aperture, Shutter Speed, and ISO. Think of a perfect exposure as a perfect triangle - all the angles are equal, all the sides are equal. â&#x20AC;˘ Now if you change just one part of that exposure or triangle, it is no longer perfect so you will need to change another point of the exposure or triangle an equal but opposite amount to make that triangle and therefore the exposure perfect again

Now you may ask; "Why do we need to have all different settings for exposure. Why isn't there just one?" • In the last century on almost all of the point and shoot cameras, that's the way it was. The aperture was fixed, as was the shutter speed and - even though you could buy film that was different ISOs - there was usually only one recommended for that particular camera. But it was very limiting... same thing for cell phones! Although the settings are getting more varied these days, they are still limited. • Since those camera were set up for an average scene, you either shot a normal daylight scene or (if you popped on a flash) an indoor scene. Forget about shooting a natural light sunset or night shot. Forget about stopping action of a race car. You were stuck with what you had. • Now we want to be more artistic in our photos and we want more control over what we shoot. So to achieve that artistic and technical control, we need to know about the different settings we can use and why we use them.

APERTURE (AKA F-STOP) Aperture is a circular opening (somewhat) in our lens that is adjustable from a very small circle to almost as large as the lens itself. We adjust it to let more or less light hit the digital sensor or film. Think of window blinds as your aperture, and the wall in your room opposite the blinds is your sensor or film. As we open the blinds, more light comes through and we can see the wall behind us get brighter and brighter

THE OPENING OF OUR LENS OR APERTURE IS EXPRESSED IN F STOPS AND HERE IS A VERY TYPICAL RANGE OF F STOPS The numbers get larger as the hole gets smaller, but think of it as a fraction of 1, ½, ¼, 1/8, 1/22, etc. Adjusting Aperture not only lets in more or less light, it allows you to make a creative decision about focus (depth of field). More on that later....

SHUTTER SPEED • Shutter speed controls how long the light comes through our aperture to our digital sensor or film. The longer the time, the more light will hit their surface. That is technically what shutter speed does. • Shutter speeds are expressed in fraction of a second 1/8, 1/125, 1/1000 etc. but in most modern digital cameras you may not see the 1/ expressed (but they still are fraction). You most likely see the above expressed as 8, 125, 1000 etc. • Most people are able to hand hold a camera in the range of 1/60th to 1/200th with a normal lens on. When you use telephoto lenses you may need to use a faster shutter speed.

Artistically, shutter speed controls motion. Whether we want to freeze motion or show motion, shutter speed is the portion of exposure that will control that aspect. More on that later!

ISO (AKA INTERNATIONAL STANDARDS ORGANIZATION) We use ISO to help us achieve what we want to do with the other two sides of exposure; Aperture and Shutter Speed.

ISO stands for International Standards Organization, and it is a standardized industry scale for measuring sensitivity to light. This can be used in relation to how sensitive camera film is to light, but more commonly today, it pertains to the sensitivity of a digital image sensor.

Shooting outdoors on sunny or even slightly overcast days we can use ISO 100 or 200 with ease. On heavy overcast days we may need to change our ISO to 400. Especially if we use a small aperture (letting in less light) for shooting a deep depth of field landscape shot, while still being able to maintain a shutter speed that we can safely handhold without a tripod. As we move indoors to a brightly lit room we may need to move up to ISO 800 - 1600 to take natural light photos without the need for using our flash. As we move to dimly lit rooms or street scenes, we may need to move up to ISO 3200 or higher.

Why don't we just use the most sensitive one and forget about it? Well because the downside of higher ISO is that it increases the noise or grain in our images. This can sometimes make the image look so bad that it becomes unusable (or at least unprintable at a decent size). So our objective is to use the lowest ISO possible, but balancing that to what we want to achieve.

The "Perfect" Exposure

TODAY'S TASK Pair up and take 25-30 well-exposed images Set Aperture & Shutter Remember your compositions and elements and principles of design!

Set ISO here

Check light meter is centered Don't worry about these icons yet Practice with the camera in M mode! 1. Set ISO 2. Set Aperture or Shutter 3. Set the other setting to balance (light meter is centered or close to it) 4. Check your histogram

U1L3: Day 4 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Photography Day 1 Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to cameras and exposure worksheets, the student will learn to create a properly exposed photograph that includes a wide range of tonal values. Given cameras and information on f-stops, students will create photographs that show the differences between high and low aperture and how varying depth of field creates different meanings or feelings. Given in class presentation and discussion, students will effectively interpret various styles and aspects of photography and how to make choices that will convey meaning related to their individual stories. Assessment Criteria: - Successfully created 20-30 in class images that were properly exposed and showed varying degrees of depth of field in order to convey a story or meaning. - Interpreted the different aspects and meanings behind styles of photographs and chose which method of photography they will employ in the project. Teaching Resources Needed to Support the Lesson: Presentation: Aperture/Depth of field presentation – https://garceauphotography.weebly.com/aperture.html Videos: https://youtu.be/Q5EOzQKEj9c https://youtu.be/Wv310dokodg

Worksheets: Aperture worksheets

Art Materials Necessary for the Lesson: Process Journals dSLR cameras Memory cards Teacher Directed Activities Introduction: (15 minutes) Class will begin with a review on photography and basic exposure/camera usage. Discussion of aperture and depth of field and how it can be used to convey meaning. Will hand out worksheets.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (25 minutes) Cameras will be passed out to students to practice with. Students will be asked to pair up to take photos of each other or help each other create still life photographs (or a combination of both). Emphasis will be on depth of field, but attention to proper exposure, composition and the E&Pâ&#x20AC;&#x2122;s will also be encouraged. Notes on how photos were exposed will be required. I will be available to answer questions on an individual basis and help those who need it.

Conclusion: (10 minutes) I will ask students to upload their photos to a sharing site so that the students can all view the results. Sharing will include metadata on exposure values.

Conclusion: Students will upload their photos to a sharing site.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 5 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Photography Day 2 Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to cameras and exposure worksheets, the student will learn to create a properly exposed photograph that includes a wide range of tonal values. Given cameras and information on f-stops, students will create photographs that show the differences between slow and fast shutter and how varying depth of field creates different meanings or feelings. Given in class presentation and discussion, students will effectively interpret various styles and aspects of photography and how to make choices that will convey meaning related to their individual stories. Assessment Criteria: - Successfully created 20-30 in class images that were properly exposed and showed varying shutter speeds in order to convey a story or meaning. - Interpreted the different aspects and meanings behind styles of photographs and chose which method of photography they will employ in the project. Teaching Resources Needed to Support the Lesson: Presentation: Shutter speed presentation – https://garceauphotography.weebly.com/motion-blur.html https://www.phototraces.com/photography-tips/shutter-speed chart/?utm_content=bufferdecd4&utm_medium=social&utm_source=pinterest.com&u m_campaign=buffer

Worksheets: Shutter speed worksheets

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (25 minutes) Cameras will be passed out to students to practice with. Students will be asked to pair up to take photos of each other or help each other create still life photographs (or a combination of both). Emphasis will be on shutter speed, but attention to proper exposure, composition and the elements & principles will also be encouraged. Notes on how photos were exposed will be required. I will be available to answer questions on an individual basis and help those who need it.

Conclusion: (10 minutes) I will ask students to upload their photos to a sharing site so that the students can all view the results. Sharing will include metadata on exposure values.

Conclusion: Students will upload their photos to a sharing site.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 6 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Photography/Rough Layout day Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to cameras and exposure worksheets, the students will create images that are properly exposed and include a wide range of tonal values. Given access to cameras, students will create images that include the elements and principles of design and composition to convey meaning and tell a story. Given access to cameras, students will create images that use depth of field and/or motion blur or capture to convey meaning and tell a story. Given information on effective layout, students will layout a story using their images and the elments and principles of design. Assessment Criteria: - Create and print 15-20 images that were properly exposed and showed varying shutter speeds in order to convey a story or meaning for final project (may be done at home or outside of class) using the selected photography method. - Used aperture in a meaningful way - Used shutter speed in a meaningful way - Used composition in a meaningful way - Using collected and captured images and text, created a successful rough layout for final project. Teaching Resources Needed to Support the Lesson: Presentation: Sample autoethnographies/autobiographical photo essays Worksheets: All class materials and handouts from previous classes

Art Materials Necessary for the Lesson: Process Journals dSLR cameras Memory cards Teacher Directed Activities Introduction: (15 minutes) Class will begin with reviewing previous concepts, and teacher will lead a discussion on layout of books and emphasize the importance of order, elements and principles with negative space and how it can add/take away from the story.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (25 minutes) Teacher will allow students time to print photos if necessary and work with them on an individual basis to layout final imagery on tables to make mock storyboards.

Development: Students will work in small groups or peer pairs to discuss editing and layout to create storyboards for final books. Photos of rough layouts will be taken to inform the final digital layout.

Conclusion: (10 minutes) I will ask students to take cell phone photos of their layouts to use in their final digital layouts.

Conclusion: Students will take photos of their layouts for reference for next class.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 7 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Final Layout Day 1 Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism Overall Lesson Objective: Given an introductory PowerPoint Presentation, process journals, in class discussion, and internet access, the student will clearly understand the expectations and projects of the lesson, brainstorm ideas about how to visually represent their autoethnographic visual biographies, and create a photographic story that combines imagery and text that use proper exposure, composition and the elements and principles of design. Daily Objectives: Given access to Photoshop, students will effectively digitally layout final books Given information on effective layout, students will layout a story using their images and the elements and principles of design. Assessment Criteria: - Using digital images and rough layouts, create a layout that is inspired by rough layouts done in previous class that incorporates elements and principles of design

Teaching Resources Needed to Support the Lesson: Presentation: Sample autoethnographies/autobiographical photo essays Worksheets: All class materials and handouts from previous classes

Art Materials Necessary for the Lesson: Process Journals Computer Photoshop Rough Layout images

Digital photos for storybooks Teacher Directed Activities Introduction: (15 minutes) Class will begin with a demonstration of how to use Photoshop to create page layouts and how to add text. Also will cover basic exposure adjustments in Photoshop.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (25 minutes) Teacher will allow students time to create digital page layouts for final printing and assembly. Individual help as needed will be given.

Development: Students will work on completing final layouts for storybooks in Photoshop.

Conclusion: (10 minutes) Students will save and upload proofs of their books to online sharing site, where students can leave comments or suggestions to improve

Conclusion: Students will save and upload their layouts so far for commentary before next class.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 8 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Final Layout Day 2 Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Teaching Resources Needed to Support the Lesson: Presentation: Sample autoethnographies/autobiographical photo essays Worksheets: All class materials and handouts from previous classes

Art Materials Necessary for the Lesson: Process Journals Computer Photoshop Rough Layout images Digital photos for storybooks Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of layout from last class.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (40 minutes) Teacher will allow students time to finish their final layout and submit to be printed by the teacher. Teacher will ask the students to input their final layouts in a PowerPoint presentation to present for the next class.

Development: Students will work on completing final layouts for storybooks in Photoshop and input the layout images into a final PowerPoint presentation.

Conclusion: (5 minutes)

Conclusion:

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

U1L3: Day 9 of 9

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Autoethnography Storybook – Final presentation Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Using art to inform and connect on a universal level through personal story Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, contrast, leading lines, symbolism

Worksheets: All class materials and handouts from previous classes

Art Materials Necessary for the Lesson: Process Journals Final project presentations

Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of the lesson and the techniques, skills, and processes learned, as well as a discussion of the meaningfulness behind autoethnography and photographic representation.

Student Directed Activities Introduction: Students will participate in discussion and review of lesson

Development: (40 minutes) Teacher will allow students time to present their final projects, as well as respond positively to each one (2 minutes each)

Development: Students will present their final projects and include their process and final artwork in a brief oral presentation

Conclusion: (5 minutes) Final analysis of project and what lessons were learned from it

Conclusion: Students will give feedback on the project as a whole and provide ideas on how it has informed their thinking about their own lives and those of others around them.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Autoethnography Storybook Rubric Assessment Criteria Brainstorm ideas related to the in-class presentation using research into the political, economic and cultural influences in the studentâ&#x20AC;&#x2122;s life and those of generations past that have had some effect on their lives today. Use of process journal to collect ideas, photos, and/or life events related to their experiences and/or family or cultural influences. Adequately demonstrate proper exposure of imagery using ISO, shutter speed and aperture.

Create and print images that are properly exposed and show varying shutter speeds and/or apertures and the use of elements and principles of art.

Proficient (10 points) Successfully came up with 3-4 ideas related to the in-class presentation using political, economic, and cultural influences.

Emerging (5 points) Came up with 1-2 ideas related to the in-class presentation using political, economic and cultural influences.

Beginning (1 points) Ideas were limited to 1 per topic or one of the topics of political, economic and/or cultural influences were missing.

Successfully used process journal to collect at least 3-4 ideas for final project.

Moderate use of process journal for 1-2 ideas for final project.

Process journal was not used, or none of the ideas collected were used in the final project.

Demonstrated proper exposure of 20-30 images.

Demonstrated proper exposure of 10-20 images.

Demonstrated proper exposure of less than 10 images.

Created at least 5-10 images that are properly exposed and creatively used various techniques with aperture, shutter speed, composition and the elements and principles of art. Final artwork layout has some sense of balance and unity throughout the entire book. Final artwork somewhat portrays an impactful story that combines some images and text in a meaningful way.

Images were not properly exposed and/or they did not include create use of techniques, composition or elements and principles of art.

Created at least 15-20 images that are properly exposed and creatively used various techniques with aperture, shutter speed, composition and the elements and principles of art. Final artwork layout Final artwork layout incorporates elements and has a strong sense of principles of design. balance and unity throughout the entire book. Final artwork incorporates Final artwork portrays meaningful story telling an impactful story that using a combination of visual combines images and imagery and text. text in a meaningful way.

Score_______/60

Final artwork layout has no balance or unity throughout.

Final artwork does not portray a story and/or does not combine images and text in a meaningful way.

U1L4: Day 1 of 3

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Social Justice Collage – Motivational Day Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Examining one’s place in society prepares for self-efficacy and identifying civic passions and how to express them artistically Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, value, space, unity, line, movement, composition, contrast, layering

Overall Lesson Objective: Given a presentation on visual culture, social justice issues, and artwork that creates awareness, as well as the history and technique of collage, magazines and collage making supplies, the student will learn how collage will be used to show how multiple images can be combined within one artwork rather than as a series to convey meaning and/or story. Daily Objectives: Given access to collage supplies, the student will create a visual story that conveys an opinion or story about their chosen social justice issue. Given in class presentation and discussion, students will effectively interpret multiple image collages and how to make choices that will convey meaning related to their individual social justice issues. Given access to collage supplies, the student will employ the elements and principles of design learned so far in the unit. Assessment Criteria: - Researched a personal social justice issue. - Interpreted the different aspects and meanings behind collage. - Created a collage that effectively uses the elements and principles of design. Teaching Resources Needed to Support the Lesson: Presentation: Social Justice Collage PowerPoint Worksheets: Social Justice Issue Brainstorm Sheets Artists: Emory Douglas Radcliffe Bailey

Hannah Hoch Romare Beardon

Art Materials Necessary for the Lesson: Magazines Paper Glue Scissors Computers Process Journals Pencils Tissue paper Teacher Directed Activities Introduction: (15 minutes) Class will begin with a presentation and discussion about art and social justice and how art can provide a way to spread awareness and change for issues in society. Discussion will include issues that students face in particular, and art and artists historically and contemporary that use art to either make people aware or incite change using visual messages. It will also include the effects of collage, the meaning behind using multiple images in one piece, postmodern art and the use of others work reformed as your own.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (30 minutes) Students will be allowed to work in pairs or independently, and teacher will be available to consult on a one on one basis.

Development: Students will pair up if desired and research a social justice issue that they have personally experienced or know someone who has. If they are unable to think of anything, research into an contemporary issue that has happened to someone high school age. Work in process journals and image collection.

Conclusion: (5 minutes) I will ask students to share their ideas for social justice issues and brainstorm worksheets for ideas on what type of imagery they will be looking for.

Conclusion: Students will share their ideas with the class.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

PERSONAL SOCIAL JUSTICE COLLAGE

What is ”Social Justice”? ■ How does it relate to you? ■ How does it connect you to the community?

HOW DOES ART RELATE TO SOCIAL JUSTICE?

Personal Social Justice â&#x2013; What issues have you, your family or friends dealt with or experienced? â&#x2013; Draw from your experiences in your autoethnography storybooks.

Historical Social Justice Issues ■ If you are researching a historical social justice issue – is this still around? ■ How has it changed?

OUR PROJECT! Using collages to spread awareness about a personal social justice issue.

DIG DEEPER! Donâ&#x20AC;&#x2122;t just show the issue, use it as a way to make a commentary about how you feel about it!

Emory Douglas ■ What do you see? ■ How does Emory Douglas use the elements and principles of design to convey meaning? ■ What symbolism or metaphors do you see?

Radcliffe Bailey ■ What do you see? ■ How does Radcliffe Bailey las use the elements and principles of design to convey meaning? ■ What symbolism or metaphors do you see?

Untitled, n.d. Medium: mixed media and collage

Hannah Hoch ■ What do you see? ■ How does Hannah Hoch use the elements and principles of design to convey meaning? ■ What symbolism or metaphors do you see?

Da-Dandy, 1919 Collage

Romare Beardon ■ What do you see? ■ How does Romare Beardon use the elements and principles of design to convey meaning? ■ What symbolism or metaphors do you see?

Evening, 9:10, 461 Lenox Avenue

Student Examples

HOW WILL OUR PROJECTS BE CREATED? Using magazines or digital images

DONâ&#x20AC;&#x2122;T FORGET THE ELEMENTS & PRINCIPLES!

Displaying Our Works ■ We will display these with anonymous surveys that ask: ■ “Do you know anyone who has encountered this issue?” ■ We will see how many of the students have experienced the same things, and connect to our school community.

What is Social Justice?

Name:

The definition of social justice depends on who you are, but it stands for equitable (or fair) treatment of everyone. Social injustice is when a person or group of people is treated unfairly and/or does not have fair access to resources. Your task: Identify an area wherein you see social injustice. It could be personal or an observation you have about the world. Research your topic by filling in the blanks below. Overall topic of social injustice Why is your topic a problem?

What biases (unfair/untrue judgments) exist that cause the topic problem?

What are the â&#x20AC;&#x153;bigâ&#x20AC;? words surrounding this topic (may be mean/rude, may be definitions, may be uplifting?)?

What can people do to overcome this problem?

What images are associated with this problem/could you associate?

U1L4: Day 2 of 3

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Social Justice Collage – Image Collection/Assembly Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Examining one’s place in society prepares for self-efficacy and identifying civic passions and how to express them artistically Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, value, space, unity, line, movement, composition, contrast, layering

Overall Lesson Objective: Given a presentation on visual culture, social justice issues, and artwork that creates awareness, as well as the history and technique of collage, magazines and collage making supplies, the student will learn how collage will be used to show how multiple images can be combined within one artwork rather than as a series to convey meaning and/or story. Daily Objectives: Given access to collage supplies, the student will create a visual story that conveys an opinion or story about their chosen social justice issue. Given access to collage supplies, the student will employ the elements and principles of design learned so far in the unit. Assessment Criteria: - Researched a personal social justice issue. - Interpreted the different aspects and meanings behind collage. - Created a collage that effectively uses the elements and principles of design. Teaching Resources Needed to Support the Lesson: Presentation: Review of social justice lesson Worksheets: Social Justice Issue Brainstorm Sheets Artist Statement worksheets Art Materials Necessary for the Lesson: Magazines Paper

Glue Scissors Computers Process Journals Pencils Tissue paper Teacher Directed Activities Student Directed Activities Introduction: (5 minutes) Introduction: Class will begin with a review of day 1 ideas. Students will prepare to take notes and Artist statement worksheets will be briefly participate in discussion discussed and handed out.

Development: (25 minutes) I will allow students to work independently on their individual projects and be available for one on one guidance, as needed.

Development: Students will work on collecting images and focus on telling a story about the issue they chose.

Conclusion: Conclusion: (15 minutes) Students will share their in progress I will lead a discussion on artist statements projects and ideas with the class. and how to write them effectively. In progress and end of class critique. Discussion of inclusion of text, layout, layering, symbolic representations and color, etc. With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Artist Statement Workshop Name: Class: 1. Describe your artwork. What does it look like? What is the subject matter? What is the title?

2. How did you use the elements and principles of art and design? For example, what did you do to emphasize the focal point of your piece, or how did you achieve balance?

3. How did you create your art? What media was used? What tools did you use? Did you use any special techniques (e.g., layering, opaque/transparent painting, etc.)?

4. What symbols or metaphors did you use in your artwork?

5. Describe something you feel was successful in your art piece.

6. Describe something you learned while creating your artwork, either about technique, vocabulary or about yourself.

7. Do you feel your piece is complete or is there anything you would add to the piece? Describe it.

8. Do you feel that there are any similarities to other works in the class (not technique, but subject matter)? If so, describe it and how it may create a sense of community.

U1L4: Day 3 of 3

Name: Caitlin Hazelton

DAILY PLAN Lesson Title: Social Justice Collage – Final Critique/Hanging Grade Level: 9th-12th Lesson S & S Concept Statements: • Examining one’s historical past through family traditions, culture via autoethnography reflects culture • Examining the personal history and also the cultural history affecting individual identity over time • Through symbolic self-portraiture and autoethnographic story telling • Studying how individual identity is shaped by visual culture, heritage, society • Examining one’s place in society prepares for self-efficacy and identifying civic passions and how to express them artistically Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, value, space, unity, line, movement, composition, contrast, layering

Overall Lesson Objective: Given final artworks, students will work as a group to display their final pieces within a school display, that includes a survey to ask the student body about their level of awareness of the social justice issues. Students will also create final artist statements and participate in a discussion of how visual art can spread awareness about a deeper issue and bring people together. Daily Objectives: Given final art projects, students will plan a layout and display their work in the school. Given artist statements and surveys, students will effectively spread awareness about their social justice issue, and connect it to other students experiences. Assessment Criteria: - Displayed final artwork within a visible area of the school. - Wrote an effective artist statement for their final artwork. Teaching Resources Needed to Support the Lesson: Presentation: How to write effective artist statements, and display artwork. Worksheets: Social Justice Issue Brainstorm Sheets Artist Statement worksheets Art Materials Necessary for the Lesson: Final artworks Hanging/display supplies (pins, tape) Artist Statements/Surveys

Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of effective Artist statements and displays.

Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion

Development: (35 minutes) I will allow students to finish artist statements and then work as a group to plan out and hang their final artwork, artist statements and surveys. I will be available to consult as needed.

Development: Students will work collaboratively to display their artwork and artist statements.

Conclusion: (10 minutes) I will lead a discussion on a class critique. Discussion of how effective the display and artist statements will be.

Conclusion: Students will participate in the class critique and reflection on their final display.

With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.

With the remaining time, students will clean up their area and put supplies away in their proper area.

Social Justice Collage Rubric Assessment Criteria Research into a personal social justice issue.

Proficient (10 points) Successfully researched a personal social justice issue by fully completing the worksheet. Create a collage that Successfully created a effectively uses the elements collage that uses at and principles of design. least 3-4 elements and principles of art. Collage incorporates the Collage contains a theme of social justice and strong narrative quality has a meaningful narrative that relates to a that creates awareness for a personal social justice personal issue. issue.

Emerging (5 points) Somewhat researched a personal social justice issue by filling out the worksheet partially.

Beginning (1 points) Research was lacking and worksheet was not completed.

Created a collage that uses only 1-2 elements and principles of art.

Collage did not successfully incorporate the elements and principles of art.

Collage has a vague narrative that minimally relates to a personal social justice issue.

Collage has a vague narrative and does not relate to a personal social justice issue.

Artist statement is well written and grammatically correct.

Artist statement is poorly written, contains 50-199 words, and/or has several grammatical errors.

Artist statement is poorly written, has less than 50 words and/or has several grammatical errors.

Score: ______/40

Artist statement is well thought out, at least 200 words and contains little to no grammatical errors.