SECONDARY VISUAL ARTS CURRICULUM Author Amanda Cruz

1.

Class

UNIT 1: Grades 7 3-5wks UNIT 2: 9-10 (pick one) 3-5 weeks UNIT 2: 11-12 3-5weeks Title Illustration Digital Portraits Video Storytelling Big Idea Stories in Art Can Be Visual or Textual Understanding Things Not Seen/ Self Image Creating a captivating story using movement Description Create illustrations then write a short story to go with it.

Create a storyboard that illustrates the story. Turn the story into an animation.

Students will be creating a digital portrait that displays themselves by editing and digitally drawing over a photo of themselves. They will use this to express an emotion thinking about themselves. Something displayed that is not usually something visible from the outside.

Students will create a story line and an idea for a story and have it written out on a story board. They will then bring that story board to life using video pieces that they have created themselves.

Practice Studio Pract. (60%) Creating storyboard images and uploading them into iMovie to play as an animation.

Crit/Hist Study (40%)- Study artists and different types of animation over the years. Write and draw out the storyboard in a way that follows the line of a story.

Studio Pract. (60%) Creating a self-portrait digitally edited to change how they look.

Crit/Hist Study (40%) Look at different artists who work with digital portraits. Talk about and research emotions or concerns that are connected to the student.

Studio Pract. (60%) Creating a story and using video to bring that story to life.

Crit/Hist Study (40%) Study different artists. Look up one more animation artist on their own. Create a story following a storyline and plan a corresponding video with that story line.

Objectives Students will be able to: Students will be able to: Students will be able to: • Will write a short story at least one page long in

groups of three or four that has a beginning a middle, and end, and a protagonist.(VA:Cr2.3.7c)

• Will create a storyboard of at least 30 illustrations that successfully tell that story.

• Will put their storyboard images into iMovie or another editing program and tell their story with their images and accompanying sound.

• Will look at the work of Robert Costillo and Jack Kirby and analyze how time, place and resources influenced its creation.(VA:Cn11.1.7a)

• Will critique their peers’ animations and detail how they were received. (VA:Re.7.1.7a)

1. Successfully use Photoshop to reflect on and edit a photographic portrait of themselves in at least two ways (VA:Cr3.1.Ia)

2. Using Photoshop tools to add symbolic objects or effects to the digital portrait in order to convey an emotion (VA:Cr1.1.Ia)

3. .In a written artist statement describe the meaning behind their work, their influences, and its connection to the artist studied. (VA:Cn11.1.Ia )

• Work in a group to create an initial storyboard for a video that has a least 20 images. (VA:Cr1.2.IIIa)

• Voice over their video to tell the story that has a beginning, a middle, and an end. (VA:Cr1.2.IIIa)

• Work collaboratively to capture different video clips using cameras that will illustrate the story (VA:Cr2.2.IIIa)

• Delegate jobs to each other and write out who is doing which job to edit together their video clips and voice overs, composing a final video.(VA:Pr4.1.IIIa)

Materials • . Paper, pencil • . Handouts • Storyboard paper, animation paper, light box • Computer, Garage Band, iMovie

• Computer, PhotoShop, PhotoBooth • Sketch Paper, Pencil • Hand Outs

• Video camera, computer, video editing software • Pencil, paper, • Storyboarding paper, animation pencils

Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D

SECONDARY VISUAL ARTS CURRICULUM Frames Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod Conceptual Framework Artwork Artist Aud. World Artwork Artist Aud. World Artwork Artist Aud. World

Key Artists Robert Castillo, Jack Kirby, Raymond Briggs, Peter Reynolds

Minjae Lee, Maurizio Anzeri, Amanda Cruz Iga Puchalska, Jacolby Satterwhite, Peter Campus

Key Artworks Robert Castillo, Scene from Push, 2008 Jack Kirby, Page from Black Magic, 1950 Raymond Briggs, The Snowman, 1982 Peter Reynolds, The Dot, 2013

Minjae Lee: Circulation (2011), The Prayer Behind the Vail(2015), Magic Mirror (2007), Gaze II (2007) Maurizio Anzeri: Herieth (2001), Other imaged from the Dazed and Confused article (2011) Amanda Cruz: Open Circuit (2017)

Iga Puchalska, Paper Love, 2007 Jacolby Statterwhite, Dances with Himself, 2013 Peter Campus, Three Transitions, 1973

Key Critical Questions

1. What makes a good story? 2. What is the differences and similarities in the artwork

of the three artists? 3. Can you tell what stories they are trying to tell in their

art work? What do you think the story is? 4. Comic books are similar to storyboards for animation,

what are the differences you can see? 5. Could you create an animation from comic book

panels? 6. How are the three artists similar? 7. What kind of work do you think goes into hand drawn

animation? 8. How many images do you think you need for one

minute? 9. How are the books of the two artists different from

their animations? Does the story seem different when it’s animated?

1. What materials does it look like each artist used? 2. How do the subjects in each look different? 3. What is represented in each of the artworks? 4. Do you think each artwork was created by a man or

a woman? Why? 5. How does each artwork make you feel about the

subject? What does it say about how the subject feels? How the artist feels?

6. What kind of beauty ideals do you think is displayed in the artworks?

7. What kind of inner emotions and expressions seem to be coming forward?

10. Who do you think these artworks are created for?

1. How are these two artists’ videos similar/different? 2. What kind of story do you think they want to tell? 3. How did the composition of the images create a

sense of meaning? 4. How does the audio in the video help or change the

meaning? 5. What kind of emotions are coming through their

stories? 6. How does the type of media they use display their

meaning? 7. Would the meaning change with a different kind of

media? 8. Would the meaning change if we removed the sound?

Vocabulary Story: a fictional narrative shorter than a novel, the intrigue or plot of a narrative or dramatic work Illustration: the act of providing with visual images to explain or decorate Storyboard: a panel or series of panels on which a set of sketches is arranged depicting consecutively the important changes of scene and action in a series of shots Animate: Possessing or characterized by life Character: attributes or features that make up and distinguish an individual, the person that is in a story Plot: the plan or main story Exposition: Beginning of the story where characters and

Beauty: a combination of qualities, such as shape, color, or form that pleases the aesthetic senses, especially the sight Color Palette: refers to a range of colors and your preference of colors Portrait: a painting, drawing, photograph, or engraving of a person, especially one depicting only the head and shoulders Multi-Media: Of or relating to the combined use of several media Symbolism: The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships.

Video: A recording of a motion picture, a taped performance Storyboard: a panel or series of panels on which a set of sketches is arranged depicting consecutively the important changes of scene and action in a series of shots Story: a fictional narrative shorter than a novel, the intrigue or plot of a narrative or dramatic work Video editing: Process of taking raw video and taking away clips, rearranging clips, adding clips, adding sound, removing sound Stop Motion: a filming technique in which successive positions of objects are photographed to produce the

SECONDARY VISUAL ARTS CURRICULUM settings are introduced Rising Action: Where the main character faces a series of conflicts Climax: the most exciting part of the story when we learn the outcome Falling Action: Events leading to the end of the story Resolution: End of the story

Expression: The act of expressing, conveying, or representing in words, art, music, or movement; a manifestation; the manner in which one expresses oneself, especially in speaking, depicting, or performing. Circuit: A complete and closed path around which a circulating electric current can flow, a system of electrical conductors and components forming a complete and closed path. Ethereal: Extremely delicate and light in a way that seems too perfect for this world Contemporary: Living occurring at the same time, belonging to or occurring in the present

appearance of movement Plot: the plan or main story Exposition: Beginning of the story where characters and settings are introduced Rising Action: Where the main character faces a series of conflicts Climax: the most exciting part of the story when we learn the outcome Falling Action: Events leading to the end of the story Resolution: End of the story

Language Functions

analyze, compare/contrast, describe, interpret, question, analyze, compare/contrast, describe, interpret : analyze, compare/contrast, critique, describe, interpret, question

Language Modes Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak

Language Demands Syntax Discourse Syntax Discourse Syntax Discourse

Language Tasks & Activities

1. Using the vocabulary to talk about the artists and the artwork

2. Writing out their ideas for their story using unit vocabulary

1. Using vocab to explain their piece in their artist statement.

2. Using vocabulary during discussion of the artworks 3. Using listening and reading skills to follow direction

1. Use vocabulary to discuss artists 2. Write out a script and storyboard for their video idea

Language Supports

1. Handouts with unit vocabulary 2. Powerpoint 3. Examples of storyboards

1. Artist Handouts 2. Step by Step Worksheet 3. Teacher’s PowerPoint

1. Artist Handouts 2. PowerPoint 3. Video editing tutorials

Assessments Formative Assess sketches Assess story idea

Summative Final Storyboard Final Script

Formative Assess Critique Worksheet Assess sketches

Summative Final Image Artist Statement

Formative Assess sketches Assess script

Summative Final Video Final Storyboard

National Standards

VA:Cr2.3.7c Apply visual organization strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

VA:Re.7.1.7a Explain how the method of display, the location, and experience of an artwork influence how it is perceived and valued.

VA:Cr1.1.Ia a. Use multiple approaches to begin creative

endeavors. VA:Cr3.1.Ia.

Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.

VA:Cr1.2.IIIa a. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of a series of works of art and design based on a theme, idea, or concept.

SECONDARY VISUAL ARTS CURRICULUM VA:Cn11.1.7a Analyze how response to art is influenced by understanding the time and place which it was created, available resources and cultural uses.

VA:Re.7.2.Ib Analyze how one’s understanding of the

World is affected by experiencing visual imagery.

VA:Cn11.1.Ia Describe how knowledge of culture, traditions , and history may influence personal responses to art.

VA:Pr4.1.IIIa Critique, justify, and present choices in the process of analyzing, selecting, curating,

and presenting works of art for a specific exhibit or event.

VA:Cr2.2.IIIa Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

Common Core State Standards

CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Illustrative Artwork

Artwork Citation

Minjae Lee

Paper Love, Iga Puchalska, 2007 https://youtu.be/FDlJ_O9MJew Jacolby Satterwhite Dances with Self, 2013 https://www.youtube.com/watch?v=3LgtGM1Wcss Three Transitions, Peter Campus, 1973 https://www.youtube.com/watch?v=Ar99AfOJ2o8

Comment [JB1]: AddtwootheranimatorsCheckoutRaymondBriggs’TheSnowmanhttp://www.independent.co.uk/arts-entertainment/books/news/raymond-briggs-the-snowman-is-not-really-about-christmas-its-about-death-8399520.htmlGuardDoghttp://bestanimatedshort.blogspot.com/2012/03/best-animated-short-2004.html

SECONDARY VISUAL ARTS CURRICULUM Robert Castillo Scene from “Push” 2008 Directed by Lee Daniels

Jack Kirby Page from Black Magic comic book

Raymond Briggs, The Snowman, 1982

Circulation (2011) Mixed Media on Paper Maurizio Anzeri Herith for Dazed and Confused Magazine (2011) Embroidery on Photography

Amanda Cruz Open Circuit (2017) Digital Media

SECONDARY VISUAL ARTS CURRICULUM

Peter Reynolds, The Dot, 2013

References Briggs, R. (1985). Building the snowman. London: Hamilton Children’s Books. Briggs, R. (1982). The snowman with original introduction. http://www.youtube.com/watch?v=ZE9KpobX0J8 Castillo, R. (n.d.) http://robcast.tripod.com/ Looking for the awesome – 12 ghosts in the attic. (2017, April 23). https://kirbymuseum.org Reynolds, P. (2014, October) Peter Reynolds the dot read TV watch. http://www.youtube.com/watch?v=1CHBrRyPb2I Reynolds, P. (2008). The dot. London: Walker.

Minjae Lee. (n.d.). http://www.grenomj.com/ Greno89 on DeviantArt. (n.d.).

http://greno89.deviantart.com/ EK Interview: Minjae Lee | EMPTY KINGDOM. (2011,

November 2). http://www.emptykingdom.com/featured/ek-interview-minjae-lee/

(Greno) Minjae Lee’s Interview with BTSCelebs. (2013, January 23). https://btscelebs.com/2012/06/27/greno-minjae-lees-interview-with-btscelebs/

Gallery, S. (n.d.). Maurizio Anzeri. http://www.saatchigallery.com/artists/maurizio_anzeri.htm?section_name=new_britannia

D. (2011, June 09). It came from the sky. http://www.dazeddigital.com/fashion/article/10468/1/it-came-from-the-sky

Campus, P. (1973) Three transitions. https://www.youtube.com/watch?v=Ar99AfOJ2o8 Campus, P. (1973) Three transitions. https://www.moma.org/collection/works/88833 Puchalska, I. (n.d.) www.igapuchalska.com Puchalska, I. (2007, December 02). Paper Love. https://www.youtube.com/watch?v=FDIJ_O9MJew Satterwhite, J. (n.d.) www.jacolby.com/home.html Satterwhite, J. (2013, August 16). Jacolby Satterwhite Dances with His Self | ”New York Close Up” | Art21. https://www.youtube.com/watch?v=3LgtGM1Wcss&t=87s