Units of Study with Exemplars and Artwork

Printing Propaganda

Spring 2017

Haley Moss

Title: Seeking Justice through Printmaking

Design and Printmaking

Through this Unit of Study, students from a middle socio-economic high school will be introduced to and taught the basic techniques required to create different types of prints such as relief, silk screen, and clothing. Students will use said techniques to create various works that represent themselves and certain world issues and causes that resonate with them as an individual. By providing students with the opportunity to represent themselves through a new method of art making, it will allow them to discover hidden potential they may not have known they had in regard to art making as well as how they view themselves in contrast to today’s society. These lessons will be taught on a simplified level to allow equal opportunity for all levels of learners and, as mentioned on the website, there will be alternative materials offered for student accommodation. Through this lesson I hope to give students the opportunity to create works that have meaning to them as well as allow them to be interactive and feel more inclusive in regards to an art world that can sometimes seem too prestigious or intimidating.

I. Lesson Number, Grade Levels, Title, and Duration: Lesson 1, 9-12th Grade, Propaganda and Relief, Five 55 minute sessions

II. Lesson Rationale: Students will learn the basic techniques required to create a relief print mimicking a specific style. This lesson is significant in terms of helping students understand the impact propaganda and repetitive imagery can have on a viewer as well as the importance of craftsmanship and proper technique when creating multiple works.

III. Key Concepts:Relief prints, propaganda, repetition

IV. Essential Question:What are the techniques and steps required to create a relief print?What is the purpose of propaganda?How can craftsmanship effect the outcome of repetitive works?

V. Lesson Objectives:Students will be able to create multiple relief prints that convey a social message drawing inspiration from prints that have used imagery as propaganda.

Students will recognize the impact propaganda can have on its viewers by studying how imagery has been used to create social meaning (good and bad). Instructor will show examples.Students will grasp the importance of printing techniques and the importance of craftsmanship by creating a print relief. The relief will be assessed by following the rubric which is based on how they conveyed the message and formal qualities (Elements and Principles of Design).

VI. Specific Art Content:Printmaking, Propaganda, Repetition, Elements and Principles of Art and Design, Craftsmanship

VII. Resources & Materials for Teacher:https://www.historians.org/about-aha-and-membership/aha-history-and-archives/gi-roundtable-series/pamphlets/what-is-propagandaImages from Unit of Study website: printingpropaganda.weebly.com

VIII. Resources & Materials for Students:Unit of Study websiteRubber plate, carving tool, brayer, transfer paper, sketchbook, pencil, blockprintng ink, plexiglass board, pallet knife, heavy weight paperVocabulary: Printmaking, relief, propaganda

IX. Instruction and Its Sequencing:

Day One of the Lesson Introduction/Motivation:

Students will be presented with various propaganda imagery retrieved from Google images and the historian website. A discussion will be lead regarding their thoughts on the images and how it effects them.

1. Guided Practicea. Instructor will assist students in brainstorming and sketching ideas for their

propaganda prints.b. Students will be encouraged to discuss their ideas with peers as they finalize their

designs.

2. Independent Practicea. Students will create a successful piece of propaganda representative of something

that concerns or intrigues them.

3. Closurea. Students will be asked to share their design ideas with the class and choose one to

be the content of their final prints. b. The instructor will approve the designs and provide any help or answers needed.

4. Formative Evaluationa. The instructor will periodically check in with students and provide help as well as

observe the designs created.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Two of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin creating their relief print.

1. Guided Practicea. Instructor will pass out materials and begin assisting students in transferring their

designs to their rubber plates.b. Students will begin carving their designs.

2. Independent Practicea. Students will focus on safely carving their designs.

3. Closurea. Students will clean their work spaces and prepare their materials to continue

working next class.

4. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Three of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin creating their relief print.

1. Guided Practicea. Instructor will pass out materials and begin assisting students.b. Students will continue carving their designs.

2. Independent Practicea. Students will focus on safely carving their designs.

3. Closurea. Students will clean their work spaces and finish carving their rubber plates. If

unfinished, they may work on it outside of class.

4. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed. Finished plates will be briefly checked by the instructor.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Four of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin printing.

1. Guided Practicea. Instructor will pass out materials and begin assisting students in printing their

designs.b. Students will prepare their materials and create their prints.

2. Independent Practicea. Students will focus on creating a minimum of three quality prints.

3. Closurea. Students will clean their work spaces and place their prints on the drying rack.

4. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed. Drying prints can be briefly evaluated.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Five of the Lesson Introduction/Motivation:

Instructor will explain the proper method of labeling prints and provide a brief moment to answer any final questions before labeling and critique.

1. Guided Practicea. Instructor will show students how to properly label their prints.b. Students will label and display their prints for a brief student lead critique.

2. Independent Practicea. Students will display and briefly critique the work of their peers.

3. Closurea. The instructor will collect three prints from each student for final assessment.

4. Formative Evaluationa. The instructor will evaluate each students work according to the rubric.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

X. Summative Assessment and Evaluation:

Students will be assessed with the following rubric. This rubric will be the general guidelines for grading all work throughout the year in order to provide consistent feedback. The instructor will ensure that each student receives a hard copy upon being introduced to each lesson.

4 3 2 1Elements & Principles of

Design

Planned carefully, made sketches, and went above

and beyond expectations.

Student planned and made

sketches as well as met

expectations.

The student did the assignment adequately, yet shows a lack of

planning.

The assignment was turned in, but

showed little evidence of any understanding.

Craftsmanship & Neatness

All aspects of the artwork were

considered and patiently

completed. Project is pristine

and well kept.

Most aspects of the artwork were considered and

completed. Project is clean

and without major defects.

The student showed average craftsmanship;

adequate or not as good as the

students previous abilities.

Below average craftsmanship, lack of pride in

finished artwork. Includes obvious defects like rips and stray marks.

Time & Management

Class time was used wisely.

Student was self motivated,

seeking assistance as needed.

Class time. Was used wisely.

Student needed some refocusing

but managed well.

Class time was not fully utilized. The student was

sometimes distracted or off

task.

Class time was not used wisely.

Student was often off task and not focused on the

project.Execution,

Originality, and Uniqueness

The artwork was successfully

executed from concept to

completion, with an original approach.

The artwork was successfully

executed from concept to

completion. Unique and

original with some evidence from

examples.

The artwork was partially

successfully executed, with a

few unique aspects.

The artwork was begun but never fully completed. What work was done was highly derivative of the samples or other student’s works.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not met completely.

More than one requirement was

not met.*Points will be added and multiplied by 5 to accumulate final grade.

XIII. Art TEKS(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

(A)  use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;(B)  identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;(C)  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and(D)  explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

(2)  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A)  create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;(B)  apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;(C)  create original artwork to communicate thoughts, feelings, ideas, or impressions;(D)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

XIV. National Art Standards

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Engage in constructive critique with peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.

I. Lesson Number, Grade Levels, Title, and Duration: Lesson 2, 9-12th Grade, Manipulation and Screenprinting, Five 55 minute sessions

II. Lesson Rationale: Students will learn the basic techniques required to create a screen print. This lesson is significant in terms of helping students understand how manipulation of a photo can change the context. Students will continue with their understanding of the importance of craftsmanship.

III. Key Concepts:Screen-printing, manipulation, photography

IV. Essential Question:What are the techniques and steps required to create a screen print?How does photo manipulation play a role in art?How can craftsmanship effect the outcome of photo manipulation?

V. Lesson Objectives:Students will be able to manipulate a photo in a way that creates an important social message by screen printing their own design on top of a pre-existing image of their choice.Students will understand the impact photo manipulation can have on the context of a photo by adding media to a pre-existing image that changes the context and message of the piece. Examples will be shown by the instructor.Students will grasp the importance of proper technique and craftsmanship through their work methods by creating a manipulated photo that successfully changes the meaning of the original work. The instructor will assess the piece by the provided rubric as well as through observation of student-led critique.

VI. Specific Art Content:Screen-printing, Photography, Manipulation, Elements and Principles of Art and Design, Craftsmanship

VII. Resources & Materials for Teacher:http://mymodernmet.com/10-incredible-photo/http://makezine.com/projects/silk-screening-101/Images from Unit of Study website: printingpropaganda.weebly.com

VIII. Resources & Materials for Students:Unit of Study websiteSilk screen, inks, transparency paper, squeegee, sketchbook, xacto knife, heavy weight paperVocabulary: Screenprinting, photography, manipulation

IX. Instruction and Its Sequencing:

Day One of the Lesson Introduction/Motivation:

Students will be presented with various photo manipulation imagery retrieved from Google images and the modern met website. A discussion will be lead regarding their thoughts on the images and how the manipulation effects the context.

1. Guided PracticeInstructor will assist students in finding photos and brainstorming ways to manipulate them.Students will be encouraged to discuss their ideas with peers as they finalize their sketches.

2. Independent PracticeStudents will create multiple sketches atop a photograph to experiment with the way they want to change the context of the image.

3. ClosureStudents will be asked to share their design ideas with the class and choose one to be the content of their final prints. The instructor will approve the designs and provide any help or answers needed.

4. Formative EvaluationThe instructor will periodically check in with students and provide help as well as observe the designs created.

5. Classroom Management ProceduresProvide students with needed supplies, create a calm atmosphere with music, allow students to discuss their ideas among their peers and with the instructor.

Day Two of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin creating their screen print template.

1. Guided Practicea. Instructor will pass out materials and begin assisting students in transferring and

cutting out their designs on transparent sheets.b. Students will begin transferring and cutting out their designs.

2. Independent Practicea. Students will focus on safely using the xacto knife to create their screen print

template.

3. Closurea. Students will clean their work spaces and prepare their materials to continue

working next class.

4. Formative Evaluation

a. The instructor will oversee the students as they work and provide assistance as needed.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Three of the Lesson Introduction/Motivation:

Instructor will provide help for students as well as share thoughts and ideas about the work being created.

1. Guided Practicea. Instructor will pass out materials and begin assisting students.b. Students will continue cutting out their designs.

2. Independent Practicea. Students will focus on safely cutting out their designs.

3. Closurea. Students will clean their work spaces and finish creating their transparent

templates. If unfinished, they may work on it outside of class.

4. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed. Finished templates will be briefly checked by the instructor.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Four of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin printing.

1. Guided Practicea. Instructor will pass out materials and begin assisting students in printing their

designs.b. Students will prepare their materials and create their prints.

2. Independent Practicea. Students will focus on creating a a clean print atop their chosen photo.

3. Closurea. Students will clean their work spaces and place their prints on the drying rack.

4. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed. Drying prints can be briefly evaluated.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Five of the Lesson Introduction/Motivation:

Instructor will explain the proper method of labeling prints and provide a brief moment to answer any final questions before labeling and critique.

6. Guided Practicea. Instructor will show students how to properly label their print.b. Students will label and display their print for a brief student lead critique.

2. Independent Practicea. Students will display and briefly critique the work of their peers.

3. Closurea. The instructor will collect one manipulated photo from each student.

4. Formative Evaluationa. The instructor will evaluate each students work according to the rubric.

5. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

X. Summative Assessment and Evaluation: Students will be assessed with the following rubric. This rubric will be the general guidelines for grading all work throughout the year in order to provide consistent feedback. The instructor will ensure that each student receives a hard copy upon being introduced to each lesson.

4 3 2 1Elements & Principles of

Design

Planned carefully, made sketches, and went above

and beyond expectations.

Student planned and made

sketches as well as met

expectations.

The student did the assignment adequately, yet shows a lack of

planning.

The assignment was turned in, but

showed little evidence of any understanding.

Craftsmanship & Neatness

All aspects of the artwork were

considered and patiently

completed.

Most aspects of the artwork were considered and

completed. Project is clean

The student showed average craftsmanship;

adequate or not as good as the

Below average craftsmanship, lack of pride in

finished artwork. Includes obvious

Project is pristine and well kept.

and without major defects.

students previous abilities.

defects like rips and stray marks.

Time & Management

Class time was used wisely.

Student was self motivated,

seeking assistance as needed.

Class time. Was used wisely.

Student needed some refocusing

but managed well.

Class time was not fully utilized. The student was

sometimes distracted or off

task.

Class time was not used wisely.

Student was often off task and not focused on the

project.Execution,

Originality, and Uniqueness

The artwork was successfully

executed from concept to

completion, with an original approach.

The artwork was successfully

executed from concept to

completion. Unique and

original with some evidence from

examples.

The artwork was partially

successfully executed, with a

few unique aspects.

The artwork was begun but never fully completed. What work was done was highly derivative of the samples or other student’s works.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not met completely.

More than one requirement was

not met.*Points will be added and multiplied by 5 to accumulate final grade.

XIII. Art TEKS(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

(A)  use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;(B)  identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;(C)  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and(D)  explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

(2)  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively

while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A)  create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;(B)  apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;(C)  create original artwork to communicate thoughts, feelings, ideas, or impressions;(D)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

XIV. National Art Standards

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Engage in constructive critique with peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.

Redesign an object, system, place, or design in response to contemporary issues.

I. Lesson Number, Grade Levels, Title, and Duration: Lesson 3, 9-12th Grade, Wearable Cause and Screenprinting, Five 55 minute sessions

II. Lesson Rationale: Students will learn the techniques required to print on fiber-like materials. Students will be encouraged to work solely with text to create an article of clothing that conveys a message. Students will be made aware of the impact clothing can have on a cause or event.

III. Key Concepts:Screenprinting, Fashion design, Current events

IV. Essential Question:What techniques must be utilized to print on a material other than paper? How can text be used to create art?How does fashion design impact the way we see the world?

V. Lesson Objectives:Students will be able to design an article of clothing that conveys a message of their choice by creating a design and applying it to fabric through the method of screenrinting.

Students will learn how using text instead of imagery can still create successful artworks by viewing examples of shirt designs that convey a message provided by the instructor and located on the Unit of Study website.Students will grasp an understanding of the impact clothing can have through viewing their peer’s work as well as wearing their own while exchanging their thoughts and ideas about the message that is being conveyed.

VI. Specific Art Content:Screenprinting, Fibers, Fashion design, Elements and Principles of Art and Design, Craftsmanship

VII. Resources & Materials for Teacher:https://obeygiant.com/printingpropaganda.weebly.com

VIII. Resources & Materials for Students:Unit of Study websiteSilkscreen, inks, transparency paper, squeegee, sketchbook, xacto knife, plain t-shirt (provided by student)Vocabulary: Screenprinting, Fashion design, textual art

IX. Instruction and Its Sequencing:

Day One of the Lesson

Introduction/Motivation:Students will be presented with various images of clothing featuring text that work to convey a message. Students will be asked to share clothing they’ve seen or owned and how it impacted them.

1. Guided Practicea. Instructor will assist students in choosing a word or phrase they want printed on

their article of clothing.

2. Independent Practicea. Students will sketch and exchange ideas with their peers.

3. Closurea. Students will be asked to finalize their textual image and be encouraged to find an

article of clothing to print onto.

4. Formative Evaluationa. The instructor will observe the classroom and check each student’s sketchbook.

5. Classroom Management Procedures

a. Provide students with needed supplies, create a calm atmosphere with music, allow students to discuss their ideas among thei peers and with the instructor.

Day Two of the Lesson 1. Introduction/Motivation:

a. Instructor will familiarize students with the materials needed to begin creating their screen print template.

2. Guided Practicea. Instructor will pass out materials and begin assisting students in transferring and

cutting out their designs on transparent sheets.b. Students will begin cutting out their textual designs.

3. Independent Practicea. Students will focus on safely using the xacto knife to create their screen print

template.

4. Closurea. Students will clean their work spaces and prepare their materials to continue

working next class.

5. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed.

6. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among thei peers and with the instructor.

Day Three of the Lesson 1. Introduction/Motivation:

a. Instructor will provide help for students as well as share thoughts and ideas about the work being created.

2. Guided Practicea. Instructor will pass out materials and begin assisting students.b. Students will continue cutting out their textual designs.

3. Independent Practicea. Students will focus on safely using the xacto knife to create their screen print

template.

4. Closurea. Students will clean their work spaces and prepare their materials to continue

working next class.

5. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed.

6. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among thei peers and with the instructor.

Day Four of the Lesson 1. Introduction/Motivation:

a. Instructor will familiarize students with the materials needed to begin printing on their shirts.

2. Guided Practicea. Instructor will pass out materials and begin assisting students in printing their

shirts.b. Students will begin printing their textual designs..

3. Independent Practicea. Students will focus on creating a clean print on their shirts.

4. Closurea. Students will clean their work spaces and place their shirts on the drying rack.

5. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed.b. Drying shirts can be briefly evaluated.

6. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among thei peers and with the instructor.

Day Five of the Lesson 1. Introduction/Motivation:

a. Instructor will allow students to either display or wear their article of clothing and provide a brief moment to answer any final questions before critique.

2. Guided Practicea. Instructor will. Provide assistance as needed and guide critique.

3. Independent Practicea. Students will display and briefly critique the work of their peers.

4. Closure

a. The instructor will photograph each students article of clothing for assessment.

5. Formative Evaluationa. The instructor will evaluate each students work according to the rubric.

6. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among thei peers and with the instructor.

X. Summative Assessment and Evaluation: Students will be assessed with the following rubric. This rubric will be the general guidelines for grading all work throughout the year in order to provide consistent feedback. The instructor will ensure that each student receives a hard copy upon being introduced to each lesson.

4 3 2 1Elements & Principles of

Design

Planned carefully, made sketches, and went above

and beyond expectations.

Student planned and made

sketches as well as met

expectations.

The student did the assignment adequately, yet shows a lack of

planning.

The assignment was turned in, but

showed little evidence of any understanding.

Craftsmanship & Neatness

All aspects of the artwork were

considered and patiently

completed. Project is pristine

and well kept.

Most aspects of the artwork were considered and

completed. Project is clean

and without major defects.

The student showed average craftsmanship;

adequate or not as good as the

students previous abilities.

Below average craftsmanship, lack of pride in

finished artwork. Includes obvious defects like rips and stray marks.

Time & Management

Class time was used wisely.

Student was self motivated,

seeking assistance as needed.

Class time. Was used wisely.

Student needed some refocusing

but managed well.

Class time was not fully utilized. The student was

sometimes distracted or off

task.

Class time was not used wisely.

Student was often off task and not focused on the

project.Execution,

Originality, and Uniqueness

The artwork was successfully

executed from concept to

completion, with an original approach.

The artwork was successfully

executed from concept to

completion. Unique and

original with some evidence from

examples.

The artwork was partially

successfully executed, with a

few unique aspects.

The artwork was begun but never fully completed. What work was done was highly derivative of the samples or other student’s works.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not met completely.

More than one requirement was

not met.*Points will be added and multiplied by 5 to accumulate final grade.

XIII. Art TEKS(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

(A)  use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;(B)  identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;(C)  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and(D)  explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

(2)  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A)  create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;(B)  apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;(C)  create original artwork to communicate thoughts, feelings, ideas, or impressions;(D)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

XIV. National Art Standards

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Engage in constructive critique with peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.

Redesign an object, system, place, or design in response to contemporary issues.

I. Lesson Number, Grade Levels, Title, and Duration: Lesson 4, 9-12th Grade, Screen-printing and Self Portraiture, Four 55 minute sessions II. Lesson Rationale: Students will learn the basic techniques required to create a screen print. This lesson is significant in terms of helping students understand how to break down an image into basic form as well as assess their own image and how they view themselves. Students will continue with their understanding of the importance of craftsmanship.

III. Key Concepts:Screen-printing, self portrait, simplification

IV. Essential Question:What are the techniques and steps required to create a screen print?How does a self portrait reflect someone in art?How can craftsmanship effect the outcome of the final print?

V. Lesson Objectives:Students will be able to create a self portrait through the method of screen-printing by taking a photo of themselves of their choice and simplifying it into basic shapes in order to create a stencil that represents their likeness.Students will convert images of themselves into designs in order to interpret the way they see themselves and demonstrate their understanding of shadows and form. Examples of this method of portraiture will be provided by the instructor on the Unit of Study website.Students will grasp the importance of proper technique and craftsmanship and the effects it can have on the likeness of an image by assessing the work through student-led critique and comparing their self portraits to that of their peers. The instructor will further assess the work using the included rubric.

VI. Specific Art Content:Screen-printing, Self portraiture, Simplification, Elements and Principles of Art and Design, Craftsmanship

VII. Resources & Materials for Teacher:Camera printingpropaganda.weebly.comhttp://www.tuttartpitturasculturapoesiamusica.com/2013/09/Girel-Oleg.html

VIII. Resources & Materials for Students:Unit of Study websiteSilk screen, inks, transparency paper, squeegee, sketchbook, xacto knife, heavy weight paperPicture of themselvesVocabulary: Screen printing, self portrait, simplification

IX. Instruction and Its Sequencing:

Day One of the Lesson Introduction/Motivation:

Students will be presented with various simplified self portraits.

Guided PracticeInstructor will assist students in taking photos and brainstorming ways to simplify them.Students will be encouraged to discuss their ideas with peers as they finalize their sketches.

2. Independent PracticeStudents will choose an image of themselves to transfer to their transparent template.

7. ClosureStudents will be asked to share their design with the class.The instructor will approve the designs and provide any help or answers needed.

8. Formative EvaluationThe instructor will periodically check in with students and provide help as well as observe the designs created.

9. Classroom Management ProceduresProvide students with needed supplies, create a calm atmosphere with music, allow students to discuss their ideas among their peers and with the instructor.

Day Two of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin creating their screen print template.

6. Guided Practicea. Instructor will pass out materials and begin assisting students in transferring and

cutting out their designs on transparent sheets..b. Students will begin transferring and cutting out their designs.

7. Independent Practicea. Students will focus on safely using the xacto knife to create their screen print

template.

8. Closurea. Students will clean their work spaces and prepare their materials to continue

working next class.

9. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed.

10. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Four of the Lesson Introduction/Motivation:

Instructor will familiarize students with the materials needed to begin printing.

6. Guided Practicea. Instructor will pass out materials and begin assisting students in printing their self

portraits.b. Students will prepare their materials and create their prints.

7. Independent Practicea. Students will focus on creating a a clean print.

8. Closurea. Students will clean their work spaces and place their prints on the drying rack.

9. Formative Evaluationa. The instructor will oversee the students as they work and provide assistance as

needed. Drying prints can be briefly evaluated.

10. Classroom Management Proceduresa. Provide students with needed supplies, create a calm atmosphere with music,

allow students to discuss their ideas among their peers and with the instructor.

Day Five of the Lesson Introduction/Motivation:

Instructor will explain the proper method of labeling prints and provide a brief moment to answer any final questions before labeling and critique.

10. Guided Practiceb. Instructor will show students how to properly label their print.c. Students will label and display their print for a brief student lead critique.

6. Independent Practicea. Students will display and briefly critique the work of their peers.

7. Closurea. The instructor will collect one self portrait from each student.

8. Formative Evaluationa. The instructor will evaluate each students work according to the rubric.

9. Classroom Management Procedures

a. Provide students with needed supplies, create a calm atmosphere with music, allow students to discuss their ideas among their peers and with the instructor.

X. Summative Assessment and Evaluation: Students will be assessed with the following rubric. This rubric will be the general guidelines for grading all work throughout the year in order to provide consistent feedback. The instructor will ensure that each student receives a hard copy upon being introduced to each lesson.

4 3 2 1Elements & Principles of

Design

Planned carefully, made sketches, and went above

and beyond expectations.

Student planned and made

sketches as well as met

expectations.

The student did the assignment adequately, yet shows a lack of

planning.

The assignment was turned in, but

showed little evidence of any understanding.

Craftsmanship & Neatness

All aspects of the artwork were

considered and patiently

completed. Project is pristine

and well kept.

Most aspects of the artwork were considered and

completed. Project is clean

and without major defects.

The student showed average craftsmanship;

adequate or not as good as the

students previous abilities.

Below average craftsmanship, lack of pride in

finished artwork. Includes obvious defects like rips and stray marks.

Time & Management

Class time was used wisely.

Student was self motivated,

seeking assistance as needed.

Class time. Was used wisely.

Student needed some refocusing

but managed well.

Class time was not fully utilized. The student was

sometimes distracted or off

task.

Class time was not used wisely.

Student was often off task and not focused on the

project.Execution,

Originality, and Uniqueness

The artwork was successfully

executed from concept to

completion, with an original approach.

The artwork was successfully

executed from concept to

completion. Unique and

original with some evidence from

examples.

The artwork was partially

successfully executed, with a

few unique aspects.

The artwork was begun but never fully completed. What work was done was highly derivative of the samples or other student’s works.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not met completely.

More than one requirement was

not met.*Points will be added and multiplied by 5 to accumulate final grade.

XIII. Art TEKS(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and

expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

(A)  use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;(B)  identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;(C)  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and(D)  explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

(2)  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A)  create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;(B)  apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;(C)  create original artwork to communicate thoughts, feelings, ideas, or impressions;(D)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

XIV. National Art Standards

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Engage in constructive critique with peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.

Redesign an object, system, place, or design in response to contemporary issues