History

Symbolic Silhouettes

admin — Wed, 09 Feb 2022 22:55:23 +0000

Symbolic Silhouettes admin Wed, 02/09/2022 - 15:55

Symbolic Silhouettes

February 9, 2022

Lesson Level

9th Grade

Lesson Category

History

Lesson Content

Five 65-minute classes

Through this project, students explore various religions of the world and create silhouette art.

Students will learn about the history of silhouettes and view silhouette work of contemporary artist, Kara Walker. Students research their chosen religion and determine important symbols and imagery to incorporate into their artwork. Students draw and cut out silhouettes on black paper, then arrange and glue their silhouettes to a large sheet of white paper.

Objectives:

Students will research their chose religion
Students will identify important symbols and imagery
Students will demonstrate knowledge of symbols in the form of silhouettes
Students will design an artwork using at least three different silhouettes with the goal of communicating the major ideas/themes of their religion.
Students will write a three-to-four sentence statement about their artwork.

Basic Lesson Outline:

Introduce the project and share slideshow.
Discuss symbols and share history of silhouettes
Students begin researching their religion and identifying which items they will incorporate into their design
Discuss composition tips as well as safety tips for cutting.
Students cut their silhouette pieces.
Students attach silhouette pieces to their white paper to create the overall design.
Students display their work and artist statement, give feedback and discuss.

Art Supplies:

pencils and erasers and sharpeners
black paper
white paper
glue sticks
envelopes to hold silhouette pieces between classes

Other Resources:

Slideshow to introduce project, related artwork and concepts
Brainstorming worksheet

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.2.la: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.lla: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA:Cr2.3.llla: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

World History Goal:

Students will research the fundamental inspirations of ancient civilizations, many of which revolved around religious and spiritual beliefs, in order to understand why we are here now.

World History Objective(s):

I can understand how specific religious and spiritual beliefs influenced the specific culture that I have chosen for my art
I can use my art and my artist statement to reflect my knowledge of how religion and spiritual practices were inspiring to the civilizations on which my project focused.

Academic Language:

Subject area language: religion, beliefs, culture, ancient civilizations, practices
Art language: symbol, silhouette, composition, shape, line, outline, contour line
How students will use the vocabulary: Students will use the words when creating their silhouettes, when writing about their work in their artist statement, and when discussing their projects.

Vocabulary:

Students will use the words when creating their silhouettes, when writing about their work in their artist statement, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Introduce the project through the slide show

Introduce symbols, history of silhouettes and show artist work.
Engage students by encouraging them to critically think and ask:
o What message do I want to communicate?
o What kinds of symbols are common or important?
o What are the major themes and practices of the religion?
Discuss project goals and expectations.
Students choose religion then research and brainstorm to begin planning design.

Day 2 – Artmaking

Students finalize their design plan
Students begin cutting their silhouette pieces

Day 3 – Artmaking

Students continue cutting their silhouette shapes and begin assembling.

Day 4 – Artmaking

Students finish their silhouette design.
If time allows, they will begin working on their artist statement.

Day 5 – Presentations

Students will finalize artist statement paragraph.
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Slide Show Outline:

Discussion of silhouettes
Discussion of symbols
Religion in Art — examples across the list of religions
Project goal and education goals
History of the Silhouette — what it is and visual examples/art
Contemporary silhouette art — Kara Walker
Project Goal and Planning — idea/message, symbols, research
Composition tips
Cutting safety tips
Project check in
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What religion does your silhouette represent?
What symbols did you include and why/what do they mean?
Select another religion (Christianity, Judaism, Islam, Buddhism, Egyptian, Incan/Mayan/Aztec, Hinduism, or spirituality of native peoples) and compare it with your chosen religion:
o How are the two religions different and how are they similar? (Ex: do they pray to more than one god? Do they build temples? Do they include the human form in their art?)
o What else did you notice?

PDF of LESSON

DOC of Lessson

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Re-Envisioning Our Environment—A Photo Project

admin — Tue, 08 Feb 2022 22:13:23 +0000

Re-Envisioning Our Environment—A Photo Project admin Tue, 02/08/2022 - 15:13

Re-Envisioning Our Environment—A Photo Project

February 8, 2022

Lesson Level

High School (9-12th Grade)

Lesson Category

History

Lesson Content

Five 70-minute classes

The AP US History students at Wood River High School will be creating digital photographs which include the caricature they design.

The goal of this project is for students to communicate their ideas on the impact of human growth and expansion on the environment. Students will be introduced to the work of Hombre McSteez (aka Marty Cooper). Students will also be introduced to caricature drawing and photography composition tips. Students will create their caricature and hold it up so it is included in their photograph, just like Hombre McSteez. Students will select and edit their chosen photograph and upload it. Students will title their work and write an artist statement. Photographs will be printed and displayed in a gallery walk.

Objectives:

Students will communicate their ideas on human growth and expansion in the local environment.
Students will learn how to caricature drawing communicates ideas.
Students will learn composition strategies for taking a good photograph.
Students will write a three-to-four sentence statement about their artwork.

Basic Lesson Outline:

Introduce the project and share show slideshow
Introduction to caricature drawing
Students practice establishing their caricature
Introduction to photography composition strategies
Create caricature drawing on a transparency sheet
Edit and upload photographs
Students title their work and write their artist statement
Students display their work and artist statement, give feedback and discuss

Art Supplies:

sketching paper
pencils
erasers
transparency paper
sharpies
white paint pens/Whiteout

Other Resources:

Slideshow to introduce project, related artwork and concepts

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work

VA:Cr1.1.2.la: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.lla Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Arts and Humanities: Anchor Standard 3: Refine and complete artistic work.

VA:Cr2.3.lla: Redesign an object, system, place, or design in response to contemporary issues.

AP US History Learning Objectives: I can…

Define Wilderness
Explain how and why migration and immigration to and within North America caused competition and conflict over time. (Thematic Focus: Migration and Settlement)
Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.
Explain how our understanding of "wilderness" has changed over time.

Academic Language:

Subject area language: wilderness, preservation, conservation, transcendentalism
Art Language: caricature, composition, line, value, space, rule of thirds, diagonal

Student Use of Vocabulary:

Students will use the words when creating their caricature drawings and taking photographs, when writing about their work, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Introduce the project through the slide show

Introduce students to the work of Hombre McSteez and engage students by encouraging them to critically think:
o What are my ideas on human growth and expansion on the environment?
o What do I want to say?
o How can I visually communicate those ideas?
Discuss project goals and expectations
Brainstorm ideas for what to communicate through this project

Day 2 – Artmaking

Students are introduced to caricature drawing and shown a demonstration
Students are given time to practice and encouraged to research the work of others for inspiration but reminded not to copy. Students should draw several times to get their caricature the way they want it to look.

Day 3 – Artmaking

Students are introduced to photography composition strategies
Students are given time to finalize caricature and transfer design to transparency sheet
o Students are asked to take photos using their cell phones on their own time and come back next class with photos ready to edit/upload.

Day 4 – Artmaking

Students edit and upload their photographs so they can be printed for the gallery walk.
Any students who have not yet transferred their caricatures to transparency sheet will use this class to get caught up.

Day 5 – Presentations

Students will finalize artist statement paragraph
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Lesson Plan Video:

Slide Show Outline:

Work of Hombre McSteez
o Share images and videos the artist has made
o Discuss how the artist imposes his images directly into the local environment – students will use this same approach
Introduction to Project
Art Goals
Education Goals
Brainstorming
Introduction to Caricature drawing & drawing examples
Introduction to composition (photography) and review again McSteez examples
General photography tips
Homework – take photos using cell phone on own time
Basic editing tips
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What is the name of your piece?
What message are you communicating through this project?
How do the caricature you created and the location of your photograph work to help communicate your message?
Why did you choose this message?

PDF of LESSON

DOC of Lessson

History

Symbolic Silhouettes

Symbolic Silhouettes

Through this project, students explore various religions of the world and create silhouette art.

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Presentations

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Re-Envisioning Our Environment—A Photo Project

Re-Envisioning Our Environment—A Photo Project

The AP US History students at Wood River High School will be creating digital photographs which include the caricature they design.

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Student Use of Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Presentations

0 comments

Leave a Comment