The Power of Body Language: A Lesson on Silhouette and Photography

All Images retrieved from: Google stock image search, 4

Brenna Crothers October 7th, 2012

Image retrieved from: Google stock image search, 4

The Power of Body Language: A Lesson on Silhouette & Photography Introductory Information
Lesson Title: Body Language Through Silhouette & Photography Grade Level: 8th Ages 12-14 with a class size of 25-30 kids. Four: fifty minute class periods Lesson Topic and Description: Through an exploration of body language and its important role in multicultural communication, groups of four-five students will create a silhouette photo project displaying an emotion of their choice. Students will study three different artists: Kara Walker, Simon Hoegsberg, and Alejandro Kirchuck. Drawing inspiration from these artists students will gain a better understanding of the variety of ways body language is utilized in contemporary artwork to communicate a message, feeling, or emotion. Students will work with photography and Adobe Photoshop technologies to artistically display their desired emotion in a photo collage reel application.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: To understand that a major part of communication is demonstrated through body language and that body language is perceived differently across cultures. To develop knowledge of how to read body language and to gain awareness of how ones own body language is communicated to others. To recognize that body language is utilized in artwork to communicate an emotion or message in artwork. B. ESSENTIAL QUESTION: How does body language impact communication? How is body language similar and different across cultures? How is body language used as a form of communication in art?

C. STATE STANDARDS ADDRESSED: (USE MASSACHUSETTS FRAMEWORKS HERE INSTEAD OF NATIONAL STANDARDS) Learning Standard 1: Media, Materials, & Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to visual arts.

Learning Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the process of creating and exhibiting their own artwork: drafts, critique. Self-assessment, refinement, and exhibit preparation. Learning Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where artworks were created, and by analyzing characteristic features of artwork from various historical periods, cultures, and genres. D. LEARNING OBJECTIVES: Students will study body language as a form of communication. Students will learn that body language is different across cultures. Students will develop awareness of their own body language and how it impacts other people. A collection of antique silhouettes. Image courtesy of Students will investigate the art form of Country Living magazine. 3 silhouette and its relationship to communicating an emotion through body language. Specifically looking at silhouette artist Kara Walker. Students will examine the art form of documentary photography and its ability to communicate a mood through body language. Students will observe the work of contemporary photographers Simon Hoegsberg and Alejandro Kirchuk. Students will collaborate in groups to create a series of silhouetted photographs displaying one emotion. Students will learn basic digital camera and Adobe Photoshop techniques. Students will participate in a group gallery walk critique of every groups work. Students will complete a worksheet assessing each members contribution.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: A successful example of this final product will be a series of between ten to twelve silhouetted photographs of one emotion. The images will be stitched together on Photoshop with a streamline appearance and no obvious breaks between the photos. The final product will be both a printed mounted draft as well as a JPEG digital file. B. CONTINUUM OF ASSESSMENTS:

During the first introductory class students will complete a group brainstorming activity on a class handout, displaying their plan for the project. Students will also participate in a hand gesture matching activity on an additional handout. Following the first introductory class the students will participate in a ticket to leave activity demonstrating what they learned that day. After photographing images of their emotion, group members will complete a printed draft of the final image that is mounted on black construction paper arranging their images next to each other, demonstrating the organization of the final image. When all groups have completed a successful photograph reel on Photoshop, students will participate in a group gallery walk critique. Concluding the final class students will complete a worksheet selfassessment form.

C. CRITERIA: Did the students complete the brainstorming activity during the first introductory class demonstrating their plan for this Body Language Silhouette: Retrieved from google project? search: stock photos, 5 Did the students complete the hand gesture matching activity? Did the students participate in artful thinking activity when viewing the works of Kara Walker, Simon Hoegsberg, and Alejandro Kirchuk? Did the students work effectively in groups developing their creative problem solving skills and group collaboration work? Did the students learn basic camera techniques? Was each student able to operate a digital camera on his or her own? Did the students successfully convey the emotion desired in their photograph? Did the students organize their images in an aesthetically successful series? Did the students effectively stitch their photos together using Photoshop? Did the students develop a cross-cultural understanding of body language? Did the students develop self-awareness of their own body language and its effect on other people?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

Computers (at least 5) Adobe Photoshop Programs (at least 5) Point and Shoot Cameras preferably digitally, (at least 1) Tripod (1) Printer (1) Sheet (for make shift silhouette booth) (1) Black Paper, to mount draft of photo reel collage (2 packs) Glue Sticks (10-20)

Fotografa perteneciente al proyecto "La noche que me quieras". Ao 2011. 1

Kara Walker, The Rich Soil Down There, 2002, 8 .

Simon Hoegsberg, Were All Gonna Die, 100 meter of human Existence, 2

B. VOCABULARY WITH DEFINITIONS: Body Language: The process of communicating nonverbally through conscious or unconscious gestures and movements. Nonverbal: Communication without the aid of speech. Communication: The exchange of information. Gesture: A movement of part of the body, usually but not limited to the hands, used to express or emphasize an idea. Facial Expression: A gesture conveyed using facial muscles. Eye Contact: When two people are looking directly into anothers eyes. Personal Space: The physical space immediately surrounding someone. Silhouette: The dark shape and outline of someone or something visible against a lighter background. Documentary Style Photography: A genre of photography describing a style of photographs used to chronicle a significant and historical event. The photographer attempts to capture accurate, truthful portraits or candid style photos of a subject. C. VISUAL IMAGE RESOURCES: 1. Kirchuk, A. (2012). Alejandro Kirchuk. Retrieved from http://www.alejandrokirchuk.com.ar/ 2. Hoegsberg, S. (2012). Simon Hoegsberg. Retrieved from http://www.simonhoegsberg.com/ 3. Jessica. (2011, May 24). [Web log message]. Retrieved from http://www.stylelushblog.com/2011/05/silhouettes-asat-an-event.html

4. Mitchell, M. (2012, August). [Web log message]. Retrieved from http://www.reuters.com/article/ 2012/08/06/us-etiquetteolympics-culturesidUSBRE87519320120806 5. Presentation Magazine. (2010, May 10). [Web log message]. Retrieved from http://www.presentationmagazine.com/full-length-peopleoutline-1404.htm 6. The Importance of Body Language. [Web log message]. Retrieved from http://www.importanceofbodylanguage.com/ 7. Wallace, C. (2011, April 22). [Web log message]. Retrieved from http://365artists.wordpress.com/2011/04/22/kara-walker/ 8. Wiki. (n.d.). The art of Kara Walker. Retrieved from http://learn.walkerart.org/karawalker/Main/SuggestedActivities D. TEXT, MEDIA AND WEB RESOURCES: Dictionary.com-vocab definitions Baxamusa, B. (2010, May 19). [Web log message]. Retrieved from http://www.buzzle.com/articles/hand-gestures-in-differentcultures.html Cuddy, A. (Performer). (2012). Your body language shapes who you are. [Web Video]. Retrieved from http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_ who_you_are.html Ewald, W. (2001). I Wanna Take Me A Picture, Teaching Photography and Writing to Children. Boston, MA: Beacon Press. Gallo, C. (2007, February 14). Body language: A key to success in the workplace. Bloomberg Businessweek, Retrieved from http://finance.yahoo.com/news/pf_article_102425.html Hoegsberg, S. (2012). Simon hoegsberg. Retrieved from http://www.simonhoegsberg.com/ Jessica. (2011, May 24). [Web log message]. Retrieved from http://www.stylelushblog.com/2011/05/silhouettes-asat-an-event.html Lesson body language. (n.d.). Retrieved from http://web2.sheltonschools.org/teachers/CNesmith/classes/english/ communication/A3BodyLanguage.pdf Peachy, N. (2005). [Web log message]. Retrieved from http://www.teachingenglish.org.uk/articles/listening-body-language Cross Cultural Negotiations. Retrieved from http://www.kwintessential.co.uk/cultural-services/articles/cross-culturalnegotiation.html Kirchuk, A. (2012). Alejandro Kirchuk. Retrieved from http://www.alejandrokirchuk.com.ar/ Mitchell, M. (2012, August). [Web log message]. Retrieved from http://www.reuters.com/article/ 2012/08/06/us-etiquetteolympics-culturesidUSBRE87519320120806

Money Instructor. (2006). Business training and techniques: Body language. Retrieved from http://www.moneyinstructor.com/lesson/bodylanguage.asp The Importance of Body Language. [Web log message]. Retrieved from http://www.importanceofbodylanguage.com/ The secrets of body language [Television series episode]. (2011). In The Secrets of Body Language. The History Channel. Retrieved from http://www.youtube.com/watch?v=dW9ztSUGY_Q Wallace, C. (2011, April 22). [Web log message]. Retrieved from http://365artists.wordpress.com/2011/04/22/kara-walker/ wiki. (n.d.). The art of Kara Walker. Retrieved from http://learn.walkerart.org/karawalker/Main/SuggestedActivities Wood, P. (2012). Body language: 23 must-know moves. CBS News. Retrieved from h ttp://www.cbsnews.com/2300-204_162-100101464.html

Google Search Stock Images: Silhouette & Photography

E. TEACHER INSTRUCTION: Day 1: The teacher will begin class with a video of the History Channels The Secrets of Body Language, spending 10-20 minutes viewing a portion of the video. The teacher will pass out and provide a class handout. The teacher will lead a power-point presentation on body language and its role in communication. The teacher will lead a hand gesture activity including an imagematching handout. The teacher will continue with the power-point presentation discussing the role of silhouette and documentary photography in art. The teacher will lead a discussion on the assignment for this lesson and assign students into groups. The teacher will conclude day one with a brainstorming activity for the emotion students will demonstrate in their photograph. The teacher will lead a ticket to leave activity requiring students to recall one thing they learned in the days lesson.

Day 2: The teacher will open this class with a review of the enduring understandings of the role of body language in communication. Continuing with the body language power-point presentation, the teacher will show the work of three different artists: Kara Walker, Simon Hoegsberg, and Alejandro Kirchuck. The teacher will lead artful thinking discussion of different images of each artists work. The teacher will review the objectives of this assignment and show students the benchmark. The teacher will demonstrate basic digital camera techniques. The teacher will provide one or two silhouette photobooths and help students in the process of taking their images. The teacher will lead a ticket to leave activity requiring students to recall one thing they learned in the days lesson. Kara Walker, After the Deluge, 2006, 8 Day 3 The teacher will help students finish photographing their images in the silhouette photo-booth. The teacher will lead a demonstration on how to upload photos into Photoshop and how to print the photos. The teacher will review the benchmark. The teacher will demonstrate how students should mount printed photos. Day 4 The teacher will review mounted printed photos looking for aesthetic transitions between images with students. The teacher will provide a Photoshop step-by-step handout on how students will stitch photos together. The teacher will demonstrate how to stitch photos together on Photoshop. The teacher will provide ample work time and be close by as students navigate Photoshop. Day 5 Work day and final printing of reel images. The teacher will open class with a review of enduring understandings and class objectives. The teacher will create and provide a class power point for students to upload their digital files of their final images. Day 6 The teacher will lead a gallery walk activity. Providing differentiated instruction:

This lesson is differentiated for hearing impaired students: Handouts will be provided for all class members and accompany each power-point presentation. The handout will include presentation points, class objectives, enduring understandings and a detailed description of the assignment. The teacher will provide a class activity with a handout concerning hand gestures. The teacher will make sure when presenting she is always facing students so that the student can read her lips. The teacher will provide a poster board delineating step-bystep instructions of the project with text and visual symbols demonstrating the class activity, which will be posted on the class bulletin board. This poster can be referred to throughout the process of this lesson.

4 silhouettes by Augustin Edouart (1789-1861)

QUESTIONS TO GENERATE DISCUSSION: What are some different forms of body language? Is body language the same across cultures? When you greet someone how do you do it? Is it the same with different genders? How do you greet strangers vs. family? Are there any gestures that you use frequently? What are some examples of body language or gesture that are different in different cultures? What are some examples of body language or gesture that communicate the same idea in two or more different cultures? What is silhouette? What is documentary photography? What emotions do you feel as you respond to this work? What do you see that makes you say that? What is happening in this image? Does it evoke an emotion or narrative? How does it do this? F. LEARNING ACTIVITY: Day 1: Students will begin class with a viewing of a video by the History Channel: The Secrets of Body Language. Students will participate in a five-minute review and interpretation of the video. Students will view a power-point presentation on body language and its role in communication.

Students will participate in a hand gesture activity including an imagematching handout. Students will continue viewing the power-point presentation on the role of silhouette and documentary photography in art. Students will be divided into groups of four or five members. Students will contribute in a day-one brainstorming activity for the emotion they will demonstrate in their group photographs. Students will partake in a ticket to leave activity requiring students to recall one thing they learned in the days lesson. Day 2: With the help of the teacher, students will review the enduring understandings of the role of body language in communication. Students will finish viewing the body language power point and will view the works of three different artists: Kara Walker, Simon Hoegsberg, and Alejandro Kirchuck. Students will participate in an artful thinking discussion of different images of each artists work. Students will review the objectives of this assignment and view the benchmark. Students will begin taking images of their emotion in teacher provided silhouette photo-booth. Students will participate in a ticket to leave activity requiring students to recall one thing they learned in the days lesson. Day 3 Students will finish taking images of their emotion. Students will upload photos onto the computer and print images. Day 4 Students will organize their images in desired transitions, mounting the images on black paper or poster board. Students will watch a Photoshop demonstration. Students will stitch photos together on Photoshop. Fotografa perteneciente al proyeco "ADN Day 5 ftbol". Ao 2009, 1 Students will finish stitching their photo reel together. Students will print their reel photo on a large format size mounting the image. Students will upload their reel photo onto a class power point. Day 6

Students will participate in a gallery walk viewing the mounted images as well as the images on a class slideshow.

Photo silhouette reel benchmark, emotion: anger.