Postmodern Principles: Appropriation Painting Assignment

Objective: Get students to understand appropriation in art and apply it to

their work to reflect on the significance of appropriation in culture.
Learning outcomes: After this lesson students will be able to:
1. Understand what appropriation is
2. Explain how artists use appropriation
3. Explain the artistic responsibilities and limitations of appropriating
anothers work
4. Apply the critical analysis process with the purpose of appropriating an
artwork to make meaning in your own work
Curriculum Expectations:
B1. The Critical Analysis Process: demonstrate an understanding of the
critical analysis process by examining, interpreting, evaluating and reflecting
on various art works
B1.1 Analyze their initial response to art works
B1.2 Deconstruct the visual content and use of the elements and principles of
design in their own artwork and the works of others.
B1.4 Describe and reflect on the qualities of their own art works and the
works of others, and evaluate the effectiveness of these works using a variety
of criteria.
B2. Art Society and Values: demonstrate an understanding of how art works
reflect the society in which they were created, and how they affect both
social and personal values.
B2.2 Explain on the basis of research, ways in which various artworks are a
response to and a reflection of the society in which they were created.

Intro: Minds on: What is Appropriation? Do you think it is okay to copy

anothers artwork? (2 min)
PowerPoint on Appropriation showing and explaining slides where certain
artists appropriated others artwork. Ask students to take notes and prompt
them on how the meaning has changed after the appropriation. (15 min)
Introduction to assignment: Students will research a painting that appeals to
them and look at its historical context and the original meaning of the work.
They will appropriate this work to convey a different message and make a
statement about their modern world by adding a contemporary element
(changing the landscape, person, or object to one popular today) They will
write an artists statement on their work at the end where they will state what

they changed, and how the original meaning has been changed and what
they were trying to say in doing this. (5 min)
Show everything is a remix video and have students answer questions as
they go along. (12 min)
Body:
Break students into groups and give them examples of a modern
appropriation (i.e. Barak Obamas hope poster). In their tables they will talk
about the issues of appropriation and think of reasons why this is or is not art
(how much do you need to change something for it to be authentic). Have
each table share their ideas and ask students if they agree. I will write some
ideas on the board. Have students categorize these ideas by their similarities
as a class and think about what the common themes are when looking at
appropriation (15 min)
Close: Get students to spend the rest of the class starting to research and
select their topic (artist and painting). Provide students with graphic
organizer on first steps of critical analysis. (25 min). Allow 5 minutes for
clean up and putting away resource material.
Differentiation: Circulate to provide one on one guidance to students.

Future Lessons Overview:

Class 2: Provide students with research graphic organizer and area for notes.
Students will begin to analyze their research for the painting
Class 3: Students will do a write up on the complete analysis and have other
students peer review it. Research due
Class 4: Students will brainstorm what they want their theme to be and begin
thumbnail sketches of their ideas for the painting.
Class 5. Thumbnails will be peer assessed with students. Have students begin
preliminary.
Class 6. Demonstration on how to stretch a canvas.
Class 7: Students will begin to transfer image to canvas and begin their under
painting.
Class 8: Students will focus on duplicating artists style using appropriate
reference material and brush technique. I will circulate to assist students with
this.
Class 9: Begin midground subject matter. I will discuss lighting and focal point
and the importance of knowing your light source to paint highlights and
shadows.
Class 10: Work period. Focus on developing the foreground subject matter

Class 11: Focus on the importance of colour in painting. Demo on how adding
subtle colours can enhance your painting.
Class 12. Work period. Students will continue their painting.
Class 13: Students will work on their painting in class and reflection sheet will
be handed out
Class 14: Students will complete and hand in their reflection and hand it in by
the end of class.
Class 15: Final touches on painting and class critique.