Professional Documents
Culture Documents
ProfessorAntinori
ART201
Fall2016
Grade:10ShakaInspiredSelfie
VisualArts
Topic:ShakaInspiredSelfie
GeneralandSpecificArtisticGoals
GeneralArtisticGoals:Studentswilllearnabout;
Selfexpression,usingtheelementsandprinciplesofdesignandreviewcolor
theory,whencreatingtheirownportrait
Positiveandnegativeshapeswithina2Dcomposition.
SpecificArtisticGoals:Studentswillexpressthemselveswhen;
Applyingwarmorcoolcolorstotheirselfportrait,dependingonmood
Usingtheelements:line,shape,color,texture,space,valueandtheprinciples:
repetition,contrast,emphasis,proportion,rhythmofdesign
Followinginstructionsspecifictothemediaandmethod
Respectfullycritiquingtheirpeersartworkattheendoftheproject
INSTRUCTIONALOBJECTIVES(s)(LessonObjective(s)*)
AfterwatchingavideoonthestreetartistShaka(https://www.youtube.com/watch?
v=jgd39nNsAUw),studentswilltracetheirownShakainspiredselfportraitphoto
(selfie)portraitureinpencil,theninblackmarker,createanoutlineoftheirfacialfeatures
andshadeincoloredpencil,successfullysynthesizingtheelements(line,shape,color,
texture,space,value)andprinciples(repetition,contrast,emphasis,proportion,rhythm)
ofdesign,whileintegratingcolortemperamentintoanexpressiveselfportrait.
NYSCCLS/+NYSSTANDARDSANDINDICATORS
CCSS.ELALITERACY.SL.910.1.D
Respondthoughtfullytodiverseperspectives,summarizepointsofagreementand
disagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstanding
andmakenewconnectionsinlightoftheevidenceandreasoningpresented.
Indicator:thiswillbeevidentwhenstudentsparticipateinarespectfulcriticwith
theirpeers,takingintoconsiderationopinionswhileagreeingordisagreeingwith
theirpeers,inacalmmanner.
CCSS.ELALITERACY.SL.910.5
Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractive
elements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidence
andtoaddinterest.
Indicator:thiswillbeevidentwhenstudentsusetheInternettoresearchother
streetartistsinadditiontoShakaandwhilesharingtheirfindingswithclassmates.
ArtStandards(NYS)#1:Creating,PerformingandParticipatingintheArts:
Studentswillactivelyengageintheprocessesthatconstitutecreationandperformancein
thearts(dance,music,theatre,andvisualarts)andparticipateinvariousrolesinthearts.
Indicator:thiswillbeevidentwhenthestudentscreatetheirShakainspiredselfie,
incoloredpenciloncardstock,successfullyapplyingtheelements(line,shape,
color,texture,space,value)andtheprinciples(repetition,contrast,emphasis,
proportion,rhythm)ofdesign.
ArtStandards(NYS)#2:KnowingandUsingArtMaterialsandResources
Studentswillbeknowledgeableaboutandmakeuseofthematerialsandresources
availableforparticipationintheartsinvariousroles.
Indicator:thiswillbeevidentwhenthestudentscreatetheirShakainspiredselfie,
properlyusingthecomputerlab,Internet,shadingandblendingwithwarmor
coolcolorsusingcoloredpencils,blackmarkersandtracingpaper.
Indicator:thiswillbeevidentwhentheteachergivesabriefoverviewonthe
historyandchemicalcompositionofcoloredpencils
ArtStandards(NYS)#4:UnderstandingtheCulturalContributionsoftheArts
Studentswilldevelopanunderstandingofthepersonalandculturalforcesthatshape
artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastand
presentsociety.
Indicator:thiswillbeevidentwhenthestudentslearnaboutthehistoryof
portraitureinarthistoryandincontemporarystreetartofShaka,whilelearning
aboutcommissionedandpublicart.
ArtStandards(NYS)#3:RespondingtoandAnalyzingWorksofArt
Studentswillrespondcriticallytoavarietyofworksinthearts,connectingtheindividual
worktootherworksandtootheraspectsofhumanendeavorandthought.
Indicator:thiswillbeevidentfollowingaYouTubevideo
(https://www.youtube.com/watch?v=jgd39nNsAUw)onthestreetartistShaka.
Studentswilllearnaboutstreetart,thehistoryofartisticportraiture,comparing
andcontrastingportraitsfromthepasttothepresenttocreatetheirownself
portraitinspiredbyShaka.Thiswillalsobeevidentwhenthestudents
respectfullycriticeachothersworkattheendoftheproject.
INSTRUCTIONALRESOURCES
Teacher:
Exampleofworkfromteacher
YouTubeVideo(https://www.youtube.com/watch?v=jgd39nNsAUw)
Rubric
Lessonplan
Student:
Selfieprinted
Cardstockwhiteandblack
Tracingpaper
Maskingtape
Pencils
Erasers
Coloredpencils
Thin,blacksharpie
MOTIVATION(Engagingthelearner(s)*)
Theclasswillbeengagedthroughateacherledquestionandanswerdialogfollowingthe
viewingoftheYouTubevideo(https://www.youtube.com/watch?v=jgd39nNsAUw)on
Shakaandviewhisextraordinarystyleofgraffiti.
DEVELOPMENTALPROCEDURES
(includingKeyQuestions/Bloomstaxonomy)
TheteacherwillshowavideoofthestreetartistShakaonYouTube*NOsound
forvideo*followedbyaQ&Adialogaboutthevideo
Theteacherwillbringthestudentstothecomputerlabandtheywillprintouta
preassignedselfportrait(selfie)on8.5x11sizepapershowing85%oftheirface
(apply)
Theteacherwilldoaquickdemonstrationandexplaintheprojectandrevisit
colortheory,explainingwarmandcoolcolorsfromapreviousreviewedlessonon
colortheory(remember)
Theteacherwillcheckforunderstandingbyaskingthestudentswhatthestepsof
theprojectare,andaskifanyonehasanyquestions,commentsorconcernsabout
theproject(understand)
Thestudentswilltracehisorherselfportrait(outlineimportantfeatures)with
pencilontotracingpaper,withthehelpofmaskingtape(apply/create)
Oncecompletedandcheckedbytheteacher,studentswillfliptheirtracingpaper
overandbeginretracingtheirfacewithpencilagain,ontocardstockandthen
withablackmarker(create/apply)
Studentswillbegintobreakuppartsoftheirfaceintogeometricororganic
shapesandlines,inpencil(create/apply/analyze)
Studentswillbeaskedtouseeitherwarmorcoolcolorsforhair,andtheopposite
fortheirfaceandneck(create/apply)
Whenstudentshavecompletedcoloringtheirselfportraits,studentswillcutout
theirheadandpastitintoablackpieceofcardstock(create/apply)
5minutesbeforetheperiodends,studentswillbeexpectedtocleanuptheirarea
andsitquietlybeforethebellringsforthestudentstobedismissed
INSTRUCTIONALSTRATEGIES(LearningStrategies*)
Discussion
Indicator:Thiswillbeevidentwhenthestudentsarelearningaboutand
discussingsimilarcharacteristicsofportraiturefromthepasttopresent
andwhenresearchingotherstreetartists.Thiswillalsobeevidentwhen
thestudentsrespectfullycriticeachothersworkattheendoftheproject.
Demonstration
Indicator:Thiswillbeevidentwhentheteacherdisplaysexamplesofthis
project,aswellaspreformingademonstrationonhowtotraceaportrait
andhowtocreateaShakainspiredillustrationusinggeometricshapesand
coloredpencil.
ADAPTATIONS(Exceptionality*)
EnglishLanguageLearnerswillbegivenahandoutintheirnativelanguageandEnglish,
providingvocabularyclassifiedtotheproject.
StudentswithanIEP/504planwillbegivenextratimeafterschooltocompletetheir
project.
Hearingimpairedstudentswillbeputinthefrontoftheclassroom,beprovidedwitha
transcriptofinstructions,orbeassistedbyasigningaidtointerprettheassignment.
Graphmotorimpairedstudentswillbeprovidedwithanaidtohelptraceandcolortheir
selfportrait.
Visuallyimpairedstudentswillbeputinthefrontoftheclassroom,givenworksheets
withlargefontandbeprovidedwithbrailhandoutsifnecessary.
DIFFERENTIATIONOFINSTRUCTION
UnitizingGardenerstheoryofMultipleIntelligencesstudentswhoare;
Visual/SpatialLearners:willbeprovidedwithdiagramsandvisualsontheboard
thatwillbepostedaroundtheroom,stepswillbewrittenontheboard.
KinestheticLearners:willusetheirhandstocreatetheproject,asawellasusing
theirtactileabilitytotracetheirpicturesandusecoloredpencils.
MusicalLearners:willbeprovidedwithsoftmusicinthebackground,relevantto
thelesson.
InterpersonalLearners:willbeallowedtointeractwithotherstudentsduringthe
lesson,andbeseatednearpositiveinfluencesduringtheproject.
IntrapersonalLearners:willbeallowedtoworkindependently,attheirowntable
iftheywish.
Logical/MathematicalLearners:willsynthesizeproportionsofcoloredpositive
areaswithnoncolorednegativeareasaroundthefaceandareasofonecolorin
proportionalrelationshipwithcontrastingcolors.
LinguisticLearners:willbeincludedinanquestionandanswersegment,aswell
asafinalcritique.
ASSESSMENT(artifacts*andassessment[formal&informal]*)
Studentswill:
Createan8.5x11selfportraitfromaphotographedimage,tobetraced(20points)
Successfullycoloredusingcoloredpencilstoformadesign(10points)
Successfullyusingcoordinatedwarmand/orcoolcolors,oncardstockpaper(10
points)
Contributetothecritiqueofevaluatingeachotherswork,respectfully(10points)
AnalyzegraffitiartistsonLongIsland,throughahandoutdistributed(10points)
ShowanunderstandingofgraffitithroughaQ&A(10points)
Handintheirartworkontime(10points)
Showrespectfortheirartwork(10points)
Presentthemselvesasefficientandrespectfulartists(10points)
Rubric:100points
INDEPENDENTPRACTICE
FollowingthelessononaShakainspiredselfie,studentswillresearchothergraffitiartists
onLongIsland.Theteacherwillprovideassistanceandfeedbackonstudents
independentassignments.
FOLLOWUPACTIVITIES:DIRECTTEACHERINTERVENTIONAND
ACADEMICENRICHMENT
DirectTeacherIntervention:
Thestudent,underdirectinterventionwiththeteacher,willprovidefacecontour
mapstohelpthestudentsunderstandtheplanesofthefacetofillin.
AcademicEnrichment:
Studentswillresearchthelegalityofstreetartanditsacceptanceintotheart
world.
REFERENCES
C&I.(n.d.).RetrievedNovember09,2016,from
http://www.p12.nysed.gov/ciai/standards.html
CenterforTeaching.(n.d.).RetrievedNovember09,2016,from
https://cft.vanderbilt.edu/guidessubpages/bloomstaxonomy/
Gardner'sMultipleIntelligences.(n.d.).RetrievedNovember09,2016,from
http://www.tecweb.org/styles/gardner.html
InventionandHistoryofColoredPencils.(n.d.).RetrievedNovember09,2016,from
http://www.historyofpencils.com/writinginstrumentshistory/historyofcolored
pencils/
ReadtheStandards.(n.d.).RetrievedNovember09,2016,from
http://www.corestandards.org/readthestandards/
Rimbaud,A.[Username].(2012,29August).ChokopresentShaka.[VideoFile].
Retrievedfromhttps://www.youtube.com/watch?v=jgd39nNsAUw