I. OVERVIEW Lesson Title: Status Quo Lesson Summary: Social Media is becoming an ever-increasing part of students’ lives. With the

popularity of Facebook and Twitter at an all time high, it is important for students to understand how the usage of language can define someone, for better or for worse. In this lesson, students will be learning about the artwork of Chuck Close, Christopher Baker and Hardy Leung and a basic overview of typography. Using elements of each of these artists, students will make a self-portrait using their own Facebook statuses or Twitter posts. Because this project is solely text based, students will be using materials such as pencils, pens, ink, and markers in order to better enhance the language aspect of the artwork.

TEACHER(S) NAMES: Johann Derflinger, Emily Pustay, and Ali Wesson GRADE LEVEL: Grade 12 ANTICIPATED CLASS SIZE: 25 CLASS TIME/DATE: 45 Minutes, 5 Days/Week, 6 Sessions UNIT TITLE: Language: The Great Communicator UNIT RATIONALE:

Language is such a large part of daily life due to the nature of our society as a whole. This unit is directed towards teaching students how to use their voices to express their opinions, experiences, and educate others. Through the visual arts, students will not only learn the concepts of utilizing language in their artwork. In lesson one, “Status Quo,” students explore the use of language in social media and its impact on their daily and future lives. In lesson two, “Speak Up,” students gain an understanding of how to employ visual language to express personal opinions on their traditions. In the last lesson of the unit, “Choose a Side,” students form their own beliefs and opinions on a controversial issue through the use of printmaking and a collaborative Zine. All three lessons are vital for students’ understanding of language because it gives students the tools they need in order to use language effectively.

A. BIG IDEA: Social Media B. ENDURING UNDERSTANDINGS:

Social Media has become one of the most important aspects of communication amongst students, especially at the secondary level. However, many students do not understand the power of the written word and often do not think twice about what they post on the Internet. “Status Quo” explores the idea of personal identity through social media and the art making process. It is also aimed towards giving students the tools they need in order to effectively use the social media they encounter every day. Students will learn that social media can be exercised in a positive manner to improve their use of different communications and to express the importance of language

C. ESSENTIAL QUESTIONS:

1. What is social media? 2. What role does social media play in defining you as a person? 3. How can language usage on the internet do good? How can it do harm? 4. What kinds of emotions are expressed through different media and typeface?

D. BACKGROUND INFORMATION:

Students are expected to know about different social media websites, more specifically Facebook and Twitter. Students are also expected to know how to effectively utilize line, shape and color through their chosen material. We are going to use their prior knowledge to create self-portraits using their own personal statuses and the language they use on a daily basis. If students do not have a Facebook or Twitter, specific adjustments can be made. It is important to teach the students about social media websites and how to positively use them. Students need to understand the power of their words and the impact and reputations that can be created by the things they say/put on the Internet.

E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT

1. MATERIALS/EQUIPMENT: 1. 25 sheets of newsprint for sketches (8x10) 2. 25 sheets of paper (18x24) 3. Ink 4. Pens 5. Markers 6. Pencils (color and graphite) 7. Rulers 8. Projector 9. Typography reference book “Thinking With Type”

2. ROOM ARRANGEMENT:

The room will be organized into five tables of five. The teacher will assign the seats after the students choose their media. The teacher should attempt to have a variety of media at each table in order to promote creativity and individuality.

F. VOCABULARY/REFERENCES

1. VOCABULARY: 1. Language: Noun-form or manner of verbal expression. 2. Identity- Noun- the distinguishing character or personality of an individual 3. Social Media- Noun-forms of electronic communication through which users create online communities to share information, ideas, personal messages, and other content. 4. Society-Noun- a community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests. 5. Typography- Noun- the style, arrangement, or appearance of typeset matter. 6. Line- Noun-a narrow elongated mark drawn or projected. 7. Color- Noun- a phenomenon of light or visual perception that enable

one to differentiate otherwise identical objects. 8. Shape- Noun-the visible makeup characteristic of a particular item or kind of item

2. REFERENCES/SOURCES:

1. http://images.artnet.com/artwork_images/3274519/151840.jpg

2. http://imgc.allpostersimages.com/images/P-473-488-

90/19/1991/XCC6D00Z/posters/chuck-close-self-portrait-2000-2001.jpg

3. Lupton, Ellen. Thinking with Type: A Critical Guide for Designers, Writers, Editors, & Students. New York: Princeton Architectural, 2004. Print.

4. Merriam-Webster. Merriam-Webster, n.d. Web. 11 Dec. 2012.

5. "Murmur Study." Christopher Baker RSS. N.p., n.d. Web. 11 Dec. 2012. 6. http://christopherbaker.net/projects/murmur-study/

7. "Tagxedo - Creator." Tagxedo. N.p., n.d. Web. 06 Nov. 2012.

<http://www.tagxedo.com/app.html?player=http://www.tagxedo.com/gallery/mlk2.xap>.

8. Walker Art Center." Walker Art Center. N.p., n.d. Web. 11 Dec. 2012. 9. http://www.walkerart.org/calendar/2005/chuck-close-self-portraits-1967-2005\

II. STANDARDS/OBJECTIVES A. STANDARDS NJ Art Standards

1.2.12.A.2: Access to the arts has a positive influence on the quality of an individual’s lifelong learning, personal expression, and contributions to community and global citizenship.

This lesson focuses on the powers of language and social media. Through self-discovery and class discussion, students will understand the importance of thinking about what you actually write and post and how these things can define you as a person. They will learn positive, exciting, and helpful ideas on how social media can help the community along with their own identity.

1.3.P.D.5 :Each art medium has its own materials, processes, skills, and technical application methods.

Student will learn how different materials can be used to express different

emotions and themes through exploration independently and with others.

1.4.12.B.3: Art and art-making reflect and affect the role of technology in a global society.

Through investigation and self-reflection, students will gain an understanding of the role technology and social media plays in their lifetime and throughout our society.

NJ Language Art Standards

3.5.12.A.2: Identify and evaluate how a media product expresses the values of the culture that produced it.

Social media is such a prevalent part of student life. Through class discussions and the art making process, students will understand the social media culture in a personal and global sense and understand how the social media represents them as a person, accurately or otherwise.

B. OBJECTIVES SWBAT show a mastery of pen, pencil, color pencil, ink or marker through the creation of their self-portrait. SWBAT employ an effective usage of the line, shape and color through the creation of their self-portrait. SWBAT evaluate and criticize the use of language communication and identity through social media websites and personal research. SWBAT critique their classmate’s work in a respectful and constructive manner through class critique. III. LEARNING EXPERIENCE A. INTRODUCTION When students walk into the room, they will walk into an environment that creates a sensory learning experience. The sound of someone typing will be playing in the background as a video of celebrity tweets is projected on the other side of the wall. Students will be asked to stand on either side of the projector and watch the five-minute video. After the video is finished, the teacher will gather the students toward the side of the room where two large sheets will be hung up with identical pictures of celebrities. On the table below, there will be anonymous Facebook statuses and twitter posts to match each celebrity.

Teacher: Ok class, please gather around! How is everyone doing today? Class: Good. Tired etc. Teacher: Great! Now before we talk about our next lesson, we are going to play a short game. So you all are going to be split up into two groups. So if you could count off by twos, please. One, two... Now please split up into your assigned groups. Group 1 on the right and Group 2 on the left. So what you’re going to do is try to match up the anonymous tweets to the person who said it. We know some of them are tough, but just have fun. You guys have five minutes. Try and get as many as you can. Go! Five Minutes Later... Teacher: Ok! Lets see how both teams did! The teacher will tell the students which one they got incorrect, and have them guess again until all of them are right. Teacher: Now, if we played this game with your classmate’s tweets or statuses, do you think you would be able to guess who said it? Student A: I think so because I feel like I know everyone pretty well. Student B: I don’t think because I’m sure a lot of them are kind of general. Teacher: Ok, great! This is some of what we’re talking about today, so let’s settle down and get started! Today we’re going to be talking about social media and how our use of language through social media websites can represent us as people. In what ways do you think social media can represent you? Student C: I think it can represent you because you’re posting what you think or feel. And people see that and respond to those posts and sort of identify you with what you write. Teacher: Social media is a fantastic way to try and identify with yourself and others, so it must also be used extremely carefully. For example, colleges and companies have the ability to look you up on Facebook to get a general sense of who you are as a person. So, if you write inappropriate things or have pictures that they do not approve of, it can be extremely detrimental to your future. Now, that’s not to say that you have to be paranoid about everything you write, but it’s important to understand that what you post on your wall or the things you tweet are what people associate you with. Look at the Paris Hilton quote (“No, no, I didn’t go to England. I went to London.”) What kind of person do you think she is based solely on that tweet? Student B: Stupid. Student C: Ignorant.

Student D: Uneducated. Teacher: Exactly, and that tweet was only eleven words, yet you’ve created such strong opinions. This is why it is vital that you all understand the importance of language. So now that we have a better understanding of the magnitude of language, what are some ways that people use social media and the things that they say to negatively affect others and the way others view them? Student F: Posting stupid things like Paris Hilton. Student A: Cyberbullying. Teacher: Good, cyber bullying is a perfect example of how language and social media can negatively affect an individual. Words can be incredibly painful and can cause extreme trauma. Its important to realize that language can be used to either bring someone up or tear someone apart, and in no way is it ok to do the latter. So now lets think of some ways we can we as people use social media and language to do good? Either for ourselves or in general. Student C: We could post things that are important to us, like for a certain cause. Student D: Or even just write things we believe in. Really serious things. Teacher: Excellent. But do you always need to be serious? Student D: Well, no. Not necessarily. Teacher: Keep going. Student D: Well, I guess just post things that you know represent you as a person. It could be a joke, but to understand that that joke can be associated with your identity. So you should post things that you would want to be known for, in a way. Teacher: Excellent. So we have two great responses: post things that you believe in, whether it be a cause or something more personal. And post things that represent you as a person. Anything else? Student E: Well, how about making people aware of a certain situation or problem so that they can become less ignorant and more knowledgeable about things going on in our school or even in the world. Teacher: Excellent, these are all great examples! Here are some celebrities that use social media ways similar to what we just talked about. Justin Bieber @justinbieber Help #Sandy survivors. Donate to the @RedCross via @iTunesMusicat http://www.itunes.com/redcross . Out of US, visit http://www.redcross.org Michael Sorrentino @ItsTheSituation

Even though it's been a tough week... at least I had my family with me. #happysunday #family Oprah Winfrey @Oprah "I AM excited about my future. Make that your new Mantra".#LifecClass Teacher: Now, what are some ways that we can express our social media identity through art? Student F: Portraits! Student D: Creating a social media page! Like a fake one! Teacher: Great ideas! Now today we’re going to be looking at three artists that explore identity, social media, and portraiture! B. SEQUENCE OF ACTIVITIES/ORGANIZER Day 1:

After introducing the lesson, students will be introduced to Chuck Close, Christopher Baker, and Hardy Leung and given a brief overview of typography. Aspects that will be covered in the PowerPoint are a brief background of the artists, their style, and selection of their artworks. Chuck Close is being used because of his powerful use of identity and portraiture. Christopher Baker makes a connection with social media and language in his artwork. Tony Leung will be used to inspire a text-based portrait and help give a visual aid to students. The main aspects of typography will be covered in the PowerPoint. Additionally, students will be shown a bold large text in red and a small text in blue and asked to give their initial reactions to each text and why they reacted in that way.

Referencing back to the PowerPoint presentations, students will be given artist papers, which contain basic, important information about the artists, their big ideas, and examples of their work. Using these artists and typography as inspiration, students will explore their identity in a world based on social media. Students will be expected to make a text and image self-portrait made of their Facebook statuses/Twitter tweets using one or more of the following materials: pen, pencil, color pencil, marker, or ink. It is expected that these self-portraits explore their identity through the use of language and social media.

This is an important aspect to cover at this grade level since social media is such a large aspect of their lives. Before wrapping up the class, ask students if they have ever encountered any of these artists work before. If so, where? If not, what do they think of their work? Students will be told that the following day in class the teacher will be taking pictures of all of them. They should be prepared for this in any way they see fit. Tell students that their homework for the night is to start collecting recent Facebook statuses and tweets from their account as well as deciding their medium/media. If a student does not have a Facebook or Twitter account, different arrangements can be made (such as using celebrity Facebook or Twitter pages). It is important to remind students that the statuses and tweets they choose cannot have profane language or content. See if any students have questions on the artists and/or the art making activity. As a wrap up, ask students if anyone is nervous about looking back on things they may have said on Facebook/Twitter. If any say yes, advise them to explain why. Day 2:

When students walk into the room, ask them to hand in the media they’d like to use. Once they are all settled in, a brief ten-minute activity will take place. Before class begins, post a

large piece of paper up on the wall with “Mr/Mrs.______ class tweets/facebook statuses” at the top. Students will be asked to write their favorite tweet or status on a 3 by 8 strip of paper that will be placed in a pile on each table. While they are writing their tweets/statuses, the teacher will organize the students into five groups of five with a variety of each medium at different tables. This promotes individuality and creativity without being influenced by other classmates using similar media. When they have finished writing it out, they should tape it on the large piece of paper. Students will then be asked to read allowed their post one by one. The teacher will promote discussion by asking questions such as: Which tweet/post was their favorite? Why? Do you think these statuses represent you as a person? The teacher will then announce the new seating arrangements.

After students are settled at their table, call students up one by one to have their picture taken. This should be a fairly quick process since the teacher will only be taking two photos of each student. Ideally, these photos should be taken against a solid background so that it doesn’t distract students when they are drawing their faces. Tell them that they are free to add some character to their portraits (such as making a funny face) but that they are also welcome to keep a straight face. While students are waiting for their picture to be taken, they should fill out an exit slip that has the following questions on it : How does your chosen media affect the meaning of your work? What are some problems you might run into with this media? What font(s) will you want to use or will it be handwritten? If a student finishes their worksheet early, they should explore different types of typography examples on the computer or book provided, and think about how they wish to make their self portraits. Students should hand in their worksheets before the end of the period. For homework students should begin to organize their thoughts on how they want their piece to be represented. Day 3:

When students walk into the classroom there will be pens, pencil, color pencils, inks and markers displayed on the table. They will be asked to volunteer to come up and give examples of either traditional or new way of using the materials mentioned above. This process will be guided by the teacher through questions such as: How can you use these materials to make line? Color? Shape? What are some ways you can make variation of line, color or shape? This allows students to use their imagination to come up with new ways to use materials. If students are having trouble or they don’t mention certain techniques, the teacher will step in to give a short demo explaining different ways of using the material.

Have all students return to their seats and begin to explain the project in full detail. Begin by reiterating that students will be making self-portraits using the text from their statuses. Pass out the printed photos of each student. Explain that the first step is for students to use their photo as a reference to do a quick sketch. This is when the teacher should show their example so students can get an idea of how basic the sketch should be. Tell students that they shouldn’t spend too long on this part because it’s just an outline to help them place their words. It should then be explained that once they have the basic shape completed, they are going to use their Facebook statuses or Tweets and create their portrait using line, shape, color and typography to create different moods, feelings or messages. Briefly show teacher examples and explain the thought process, technique and method the teacher used to create the artwork. Reminds that they are not to copy their teacher but rather explore techniques that fit their own ideas. Although students have already gone over the Elements and Principles of Design, line, shape and color will be reviewed so it is fresh in student’s minds. They can be similar to Leung where he focuses

mainly on value and shading with the use of line as well, or something similar to the teacher example and use line to define shape. Encourage students to explore different ways of expressing whether or not their statuses/tweets portray who they are. An example of this would be having fewer details if it doesn’t represent them well. At this time, any questions about the assignment should be brought up and answered. The teacher should then pass out the 18x24 paper and rubric for the project. After last minute questions students should get started on their project and work until it is time to clean up. Questions students should be thinking about while they are working include: Do my statuses actually represent me as a person? If they do, how can I convey that message? If not, how can I convey that message and change this in the future? While students are working, the teacher will go to each table and quickly discuss ideas as a group. The discussion will encourage students to ask questions and give feedback on each other’s work/ideas so far. Students will then clean up their materials five minutes before class ends. Day 4:

Once students walk into the room, have them pick different pieces of paper out of a hat. The pieces of paper will contain the new assigned table number. Once they get their number, students will settle down at their new table and discuss with the members of their group the problems they are running into and any successes or ideas they want feedback on. After about ten minutes of discussion, students will continue to work on their portrait assignment. The sketches should ideally be completed, and students should now begin to start working on adding the text into their portrait.

Once again, the teacher will walk around the classroom and speak to students individually about their progress and any questions they might have. Spend at least two minutes with each student to make sure they are grasping the concepts being taught. Ten minutes before class is over, hand out their exit slip for the day. This exit slip will ask the following questions: How can typography be used to express emotion? How can typography and color be used together? Students will be expected to work until five minutes before the class ends. Once again, students will clean up their supplies at the end of the class before the bell rings. Day 5:

This day will begin with another in progress critique with an assigned partner. Because students will have completed more of the assignment, this will give them a chance to gain valuable insight on a larger portion of their project. When students enter the room they will be instructed to gather their projects and display them on the designated wall side by side. Have the assigned pairs go over at least two positive aspects and two things that could use improvement in both projects. To make sure students are giving each other respectful and valuable critiques, they will also be given a sheet of paper to fill out. They will have to answer the following questions on the sheet of paper: 1. Mention at least two things that make the piece strong (formal qualities, aesthetic qualities, the message, composition etc). 2. Mention at least two things that could make the piece stronger.

After the partnered critiques, students will sit down and continue to work on their assignments. The teacher will once again walk around the classroom and read the critique papers and also give feedback. Students will be expected to work on the assignment until it is time to clean up. For homework, students should finish any last minute work on their portraits so that they are able to come in on Monday morning with a completed work, ready for a critique. Additionally students should complete a questionnaire that will supplement their work during the

critique. This worksheet will include the following questions: Do you believe that your collection of tweets/facebook statuses successfully define you as a person? In what ways yes? In what ways no? Have you used the Internet in a positive means? Please give examples. Have you used the Internet in a negative way? Please give examples. C. CLOSURE/CULMINATING EXPERIENCE: Day 6:

At the start of class students will be instructed to hang up their completed assignments and to prepare for an in class peer critique. The teacher will be sure to emphasize the focal points of each individual discussion and guide the discussion through a series of questions such as: What do you see? How does it make you feel? How has the student used line, shape and/or color? Is this project successful? How has the student used typeface to express certain emotions? We will spend two-three minutes on each artwork, being sure to highlight the positives of each piece while giving constructive criticism. Remind students that participation is part of their final grade and they are expected to critique their classmates’ works in a respectful manner. The critique is expected to take up the entire class period. However, if there is extra time, the teacher can ask questions such as: How did everyone like the project? Do you think you understand social media better? How about language? D. ADAPTATIONS/MODIFICATIONS: Students Who Are Visually Impaired – Student will be given permission to sit closer to the screen when giving the introductory PowerPoint. If that is not enough the student can always be provided with a print out of the PowerPoint in a large font. When techniques and demonstrations are going on, allow the student to move closer to the teacher. Have this students be in a group with others who work well in collaborative projects to ensure this student’s opinions are heard as well. Materials should be close to them so that they don’t have to spend time trying to find them. All handouts will be in large prints. Students Who Have Attention Deficit Disorder- Student will be placed at a table that is close to the teacher and with students they will be able to work well with. Because they are working in groups, the students in their group are going to be a big aspect in how they are able to thrive. Eye contact will be made with the student during the presentation, explanation and discussion based time. When others are speaking, eye contact will also be made if they are not following directions or paying attention. During the discussion-based activities, this student should be asked his or her opinion on the matter if they seem to be preoccupied with something else. Students Who Are Hard of Hearing- Students will be places close to the front of the classroom so they are able to hear the teacher better. The teacher should always make sure they are facing the students and never have their back to the student when speaking. Once explanations for the class have been done, the teacher should go up to the student and go over instructions to insure they heard everything you had said. Any lecture notes or instructions will be typed out and given to the student. When students are required to critique others at their table, the instructor should visit their group often and ask how everyone is contributing (so that they are not singled out) this way you can assure this students thoughts are being voiced.

IV. LESSON ANALYSIS A .STUDENT ASSESSMENT: Criteria/ Objectives

Exemplary (A) Good (B) Satisfactory (C) Needs Improvement (D or Below)

The student will show a mastery of pen, pencil, color pencil, ink and or marker through their creation of their self-portrait.

The student illustrates a strong mastery of pen, pencil, color pencil, ink and or marker through a visually effective final project.

The student illustrates an above average understand of pen, pencil, color pencil, ink and or marker through a visually effective final project.

The student illustrates an average level of mastery in pen, pencil, color pencil, ink and or marker through a somewhat visually effective final project.

The student illustrates little to no understanding of pen, pencil, color pencil, ink and or marker through unsuccessful final project.

The student will successfully use line, shape and color through their self-portrait.

The student exhibits an advanced proficiency in the use of line, shape and color by utilizing them in their text and image product.

The student exhibits a proficiency of line, text and color by utilizing them in their text and image product.

The student exhibits a somewhat proficient understanding of line, text and color through their text and image product.

The student is not proficient in the usage of the line, shape and color through their text and image product.

The student will evaluate and criticize the use of language communication through social media websites and personal research

The student evaluates and criticizes the use of language communication and is able to comprehensively discuss their findings in the classroom.

The student evaluates and criticizes the use of language communication and is somewhat able to discuss their findings in the classroom.

The student evaluates and criticizes the use of language communication and has difficulty discussing their findings in the classroom.

The student evaluates and criticizes the use of language communication and does not discuss their findings in the classroom

The students will critique their classmate’s work in a respectful and constructive manner through in class critique.

The student critiqued their classmate’s work in a respectful and constructive manner and provided valuable feedback

The student critiqued their classmate’s work in a respectful and constructive manner and provided somewhat valuable feedback

The student critiqued their classmate’s work in a mildly respectful and constructive manner and provided somewhat valuable feedback

The student critiqued their classmate’s work in a disrespectful manner and did not provided valuable feedback

B. REFLECTION

Ali Wesson:

This lesson was designed to have students question and explore the statements they put on their Facebook/Twitter accounts. High scholars are discovering who they are, and in this day in age, social media can aid them in this. Therefore, we wanted students to be aware that although using social media as a way to express themselves is great, they also need to be aware precautions they should take on privacy and safety. Overall I think that the lesson was successful in accomplishing both of these things along with being relatable to them. I believe because it is something students can connect with, students were very engaged in the lesson. Although hesitant to answer some of the questions, I believe once they started the project, they were very engaged with the lesson. As far as the actual teaching aspect of the lesson, I think it went really well. The smoothness from activity to activity was really good. Things like that help students stay focused on what is going on in class and keeps them participating. I believe that the activities were another strong part of the lesson. They helped to engage students and got them working together. The game we had them play was a fun way to get students started on a new lesson. This is especially important for high scholars who tend to be tired and get bored easily when not engaged.

In terms of the actual writing of the lesson, I found it surprising how much the lesson had changed from what our initial ideas were. The most challenging part of writing the lesson plan is making sure you are very detailed and clear about each part of the lesson. Missing or leaving out parts of an activity that you think may be common knowledge can make it confusing for those who are reading them, such as the principle of your school. Some things that could have been improved on were the instructions for the lesson and the class tweet/status activity. I think that the instructions didn’t come out as clearly as they should have which left students a bit confused on what they should be doing. Giving more detailed instructions and more examples would have made it much clearer. The class tweet activity will need to be tweaked a bit for the future as well. Ideally it would be on a much larger paper and written out bigger so there would be more room for students to walk around and read aloud their statuses/tweets. Overall I think it went well and I would definitely use this lesson in the future with a few tweaks in detail. Johann Derflinger:

One of the most challenging parts of the presentation was creating an interactive environment that was both engaging and exciting. However, after much brainstorming, we came up with a visual and auditory experience that engaged the entire class. The table set up was also engaging, allowing for conversation and space to work on the project. It was organized (pictures telling people where to sit, materials displayed on the table, Principles of Design and Element of Art presented in front of the class and games placed on the wall). The message about the importance of understanding language, having students actually think about what they write and the power of words is vital for student development. Lastly, the environment of the classroom was relaxed and very interactive. It promoted conversation, discussion, and personal contact with the teacher. It’s personally how I’d like my classroom environment to be.

There are a few things that I feel could have used improvement. The initial entrance of the students was a little unorganized. They didn’t really follow instruction so perhaps when we welcome the class, make sure the instruction is clear and that the students really understand what

we wanted from them. I also feel some of the lesson aspects could have used some fine-tuning. Personally, I felt we could have explained the connection between Chuck Close and Christopher Baker a little better in order to explain how identity and social media can relate. Since we couldn’t find any artist that deals with a social media identity, we felt Close deals with identity quite powerfully, so to combine it with social media could be successful. We just needed to drive that connection home. Lastly, the student tweet activity could have been done better. Perhaps have the students read their own tweets before asking them to respond to them. It was a bit difficult to read since everyone was crowded around the paper and the font was a bit hard to read. Otherwise, it was a really fun and interactive game to get the students interested and keep them moving. Emily Pustay:

Looking back on the lesson that we taught, after the residual stress and adrenaline rush resolved, I was left with an all in all positive feeling. All things considered I think myself, Ali and Johann pulled our presentation together fairly well.

There are three things that I really feel positively about our lesson presentation and they are the following; Firstly, I feel that our group felt very comfortable in the front of the classroom, our overall presentation was fairly smooth and natural, and our classroom environment was a very comfortable one. In my future teaching classrooms I hope to have a very relaxed environment such as that one. Secondly, I believe that the timing was executed very well. At first we were worried about this factor, but when everything was set into motion it went swimmingly. Third, I believe the lesson that we presented is a very beneficial one to teach students. It has a very relevant underlying message and the final projects can turn out really cool.

There are three things that I would also improve upon. Firstly the lesson presentation, while it went smooth, could have benefited from a bit more fine-tuning. We did however, do everything possible with the time constraints we were faced with. Second, if I were to do the presentation again, I’d like to revisit the “classroom tweet” activity to get the students more involved. I feel like that could be a really great game to implement in the classroom given the right revisions. The third and last part of the lesson that I would like to revisit would be the material choices for the actual project. I believe it could be greatly beneficial to reduce the amount of materials as options just to give the students more of a direction. All in all I really enjoyed teaching this lesson. The amount of comfort I felt in front of the classroom has done a lot to re-affirm my conviction for teaching. I’m excited for my future teaching experiences.

Exit Slip

Please answer the following question with detail: How does your chosen media affect the meaning of your work? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are some problems you might run into with this media? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What font will you want to use? Why? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exit Slip

Please answer the following question with detail: How can typography be used to express emotion? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How can typography and color be used together? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________                                        

 

Chuck Close Big Idea: Identity

• Close  explores  his  own  identity  through  both  his  photo-­‐realistic  and  abstract  self-­‐portrait  pieces.    

Biography:

• Born: July 5, 1940 • Had dyslexia as a child: Close believes this helped him excel in art. • Inspired the most by Pollock, but interestingly enough, did not replicate his style. • Graduated from Yale (MFA) • Early work deals with photorealism. Portraits of himself or other people. • Suffered from a rupture of a spinal artery that left him paralyzed

o Months of physical therapy gave him back the use of his arms • Still painting today. Close ties different brushes to his wrist and has created more

abstract pieces now but just as successful.

Christopher Baker Big Idea: Social Media

• Christopher Baker is an artist whose work explores social, technological and ideological networks present in today’s society.  

Artist Information: • Murmur  Study  • Receipt  tape  would  print  out  live  feed  tweets.  • Achieved  this  by  a  sensor  that  printed  out  a  tweet  that  included  certain  

words  such  as:  ugh,  lol,  blegh,  etc.    • Shows  the  extreme  of  social  media.    • Asks  the  following  questions:  How  much  that  is  being  said  is  actually  

important?  Are  we  losing  all  sense  of  one  on  one  communication?  

  Hardy Leung Big Idea: Portraiture

• Hardy  Leung  uses typography and language to make portraits of different famous people, animals and objects solely out of different text.

• He uses words that describe these people, animals, and objects, using words from

their speeches, their physical and emotional qualities, and words associated with their persona.

Artist Biography:

• Received a BS degree in Computer Science and Engineering from UCLA

• Created the interactive website Tagxedo  

o Anyone can express themselves in textual style through Tagxedo    

• Images  are  solely  text  based  

I. OVERVIEW

LESSON TITLE: Speak Up! LESSON SUMMARY: This lesson explores traditions (cultural, personal, spiritual, etc.) and asks students to express their opinions and beliefs on such traditions. The lesson encourages students to think for themselves, analyze traditions in their lives and help them form their own thoughts and opinions. The students will make a triptych portrait using digital photography practices, digital manipulation and the artist Shirin Neshat as inspiration. TEACHER(S) NAME: Johann Derflinger, Emily Pustay, and Ali Wesson GRADE LEVEL: Grade 12 ANTICIPATED CLASS SIZE: 25 CLASS TIME/DATE: 45 Minutes, 5 Days/week, 6 Sessions UNIT TITLE: Language: The Great Communicator UNIT RATIONALE: Language is such a large part of daily life due to the nature of our society as a whole.

This unit is directed towards teaching students how to use their voices to express their opinions, experiences, and educate others. Through the visual arts, students will not only learn the concepts of utilizing language in their artwork. In lesson one, “Status Quo,” students explore the use of language in social media and its impact on their daily and future lives. In lesson two, “Speak Up,” students gain an understanding of how to employ visual language to express personal opinions on their traditions. In the last lesson of the unit, “Choose a Side,” students form their own beliefs and opinions on a controversial issue through the use of printmaking and a collaborative Zine. All three lessons are vital for students’ understanding of language because it gives students the tools they need in order to use language effectively.

A. BIG IDEA (UBD): Tradition B. ENDURING UNDERSTANDINGS (UBD):

In our society, traditions often define a person’s morals, values, actions, and beliefs. Although this is considered the norm in many societies and cultures, it is important that people explore and question their own traditions, along with others, in order to insure this is what they want to do. Being able to question, explore and understand your personal and cultural traditions is the first step to understanding who you are as a person. Challenging traditions help students build their own opinions, and with this knowledge they can continue practicing them with pride or change what they see fit. Up until this point in many of our students lives, their traditions and practices have been constructed for them. Because of this, it is important to teach them that they have the right to their own opinions, and this project will allow them to have that opportunity.

C. ESSENTIAL QUESTIONS (UBD):

What are traditions? Who makes traditions?

How can traditions change? In what ways have traditions affected your everyday life? How can analyzing traditions be beneficial?

D. BACKGROUND INFORMATION

Students should have a basic knowledge of their own family, cultural or personal traditions. They should be able to explore and discuss these traditions comfortably with the class. Students should also have a basic knowledge on how to use a digital camera. The students are expected to develop a greater understanding for the camera as well as improve on aspects such as composition and framing. They are expected to be comfortable operating a computer and have a very basic understanding of Adobe Photoshop. Students are expected to work throughout the entire lesson and participate in class in a respectful manner.

E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT

1. MATERIALS/EQUIPMENT: 1. At least ten DSLR cameras. (If this is not possible, students will be asked to bring

their own cameras and a camera will be provided for students who do not have one.) 2. 75 sheets of 8 x 11 pieces of thick cardstock paper (3 per student) 3. 25 computers with Photoshop installed 4. Color printers 5. Poster board 6. Dry mounting press and sheets 7. Flash drive

2. ROOM ARRANGEMENT:

The students will be split into five groups of five. This will promote a small community environment in which students can discuss their work and give each other advice. When students are working on the Photoshop aspect to this project, they will be in the computer lab.

F. VOCABULARY and REFERENCES/SOURCES

1. VOCABULARY: 1. Tradition: Noun-The handing down of information, beliefs, and customs by word of

mouth or by example from one generation to another without written instruction. 2. Culture: Noun- The set of shared attitudes, values, goals, and practices that

characterizes an institution or organization. 3. Change: Verb- To make radically different; to transform. 4. Challenge: Verb- A demand to explain, justify. 5. Aperture: Noun- the opening in a photographic lens that admits the light. 6. Shutter Speed: Noun- a mechanical device that limits the passage of light 7. Composition: Noun- the act of combining parts or elements to make a whole. 8. Framing: Noun- the act of using other elements in your composition to bring forth the

main subject.

9. Lighting: Noun- the arrangement or effects of lights in a composition 10. Value: Noun- the relative degree of lightness or darkness of a particular color 11. Balance: Noun- a feeling of visual equality in shape, form, value, color, etc. Balance

can be symmetrical or asymmetrical. 12. Unity: Noun- a combination or ordering of parts in a literary or artistic production that

constitutes a whole or promotes an undivided total effect.

2. REFERENCES/SOURCES:

1. "Gladstone Gallery." Gladstone Gallery. N.p., n.d. Web. 12 Dec. 2012. http://www.gladstonegallery.com/neshat.asp

2. "Guggenheim." Collection Online. N.p., n.d. Web. 12 Dec. 2012. http://www.guggenheim.org/new-york/collections/collection-online/show-full/bio/?artist_name=Shirin%20Neshat

3.http://www.waterhousedodd.com/routes/assets/pdf/SHIRIN%20NESHAT.pdf

II. STANDARDS/OBJECTIVES A. STANDARDS New Jersey Art Standards

1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.

Students, through applications of digital manipulation and learned photography skills will have the ability to produce a triptych that speaks to their own personal and cultural perspectives.

1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.

Through the mastery of digital photography skills as well as Adobe Photoshop, students will produce a unified work that effectively explores their chosen personal/cultural traditions.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Each and every student brings a different variety of personal and cultural influences to the table. Through the exposure of each others artworks, students will gain an advanced knowledge of their fellow peers backgrounds and lives through their artworks.

New Jersey History Standards

6.2.12.D.4.k Analyze how the arts represent the changing values and ideals of society. Each personal artwork is a visual representation of the reactions and opinions of the youth of a society in which they don’t have much control over. These works show the values and ideals of the artists.

6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives.

Each artwork is a visual representation of the impact that American culture has had on the youths of the 21st century. This project may help show the traditional vs. the unorthodox opinions of many cultural perspectives from across the world.

B. OBJECTIVES SWBAT assess traditions within their lives and be equipped to explore their own opinions through classroom discussion and the production of a cohesive body of work. SWBAT demonstrate an understanding of digital photography through the proper and effective usage of framing, composition, lighting, value, balance and unity within their three photographs by properly utilizing their cameras. SWBAT display their knowledge of Photoshop through effective corrections made digitally that enhance the overall quality of their finished photographs. SWBAT demonstrate an understanding of Shirin Neshat's artwork through classroom discussion and the construction of a conceptually strong project. III. LEARNING EXPERIENCE

The majority of this lesson will be inspired by Shirin Neshat who is a contemporary artist that explores her own personal and cultural traditions throughout her artwork. She uses primarily photography and film to explore and comment on her own identity within her personal traditions.

Neshat is an artist who was born and raised in northwestern Iran. She spent her college years studying art in Los Angeles. During this time, the Iranian Revolution financially and socially affected her family at home. This also prevented from her returning home for approximately eleven years. This displacement and reinforcement of traditional Islamic culture in Iran has resounded throughout her work, causing constant research and exploration into her own traditions.

In her artwork, “Women of Allah” (1993-97), Neshat makes a collection of visual interpretations and explorations of her traditions from Iran. She uses text from feminist poets to go against traditions that she does not agree with. Additionally, Neshat utilizes these photographs to speak to and challenge these cultural traditions from the society in which she came.

To start off the lesson, the class will have a discussion pertaining to traditions. Students

will be asked questions about different examples of their own traditions, who makes traditions, and how they are made. After an overview of traditions in general, students will be asked about their own traditions specifically. Our main topic of conversation will be about whether or not students agree with their own personal traditions. The lesson will then be directed to Shirin Neshat. Using Neshat as inspiration, students will be making a triptych portrait assignment using digital photography and digital manipulation based on three separate traditions from their life. The final photographs should include: the presence of the student, a clear message about their culture, and any other props necessary to convey their message. This is important to teach students because up until this point in many their lives, their traditions and practices have been constructed for them. This project allows them to have the opportunity to explore and question things that they may never thought they could.

Students will spend time finalizing their three traditions that they wish to explore in this lesson. After, the teacher will give a short demonstration on how to properly use the provided cameras and lighting equipment to achieve certain desired effects. Students will then begin the second phase of the project which includes uploading their photographs and working on them in Photoshop. Students will be spending the majority of their time in the computer labs working on their projects mixed in with a variety of different in process peer critiques and activities.

The teacher will give a brief demo on mounting and students are expected to have all of their work properly mounted. To close lesson, students will lead a critique which places emphasis on composition, color, lighting, value, balance and unity as well as how well the students convey their overall thoughts and opinion on their traditions.

I. OVERVIEW LESSON TITLE: Choose a Side! LESSON SUMMARY: This lesson explores the work of Shepard Fairey and allows student to take a stance on a certain political/social issue. They will be required to ask an adult they look up to about a certain political or social issue and then research this issue. They will then make a reactionary artwork employing screen-printing (using both image and text). As a culmination of the lesson, the class will be making a Zine of their work with a write up describing their political/social issue. TEACHER(S) NAME: Johann Derflinger, Emily Pustay, and Ali Wesson GRADE LEVEL: Grade 12 ANTICIPATED CLASS SIZE: 25 CLASS TIME/DATE: 45 Minutes, 5 Days/week, 9 Sessions UNIT TITLE: Language: The Great Communicator UNIT RATIONALE:

Language is such a large part of daily life due to the nature of our society as a whole. This unit is directed towards teaching students how to use their voices to express their opinions, experiences, and educate others. Through the visual arts, students will not only learn the concepts of utilizing language in their artwork. In lesson one, “Status Quo,” students explore the use of language in social media and its impact on their daily and future lives. In lesson two, “Speak Up,” students gain an understanding of how to employ visual language to express personal opinions on their traditions. In the last lesson of the unit, “Choose a Side,” students form their own beliefs and opinions on a controversial issue through the use of printmaking and a collaborative Zine. All three lessons are vital for students’ understanding of language because it gives students the tools they need in order to use language effectively.

A. BIG IDEA (UBD): Social Issues B. ENDURING UNDERSTANDINGS (UBD):

The daily headlines of our newspapers, magazines, and online news sources are filled with endless social issues. A majority of the time there are two sides to an issue. These sides fight for their beliefs in order to be heard in today’s political and social world, often using propaganda as a means of conveying their stance. Many times, young adults are lost within this battlefield and form opinions that are based on peer pressure or family beliefs, not necessarily their own. Studying both sides of these issues allows students to be well informed and have a firm knowledge base to grow their opinions from. Understanding and being able to respectfully convey their opinions on the hot topics of the day is a very important skills for twenty first century learners to have, and what better way to explore these skills than in the art classroom?

C. ESSENTIAL QUESTIONS (UBD):

What is a social issue?

What are some social issues? Why is it important to research social issues? What helps us form our opinions on social issues? How can we use Zines to talk about social issues? What is propaganda? What are the seven types of propaganda?

D. BACKGROUND INFORMATION Students should have a basic understanding of the social issues that surround our society, which will be expanded during and after the lesson. Students should have a basic knowledge of printmaking and text and image design, which will be fine-tuned through in class demonstrations and their own exploration of their project. Students are expected to be respectful of other people’s opinions and beliefs. They are allowed to disagree respectfully but any form of disrespect will not be tolerated.

E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT

1. MATERIALS/EQUIPMENT: 1. 25 Silk Screen Panels 2. Silk Screen Ink in Variety of Colors 3. Brayers 4. Inking Plates 5. 25 Linoleum Blocks 6. 5-5x5 Linoleum block 7. Pencils 8. Scissors 9. Newspaper To Cover Tables 10. 25 sheets of 9x12 paper 11. Photoshop 12. Printing Paper For The Zine 13. Camera For Documenting Students Completed Work

2. ROOM ARRANGEMENT:

The room will be organized into five tables of five. The teacher will assign the seats after the students choose their media. The teacher should attempt to have a variety of media in each table in order to promote creativity and individuality.

F. VOCABULARY and REFERENCES/SOURCES

1. VOCABULARY: 1. Controversy: Noun- A prolonged public dispute, debate, or contention;

disputation concerning a matter of opinion. 2. Issue: Verb- A point in question or a matter that is in dispute, as between

contending parties in an action at law.

3. Opinion: Noun- A belief or judgment that rests on grounds insufficient to produce complete certainty.

4. Stance: Noun- A mental or emotional position adopted with respect to something

5. Opposition: Noun- A person or group of people opposing, criticizing, or protesting something, someone, or another group

6. Support: Verb- To speak in favor of 7. Printmaking: Noun- A technique in art where one manufactures multiple prints

from an inked raised or carved surface. 8. Brayer: Noun- A hard rubber roller that one uses to apply ink to a surface in

printmaking. 9. Zine: Noun- A noncommercial often homemade or online publication usually

devoted to specialized and often unconventional subject matter. 10. Line: Noun-a narrow elongated mark drawn or projected.

11. Color: Noun- a phenomenon of light or visual perception that enables one to differentiate otherwise identical objects.

12. Balance: Noun- a feeling of visual equality in shape, form, value, color, etc. Balance can be

symmetrical or asymmetrical. 13. Emphasis: Noun-force or intensity of expression that gives impressiveness

or importance to something 2. REFERENCES/SOURCES:

1. Merriam-Webster. Merriam-Webster, n.d. Web. 10 Dec. 2012. http://www.merriam-webster.com/

2. Pop, Iggy. "Shepard Fairey." Interview Magazine. Interview Magazine, n.d. Web. 10 Dec. 2012. http://www.interviewmagazine.com/art/shepard-fairey#_

3. "Quizlet." 7 TYPES OF PROPAGANDA TECHNIQUES Flashcards. N.p., n.d. Web. 11 Dec. 2012. http://quizlet.com/5435505/7-types-of-propaganda-techniques-flash-cards/

4. "Zines 101: A Quick Guide to Zine." Zines 101. N.p., n.d. 4. Web. http://www.undergroundpress.org/pdf/Zines101.pdf II. Standards and Objectives

A. STANDARDS New Jersey Art Standards

1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.

The context in which this project is based is directly related to social visual literacy. Students will explore controversial issues through the media of screen printing, thus broadening their visual literacy skills.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Through the research into the issues that surround their own cultures, students will be able to produce their own opinions to these controversies through their artworks.

1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

Art making in our society has become a sort of visual commentary on the issues that surround us culturally and socially. Giving our students the tools to implement these forms of visual commentary is vital to their growth as artists.

NJ Language Art Standards

3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and performing arts standards).

Through the use of printmaking students will research and produce their own opinions on the controversial issues of the day

3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.

Students will do so through research and production of their silkscreen projects B. Objectives SWBAT illustrate their understanding of the big idea through thorough research of their controversial issue and a strong project concept. SWBAT reproduce effective usage of line, color, balance, emphasis, and unity through the creation of their project. SWBAT illustrate their mastery of screen printing through the production of a technically correct and visually unified final print. SWBAT evaluate and criticize the topic of controversial issues through personal research and classroom discussion. SWBAT produce and design a Zine as a class though the art making process.

III. Learning Experience

This lesson is inspired by the work of the well-known artist Shepard Fairey. As a contemporary political street artist, Fairey is very relevant when talking about the big idea ‘Social Issues’. Almost all of his most well known work is of a political flavor, and he uses his chosen media as a tool to convey his message and sway his viewers. When viewing his artwork, this quote is very telling: “The real message behind most of my work is ‘question everything.” Fairey attended the Rhode Island School of Design where he majored in Illustration and pioneered his “Obey” campaign. From there he started his own printing business and became a founding partner of a mass-marketing campaign company; clients including Pepsi, Hasboro and Netscape and some musical artists such as the Smashing Pumpkins, Led Zeppelin and Flogging Molly. Along with mainstream marketing, Fairey is also a very involved political artist. He has made reactionary political artworks; his most famous is the Obama “Hope” campaign poster. In this famous political poster, Fairey creates a feeling of unwavering pride and grandeur, as almost a call to arms like the “Uncle Sam” posters of the past. The election of 2008 was the epitome of a social issue and Shepard Fairey’s poster was at the forefront. He utilized the media of silk-screening and stenciling to create this work, and our students will be doing the same while unpacking their own controversial issues.

At the beginning of the lesson, there will be a discussion about social issues. We will define what a social issue is, the different kinds of social issues, and how/why it is important to take a stance. Many times, students are influenced by outside sources, such as the media, parents, and their peers, which oftentimes makes it difficult to find their own opinion on the topic. This lesson encourages students to research an issue in depth so that they can make an informed decision on where they stand on the issue. To introduce the lesson, students will be shown a PowerPoint on Shepard Fairey. This will cover background information on the artist, his style of artwork, and how he works with social issues using text and image. In addition, the seven types of propaganda will be explored, along with how to properly utilize each to convey a message. Using Shepard Fairey as inspiration, students will be creating a text and image reactionary artwork on a specific political/social issue. The students will explore the use of printmaking as a medium for this project because it allows for mass production. The teacher will give the students a demo on how to properly screen print and show different ways of how they can combine text and image together to make one unified piece. As homework and part of their research, students will be in charge of asking an adult they look up to, to explain a certain political or social issue that is important to them. Students will then further push their research on this issue by gathering information for both sides of the argument. After understanding both sides of the issue, they will take a stand and create their artwork based their take on their issue. The final project should have: a strong use of color, a powerful use of text and image to convey its message, and clear usage of one of the seven types of propaganda.

Students will give an anonymous critique in which they write one positive aspect of the piece and one criticism that is constructive. As a culmination to the lesson, students will work together to make one unified Zine that will be distributed throughout the school community. It will be required of students to write a brief summary of their issue and how their artwork represents their take on it. All aspects of the Zine will be explained so that students understand the concepts and importance behind it. Not only does this give empowerment to student’s opinions but it also brings awareness of social issues to the rest of the school. In addition to this,

there will be a distribution party for the students to show them that their artwork is appreciated and shows the community that the art program is important as well as something to celebrate.