Blog 9: Planning Individual Lesson (Part 2)

General overview (part 1)

Unit Title: Uniquely You

Enduring Idea/Theme: Each of us can find unique and special ways in which we interact with and experience the world. Even though some of us are underrepresented in art history or our current visual culture does not mean that we cannot all find unique and special ways in which we interact with and experience the world.

Lesson Number: 2

Lesson Title: Me In A Masterpiece

Grade/Class: Middle School (7th and 8th graders)

Time Allotment: 4 ninety minute class periods.

1: Introduction, examples, start art historical research and discussion on image sizing/copyright issues

2. Go over art historical selections, create rough sketch, begin lesson demonstration

3. Continue demonstrations, begin student work time, essay due

4. Student work time

5. Student work time, printing

6. Critique, reflection

Lesson Summary:

1. Research art historical pieces (portraits) and find digital images of people you respect and hope to be like in the future, create a list of at least 5 potential options that include all relevant art historical information (Artist, Title, Date, Media, Size, etc.). (Sketchbook assignment 1.)

2. After a quick discussion with me, do a rough sketch of yourself in the place of person illustrated. A short accompanying essay should be written about who this person is, why they were chosen, and what qualities/accomplishments they have that you would like to emulate, and what is similar/different between the person pictured and you. (Sketchbook assignment 2.)

3. Take your self-portrait in the position of the artwork previously discussed using computer camera (can use iSight on Macs)

4. Graft your face onto the digital image of the masterpiece using Photoshop techniques (copy/paste, masking, texturizing, opacity changes).

5. Make a 5” x 7” print of your hybrid digital image (to be used in Lesson 3)

6. Write a reflection on your work, making sure to include how your new image looks different than the original, your favorite part of this lesson, and what you would change if you could do the whole thing over again. (Sketchbook assignment 3.)

Artworks, Artists and/or Artifacts (i.e., motivation, inspiration): http://www.dailymail.co.uk/tvshowbiz/article-532280/Hollywood-canvas-Worlds-famous-paintings-given-celebrity-faces.html

Regender Translator: http://regender.com/index.html

Key Concepts Addressed in this lesson: Students will learn historical research along with digital manipulation techniques through applying concepts of culture, subjectivity, context, allegory, forming self, appropriation, recontectualization and layering.

Essential Questions Addressed in this lesson: Is there something about yourself that you are particularly proud of?  How does your background influence the choices you make and the future you plan for yourself? Who are your role models? What makes them different from you? What will you have to do in your immediate- and far- future to achieve your goals? Are there images of people you wish to be?  Do they look different than you?

Standards: http://www.paea.org/images/stories/resources/standards/pa_arts_standards.pdf

9.1.8  Production, Performance and Exhibition of Dance, Music, Theatre and Visual Art
A, C, E, F, G, H, J, K

9.2.8 Historical and Cultural Context
A, B, C, D, E, F, G, I, J, L

9.3.8 Critical  Response
A, C, D, E, F

9.4.8 Aesthetic Response
A, B, C, D

Interdisciplinary Connections: Interdisciplinary connections can be made between this lesson and art history, general history, and social science, which can aid in our understandings of the current visual environment.

Lesson Objectives:

Knowledge: Students will learn historical facts about the artists and figures they are manipulating for sketchbook/essay responses. They will also learn digital vocabulary terms and procedures such as masking, cloning, and layering.

Skills: Students will be able to demonstrate the digital manipulation process. They will understand the amount of time it takes to make a composite image seamless.

Dispositions: Students will recognize that the images they see in visual culture are not necessarily representations of the truth. On the other hand, they will potentially recognize that they can break through culturally-established roles.

Assessment:

Students will be assessed according to conceptual development, the work produced (does it meet the objectives stated above), and class participation/attendance and critique. Students and I will know if they have learned the intended lessons if they successfully create a digitally manipulated piece and provide meaningful reflection essays. They will be expected to turn in a digital print as well as sketchbook assignments/essays on time (using vocabulary and context discussed in class) as evidence of their learning. These will be measured against a rubric. If possible, the rubric should be created by both students and myself before the projects begin. Instruction will consist of demonstration of basic techniques as well as cooperative and inquiry-based learning.  Students will be frequently monitored through sketchbook assignments and during worktime.

Preparation

1. Teacher Research and Preparation:

a. Find/provide list of art historical resources
b. Go over copyright infringement information
c. Create basic visual showing digital manipulation process that students can refer to after demonstration (PowerPoint)

2. Teaching Resources:

a. A computer hooked up to a display (projector) visible to all students

3. Student Supplies:

a. Sketchbook

b. Personal art historical resources

c. Computers installed with Photoshop

d. Printers and printer paper

e. Digital drawing pen/tablet (if available)