Lesson Plans

Lesson Plan

Alicia Core

Lesson Title: Change We Can Control

Grade Level: 9^th -12^th

LESSON OVERVIEW 

I am going to teach students how to use Photoshop and create art with meaning through the tools that Photoshop gives you. Photoshop is a nice tool for creating art. I had to learn it in college and have a base knowledge of it will hopefully give them a leg up when they get to college. Photoshop is also nice to use if you want to fix up a image of your own. So even if a student doesn’t plan on going to college for art they could still find use for the knowledge of Photoshop. Also, it will try to get students to think about themselves as having power to change something that they want changed. I feel like it is important for youth to know that not everything is forever. If we try we can create change.

BENCHMARK:

Through this project students will apply materials, techniques, and processes with sufficient skill, confidence, and apply a personal connection to their art.

OBJECTIVES 

Upon the completion of the course:

·                   Student will know how to use Photoshop.

·                   Learn how to adhere found objects on to photos.

·                   Learn how to mat the image so it is more presentable to the public.

ART CONTENT KNOLWEDGE/ARTIST/ARTMAING STRATEGY/ART ACTIVITY 

BIG IDEA: Change

KEY CONCEPT: Some times there is change in this world that we don’t have any control over, however sometimes we have the control over change.

ESSENTIAL QUESTION: What is one thing in this world that if you could change you would?

ARTIST: 

SELECTED ARTIST: Tom Wesselmann

KEY ARTWORK: 

Tom Wesselmann was born February 23, 1931 and died December 17, 2004. He was an American artist associated with the Pop art movement.  He worked with painting, collage and sculpture. He became one of the leading American Pop Artists of the 1960s. He rejected the abstract expressionism. Instead he favored the more classical art. He would represent the classical images of the nude, still lives, and landscapes in less traditional ways. A few of his images seem to deal with politics through the use of red, white, and blue as the main colors in his collages. Others seem to draw on the importance of representing the past art in a new way that sheds light on the present. He would use college to create art because he said it was something to see a painted apple next to a cigarette box from an advertisement. He said it would change the whole way you looked at things. That is how he created his art. He would use painting and everyday items to create wonderful works of art.

ART ACTIVITY: Digital Media Integration 

STUDIO ACTIVITIES

• Create an image in Photoshop using different found object then we will print them out and add other materials on top of the image you printed.

• Work with Collage, both with images and found objects

•Make sure the image you are creating in the end deals with what you would like to see changed in this world.

•What is the change you would like to see happen? (More trees, more jobs, less war, more war) Think about anything you could change. It doesn’t have to be big either. Maybe you would like to change something you did yesterday or change the color of you hair. It just has to deal with a change you would like to see.

•Use Photoshop to create an image that will convey the change you want to happen. Then add found materials to that image. Make sure the material you pick had meaning behind it. How could it change the image if you painted the change in color of your hair through painting, yarn, or paper
•Create a concept map about change, mainly change we can control. 

ANTICIPATORY SET   

RESOURCES AND MATERIALS: 

I will need a computer for each student and Photoshop or a computer program that operates in the same way (I am writing this lesson plan for the use of Photoshop though). I will need a color printer, pager to print on, poster board, adhesive, found object (can have students bring some in for extra credit), access to the Internet or art books on collage, and a computer with PowerPoint.

Before the lesson begins I will need a PowerPoint presentation with different examples of collages. I will also have books out for them to look at for inspiration. I will need to have the adhesive and found objects. Before the students print I will need to make sure there is ink in the printer and paper. As the project goes I will keep up with the students making sure they have a sound idea and are moving along at the required pace.

PROCEDURE AND PREPARATION FOR ART LESSON: 

Day One: Introduction to the project, PowerPoint on different collages, time to brainstorm and research.

Day Two: Introduction to Photoshop. Get ideas for project approved. 

Day Three: All students should have their photos. Work on project.

Day Four and Five: Studio day.

Day Six: Finish up image part of the project and print. (If not finished make sure it is done by next class)

Day Seven: Lesson in correctly adhering found objects to images. Time to look through found material to get an idea of what they would like to use.

Day Eight –Ten: Studio days to adhere objects to image.

Day Eleven: Finish up final image.

Day Twelve: Lesson in matting images to poster board. Students mat their images

Day Thirteen: Critique

VOCABULARY: 

Collage: A form of art in which various materials such as photographs and pieces of paper or fabric are arranged and stuck to a backing.

Pop Art: Art based on modern popular culture and the mass media, esp. as a critical or ironic comment on traditional fine art values.

6. ASSESSMENT /EVALUATION/RUBRICS: 
I expect the student to have a basic understanding of Photoshop. I expect them to mat their project with good craftsmanship.  I will be watching them as they work through their project and look for how they integrate what they learned into their project. I will grade their craft on how the edges of the poster board are cut and how level the image is placed on the board.

Rubric:

	A	B	C	D	F
ELEMENTS OF DESIGN	Planned carefully, made several sketches, and showed an awareness of the elements and principles of design	The artwork shows that the student applied the principles of design while using one or more elements effectively	The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned.	The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.	The student did the minimum or the artwork was never completed
Creativity/ Originality	The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills	The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.	The student tried in idea, and help out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.	The student fulfilled the assignment, but gave no evidence of trying anything unusual.	The student showed no evidence of original thought.
Effort	The project was continued until it was complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement.	The student work hard and completed the project, but with a loom or effort it might have been outstanding.	The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacked finishing; chose an easy project and did it indifferently.	The project was completed with minimum effort.	The student did not finished the work adequately.
Craftsmanship/Skill	The artwork was beautiful and patiently done; it was as good as hard work could make it.	With a little more effort, the work could have been outstanding; lacks the finishing touches.	The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.	The student showed below average craftsmanship, lack of pride in finished work.	The student showed poor craftsmanship; evidence of lazy this or lack of understanding.
Attitude	The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom.	The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and clean-up.	The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.	The student allowed others to do most of the work, did participate minimally, did the minimum amount.	The student was part of the group, but did almost nothing toward group goals, did a minimal amount of preparation and cleanup.

CLOSURE AND FOLLOW-UP:

As a closer we will do an in class critique on all of the students different work. What elements of design did the artist use? What is the concept behind the art? Is the art understandable? What did the artist do well? How could the artist improve their work?