Multiculturalism and Cross-Curricular Activities, Early Finishers

Transcription

1 Keith Haring

2

3 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. 3 Multiculturalism and Cross-Curricular Activities, Early Finishers

4 Students that do not master skills modeled will be given re-grouped and given another demonstration. Students are grouped by tables based on a pre-test used to measure their ability to follow instructions and safety procedures. Students that struggle to keep up with step by step directions and procedures are grouped with those that have little difficulty following instructions and procedures. This ensures safety in the classroom. 4 Seventh grade students have been studying famous artist.

5 TALKING Students are allowed to talk at their tables during work time. They must use an inside voice or whisper. They must be working the entire time. If they get too loud or stop working, I will flip the letter A (located on the wall). If it happens again, I will flip the letter R. If the T is flipped, talking privileges will be taken away for the rest of class. 5 EARLY FINISHERS DRAW WALL Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

6

7 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself 7 Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 7-8 (1 rule followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

8 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? 8 5. What titles could you give this artwork? Name at least three.

9 Bell Work Read aloud/identify Key Terms Read aloud/identify Key Terms Power Point Demonstrate completing ABC biography handout Demonstrate steps to creating leaf resist. ABC Biography together Practice steps (guided practice)/ plan painting Closure: Rapid Response Cards Group- Use the information from today s lesson to create an ABC biography. Share results with class. Closure: Rapid Response Cards Create a leaf resist in the style of Henri Rousseau

10 Essential Question Using the ABC Biography sheet, identify the characteristics of Keith Haring s art and his life as an artist. Standard Identify the characteristics of artist and artworks from various historical periods. Essential Question Create a painting in the style of Haring that is appropriate for good composition and follows the project rules. Standard Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.

11 11 Where do we see art in our everyday environment?

12 Keith Haring was born May 4, 1958 in Kuztown Pennsylvania

13 Growing up he wasn t interested in most of the art he saw at the galleries. BORING Too Formal! He wasn t interested in creating the art either because he thought it was too formal.

14 Keith was more interested in the art of the pop artists like Andy Warhol and Roy Lichtenstein who were considered unconventional artists in the art world. Their works were shaped by television commercials, cartoons, comic strips and advertisements.

15 Keith first attended college at the Pittsburgh Center for the Arts but in 1978 at the age of twenty he left Pittsburgh for the School of Visual Arts in New York City. Keith didn t like the School of Visual Arts either and it wasn t long before he began to skip classes and then stop going all together. He continued to live in NYC but was extremely poor and had to take the subway in order to go anyplace. Public Service Announcement STAY IN SCHOOL!!!

16 The Subway Artist During the 1980 s Keith began his career in art in the NYC subway station.

17 This type of art was called Graffiti Art Keith was inspired by the graffiti art he saw around him in NYC.

18 Positive aspects of Graffiti art Spontaneous Creative Is seen by everyone

19 Negative aspects of Graffiti art: Uncontrolled graffiti can be destructive Most of the time it s illegal

20 Haring was careful to draw on black paper panels which were going to be covered. He also used chalk because it was easily removable.

21 Characteristics of his drawings: Bold lines Simplified and stylized figures Figures surrounded by rhythmic lines that make them appear to vibrate or move.

22 Characteristics of his drawings: Radiating Baby Dancing People Dogs Flying Saucers

23 Haring s work appealed to many different types of people. Brought a human touch to the dingy and dirty subway stations. Images were whimsical, often humorous, and somewhat mysterious. Instead of looking like typical graffiti art, his poster size drawings looked like they were supposed to be there.

24 Keith Haring created his own visual language. His symbols appear repeatedly in different artworks of his. This type of pictorial writing system is known as pictographs. Pyramid Figures Radiating Baby Spaceship Dog

25 Like the pictographs of Egyptian hieroglyphics, Haring s symbols changed meaning depending on what they were placed next to. The study of Haring s symbols is called semiotics. Egyptian Haring

26 Dolphins Symbolize peace and love

27 Two humans holding a heart means romantic love

28 Three-eyed smiling face means greed or joy

29 Haring s work began as simple white on black figures but soon he developed into complex compositions crammed with dancing, pulsating figures.

30 He repeated figures in rhythmic patterns so the pattern itself became more predominant than anyone figure.

31

32

33

34

35

36 Crack is Wack was created after one of his studio assistants became addicted to crack.

37 As Haring became famous his artworks became increasingly more and more expensive. To ensure that his art continued to be available at affordable prices to the general public he created the Pop Shop in NYC where he sold prints, stickers, buttons, and various other objects with his artwork on it.

38 Haring designed his Pop Shop to be a work of art in itself

39 Haring did not limit himself to 2-dimensional work. He created many public sculptures. Some more than a couple stories high.

40

41

42

43 Keith Haring died in 1990 from aids. He may have died young but his work remains some of the most influential art of today.

44 THE END

45 Untitled 1983, 180 x 276

46 Group Instructions: Use the ABC Biography handout to find words that describe the work and life of the artist. Model One, One Together, Complete the rest on your own

47 Instructions: Respond to the questions using the art rapid response cards. Hold up the correct answer to the question.

48 A. formal B. colorful Thought most art was too.

49 Began his career in the NYC. A. street art studio B. subway station

50 Brought a human touch to the dingy and dirty subway. A. true B. false

51 Dolphin= A.peace and love B. Greed or joy

52 He got his ideas from. A. books B. his travels to the jungle

53

54 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. 54 Multiculturalism and Cross-Curricular Activities, Early Finishers

55 Students that do not master skills modeled will be given re-grouped and given another demonstration. Students are grouped by tables based on a pre-test used to measure their ability to follow instructions and safety procedures. Students that struggle to keep up with step by step directions and procedures are grouped with those that have little difficulty following instructions and procedures. This ensures safety in the classroom. 55 Seventh grade students have been studying famous artist.

56 TALKING Students are allowed to talk at their tables during work time. They must use an inside voice or whisper. They must be working the entire time. If they get too loud or stop working, I will flip the letter A (located on the wall). If it happens again, I will flip the letter R. If the T is flipped, talking privileges will be taken away for the rest of class. 56 EARLY FINISHERS DRAW WALL Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

57

58 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself 58 Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 7-8 (1 rule followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

59 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? What titles could you give this artwork? Name at least three.

60 Bell Work Read aloud/identify Key Terms Read aloud/identify Key Terms Power Point Demonstrate completing ABC biography handout Demonstrate steps to creating leaf resist. ABC Biography together Practice steps (guided practice)/ plan painting Closure: Rapid Response Cards Group- Use the information from today s lesson to create an ABC biography. Share results with class. Closure: Rapid Response Cards Create a leaf resist in the style of Henri Rousseau

61 Essential Question Using the ABC Biography sheet, identify the characteristics of Keith Haring s art and his life as an artist. Standard Identify the characteristics of artist and artworks from various historical periods. Essential Question Create a painting in the style of Haring that is appropriate for good composition and follows the project rules. Standard Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.

62 62 Where do we see art in our everyday environment?

63 Instructions: Respond to the questions using the art rapid response cards. Hold up the correct answer to the question.

64 A. formal B. colorful Thought most art was too.

65 Began his career in the NYC. A. street art studio B. subway station

66 Brought a human touch to the dingy and dirty subway. A. true B. false

67 Dolphin= A.peace and love B. Greed or joy

68 He got his ideas from. A. books B. his travels to the jungle

69 STEP 1: Practice Use the Keith Haring design handouts to draw radiating figures on practice paper. Practice drawing different people or animals. Practice rotating them and making them look like they are radiating. Practice drawing other elements that would be present in a Keith Haring design. PRACTICE, PRACTICE, AND MORE PRACTICE!!! You are graded today using your WP Rubric.

70 STEP 2: Draw Final Design Use the Keith Haring design handouts to draw radiating figures on final paint paper. Add other elements such as borders or patterns that resemble characteristics of Keith Haring. Follow project rules!

71 STEP 3: Paint Design Use the Keith Haring design handouts to draw radiating figures on final paint paper. Follow project rules.

72 STEP 4: Outline After painting is dry, outline using thick black marker.

73 Counts as a test grade! 80% in everything we do! 50 points from project and project rules. 50 points from self-reflection. 73

74 PROJECT RULES Did you draw radiating figures? Did you paint designs with bright colors and outline with a thick black? Did you add other elements in the style of Keith Haring?

75 Demonstrate creating stencil and using it to create radiating designs Model adding elements of Keith Haring (radiating lines) Model painting design

76 Practice using stencil

77 Instructions: Respond to the questions using the art rapid response cards. Hold up the correct answer to the question.

78 Question: Based on where students are at in the lesson A. TRUE B. FALSE

79

80 Use the Keith Haring design handouts to draw radiating figures on final paint paper. Add other elements such as borders or patterns that resemble characteristics of Keith Haring. Follow project rules!

81 1.Did you draw radiating figures? HOW AM I GRADED? 2.Did you paint designs with bright colors and outline with a thick black? 3.Did you add other elements in the style of 50 points Keith from Haring? project and project rules. 50 points from self-reflection. 81

82 Share your art with two people in your group. Ask for ideas and suggestions. Give ideas and suggestions. Find something you like in one person s work. Find one thing you might would change.

83

84

85 REFLECTION Getting Started

86 AGENDA Bell work E.Q. Read aloud/write Review instructions and model completing grade sheet. Complete question one together You Do- Complete reflection/grade sheet 86

87 Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their own artworks and those of others. Students have spent several lessons learning about how to reflect and selfevaluate.

88 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. 88 Multiculturalism and Cross-Curricular Activities, Early Finishers

89 Students that do not master skills modeled will be given re-grouped and given another demonstration. Students are grouped by tables based on a pre-test used to measure their ability to follow instructions and safety procedures. Students that struggle to keep up with step by step directions and procedures are grouped with those that have little difficulty following instructions and procedures. This ensures safety in the classroom. 89 Seventh grade students have been studying famous artist.

90 TALKING Students are allowed to talk at their tables during work time. They must use an inside voice or whisper. They must be working the entire time. If they get too loud or stop working, I will flip the letter A (located on the wall). If it happens again, I will flip the letter R. If the T is flipped, talking privileges will be taken away for the rest of class. 90 EARLY FINISHERS DRAW WALL Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

91

92 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself 92 Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 7-8 (1 rule followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

93 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? What titles could you give this artwork? Name at least three.

94 1.Did you draw radiating figures? HOW AM I GRADED? 2.Did you paint designs with bright colors and outline with a thick black? 3.Did you add other elements in the style of 50 points Keith from Haring? project and project rules. 50 points from self-reflection. 94

95 Today s E.Q Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about your art. Read Aloud/ Key Terms

96 What have we learned so far?

97 Why do you think judging Group Discussion your own work is important?

98 My end result was a little different from my original idea. I really wanted to use red for the center part of the design. After getting started, I decided blue would provide more balance in the design. I had to change some things, but I liked the way it turned out. It looked like my original idea. It looked good. I liked it. 98 In talking about your art, how does the end result match what you had in mind?

99 Mrs. Miyasaki wanted us to use African designs. I picked the triangle patterns because I thought they looked more African. I used a lot of white because it stood out on my dark background. I picked the triangles because I liked them. The teacher picked the colors. Because I liked them. 99 Explain why you chose the images, objects and colors?

100 I really enjoyed this project because I like to paint. I did get annoyed with the messy black paint, but I still enjoyed making the mask. I thought painting the patterns was difficult. I didn't like that part. It was fun because I like to paint. It was fun. 100 What was your experience like in making this art work?

101 If I had more time, I would have liked to add more trees to the background. I would also have taken my time on the watercolor part. I thought it was a little too messy! I would have added more things to the picture. Nothing. 101 What would you have done if you had more time?

102 Instructions: Respond to the questions using the art rapid response cards. Hold up the correct answer to the question.

103 Do you answer questions in complete sentences? A. Yes B. No

104 How much are the self- reflection questions worth? A. 10 points each B. 5 points each

105 How many total points can you get for rating yourself in the top portion? A. 50 B. 100