EDS 176 UNIT PLAN€¦ · Web viewStudents will be able to independently use their learning to be...

Artistic Activism:Challenging Realities and Pursuing

Empowered VoicesInterdisciplinary Unit Plan connecting

Art & U.S. Government and PoliticsGrade 11-12

Intermedia Arts

Lesson 1: Street Art to Activate CitizenshipLesson 2: Global, Local, Personal

Lesson 3: For the Public, About the Public

Ellison SherrillArt Ed Curriculum 5-12

March 5, 2019

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TABLE OF CONTENTSArtistic Activism: Challenging Realities and Pursuing Empowered

VoicesGrade Level 11-12

• Unit Map p. 3

• Unit Plan Outline p. 4

• Lesson Plan 1: Street Art to Activate Citizenship p. 7

• Lesson Plan 2: Global, Local, Personal p. 17

• Rubric (for Lesson Plan 2) p. 27

• Lesson Plan 3: For the Public, About the Public p. 28

Toms. Wilker Park, Chicago, James Goldcrown

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UNIT PLAN OUTLINEArtistic Activism: Challenging Realities and

Pursuing Empowered Voices Grade Level 11-12

STAGE I – DESIRED RESULTS

• UNIT TRANSFER GOAL – Students will be able to independently use their learning to be engaged citizens, recognizing their membership in a community and be empowered to use their voice.

• ENDURING UNDERSTANDINGS – Students will understand that…

o Their voice matters.

o Art making can contribute to change and bring awareness to social conflicts.

o They can learn from others and work collaboratively with people who agree or disagree with them.

o The atmosphere one lives in is affected by the government, including public policy, political parties, and the judicial system, as well as public interest groups and the media.

• ESSENTIAL QUESTIONS –

Is it a responsibility or a right for an artist to speak out for what they believe in?

In what ways do artists act as agents or change, and what kinds of aesthetic choices do they make to express it?

How does societal, cultural and historical context impact meaning in art?

• STANDARDS ADDRESSED – Massachusetts Curriculum Framework (Draft February 2019):CREATING: Generate and conceptualize artistic ideas and work. (A.V.1)PERFORMING: Select, analyze and interpret artistic work for presentation. (A.V.4)RESPONDING: Perceive and analyze artistic work. (A.V.7)CONNECTING: Relate artistic ideas and works with societal, cultural and historical

context to deepen understanding. (A.V.11)

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United States Government and Politics Content Standards:Topic 1. Foundations of government in the United States [T1] Topic 3. Civil rights, human rights, and civil liberties [T3] Topic 4: Political parties, interest groups, media, and public policy [T4]

• ACQUISITION/ UNIT OBJECTIVES – Students will consider the effects of government entities onto the lives

of the public. Students will portray meaning in their work, recognizable by the

viewer. Students will interpret meaning and context within the works of

others, including professional artists. Students will develop an opinion and represent it visually. Students will apply their previous knowledge and learned information

about U.S. government and politics to their artwork.

How do you Spell America? #7 Willie Cole

STAGE 2 – ASSESSMENT EVIDENCE

PERFORMANCE TASKS/PRODUCTS AS EVIDENCE - Lesson 1: Street Art to Activate Citizenship - A collaborative mural that reflects the class’s opinions on citizenship, democracy and unity. Lesson 2: Global, Local, Personal – A multi-media piece that highlights the student’s point of view on a contemporary civil or human right, emphasizing its impact on an individual or a group.

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Lesson 3: For the Public, About the Public – A public, media piece, using 2-D materials of choice, intended as a plan for a poster, billboard or online platform, advertising a particular public policy issue.

RUBRIC – See attached rubric at the end of Lesson 2 (Global, Local, Personal)

STAGE 3 – LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS: • Street Art to Activate Citizenship: Students investigate what democracy looks like in today’s contemporary American society. They will critically evaluate and artistically investigate what it means to be a citizen. The class will work collaboratively to paint a mural reflecting their discussion of citizenship. The group will consider the power of public art and strategies for impact.

• Global, Local, Personal: Students will explore the significance of civil and human rights, and their presence within Supreme Court cases. Students will critically examine the outcome of a few cases, and consider their personal connection to or opinion about the involved civil/human right. Bearing in mind the postmodern art principles, students will develop compositions that display the impact of a civil or human right, whether personal, local, or global, or a combination of the three.

•For the Public, About the Public: Students will investigate a public policy issue in a small group, evaluating the influence of political parties, interest groups and the media. The groups will objectively look at both sides of the issue to gain insight. Then, individually, students will choose a public policy that interests them, research it and formulate an opinion. Students are then tasked with developing a 2D, public, media advertisement expressing their opinion.

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Street Art to Activate Citizenship

Advanced Drawing and PaintingGrades 11-12

Collingwood Housing Tower, Matt Adnate and Juddy Roller

Introductory Information:

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March 5, 2019 Title: Art to Activate Citizenship Grades 11-12 Class: Advanced Drawing and Painting Class size: 20-25 students Length of Class Period: 1 hour Lesson Topic/Description: In this lesson, students investigate what

democracy looks like in today’s contemporary American society. They will critically evaluate and artistically investigate what it means to be a citizen. The class will work collaboratively to paint a mural reflecting their discussion of citizenship. The group will consider the power of public art and strategies for impact.

Nether (Street Art NYC)

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS: Students will understand that…

o Art can be impactful when addressing contemporary issues or topics.

o Democracy and citizenship evolve over time, and look different than at the foundation of our government.

B. ESSENTIAL QUESTIONS:

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What can I gain from working with others to solve a problem while still contributing my personal voice?

What is the relationship between street art and the space that surrounds it?

How can I as an individual make an impact on the world around me?

Jara Mosque, eL Seed

C. STATE STANDARDS ADDRESSED: Massachusetts Curriculum Framework (Draft February 2019):CREATING: 2. Organize and develop artistic ideas and work. Document a plan

for an original large scale or multi-step art project (P.V.2)

PERFORMING: 1. Select, analyze and interpret artistic work for presentation. Explain how they used specific techniques to evoke, express, or communicate in an artistic work or collection. (P.V.4)

RESPONDING: 1. Perceive and analyze artistic work. Use contextual information to construct interpretations of an artwork or collection of works. (P.V.7)

CONNECTING: 3. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Explain the relationship between artworks and commercialization or propaganda. (P.V.11)

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United States Government and Politics Content Standards:Topic 1. Foundations of government in the United States [T1] 1. Define the terms citizenship, politics, and government, and give examples

of how political solutions to public policy problems are generated through interactions of citizens, civil associations, and government.

2. Analyze perspectives on the functions and values of voluntary participation by citizens in the civil associations that constitute civil society.

Shepard Fairey, Titan Books

D. ACQUISITION/ LEARNING OBJECTIVES:

o Students will contemplate how their work is in dialogue with the community around them.

o Students will utilize their peers to problem solve, valuing the opinions and skills of others.

o Students will express what it means to be a citizen, and a part of a broader community.

o Students will investigate what unity looks like in a politically divisive country.

o Students will apply their knowledge of public art to develop an impactful mural.

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o Students will consider strategies of how to shape others opinions through art.

o Students will inquire whether the arts can be a stimulus for democracy.

Banksy

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a large mural that responds to the class’s discussion about citizenship, democracy, community and unity. The mural will show evidence of problem solving, collaboration and the development of ideas. Every student will be involved in the creation of the final product, with the divvying up of duties decided by the students. A successful product will bear in mind its’ audience and portray a message, boldly and neatly.

B. CONTINUUM OF ASSESSMENTS: Students will participate in class discussions, contributing their opinions, and asking questions. Due to the collaborative nature of this project, most of the assessment will come from the instructor watching and noticing a student’s participation, effort and ability to work with others. At the end of the project,

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students will respond with a written Self Reflection, evaluating the final product’s overall success, while commenting on their individual input and citing their decision making. They will determine the grade they believe they deserve with evidence to back up their reasoning.

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: Indoor or Outdoor Wall Large Drafting Paper Mural Paint Large and Small Paint Brushes Step Stools Spackle for wall cracks Cleaning agents Wall Primer

Schisto Refugee Camp, Awareness & Prevention Through Art &Danish Refugee Council

B. RESOURCES: VISUALS, TEXT, MEDIA AND WEB All That’s Interesting. (2011, July 15). Guerrilla Art: The Provocative World Of Banksy. ATI. Retrieved from https://allthatsinteresting.com/banksy-guerrilla-art.

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Dalton, D. (2014, August 12). This Street Artist Has Spent the Last 25 Years Spreading Positive Propoganda Around the World. BuzzFeed. Retrieved from https://www.buzzfeed.com/danieldalton/obey.

Goldcrown, J. Retrieved from Jgoldcrown.com

Seed, E. (2015, March). Street art with a message of hope and peace. TED. Retrieved from https://www.ted.com/talks/el_seed_street_art_with_a_message_of_hope_and_peace?referrer=playlist-powerful_art_activism#t-7962.

Stewart, J. (2018, September 20). Discover the Incredible Story of One Man’s Mission to Paint a Massive Muarl in Cairo. My Modern Met. Retrieved from https://mymodernmet.com/el-seed-anamorphic-mural-cairo/.

Street Art NYC. (2015, August 16). Baltimore-Based Artist/Activist Nether on Breaking Down Barriers, Honoring Freddy Gray, Forging Street Art for Social Justice and more. Retrieved from http://streetartnyc.org/blog/2015/08/16/baltimore-based-artistactivist-nether-on-breaking-down-barriers-honoring-freddy-gray-forging-street-art-for-social-justice-and-more/.

Streetartunitedstates.com (Large compilation for students)

Wakim, S. (2018, March 7). Coexisting in Colour: Building Community Through Art in Schisto Refugee Camp. Street Art United States. Retrieved from https://streetartunitedstates.com/coexisiting-in-colour-building-community-through-art-in-schisto-refugee-camp/.

Wakim, S. (2018, October, 22). Adnate Paints a Mural About a Community’s Cultural Diversity. Street Art United States. Retrieved from https://streetartunitedstates.com/adnate-paints-a-mural-about-a-community-cultural-diversity/.

C. VOCABULARY WITH DEFINITIONS: Street art: visual art located in public locations and meant for the public, gentrified version of graffitiCitizenship: the status of being publicly recognized as a member of a particular country and having rights because of itPolitics: the activities, actions and policies that are used to gain and hold power in a government or to influence a government (Merriam-Webster)Government: a group of people with continuous authority over a nation, state or community, a system defined officiallyAmerican Dream: the belief that all have the opportunity of equality in America, achieved through hard work and risk taking

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Public Policy: government’s reaction to a particular issue or problem on behalf of the “public,” generally a collection of laws and regulations created through the political processVoluntary Participation: an individual’s decision to exercise free will to partake

Schisto Refugee Camp, Awareness & Prevention Through Art, Danish Refugee Council

D. LESSON CONTENT: TEACHER INSTRUCTION & LEARNING ACTIVITY: The teacher will….

The instructor will begin the lesson by leading a discussion, with the probing questions listed in the first section below.

The instructor will push for critical thinking, analyzing today’s democracy, not just the ideal U.S. government.

The instructor will encourage many voices to contribute, prompting quieter voices or allowing for written responses.

The instructor will write the student’s answers on the board, allowing for students to visually see their thinking.

Students are allowed to research if a question cannot be answered in the discussion.

The conversation will move from citizenship to contemporary art. The instructor will show a variety of street art examples, including work by Banksy, Shepard Fairy and Nether. These U.S. artists use street art to comment on the political world, and take a stand. The students are encouraged to think about their tactics. In addition, the instructor will show the collaborative street art created at the Schisto Refugee Camp and by Matt Adnate and Juddy Roller, in addition to the artist eL Seed. While these artists are not American, the class will consider that conversations of unity, peace and community are universal.

The instructor will then explain the students’ task of creating their own mural, and walk them to the wall they will work on.

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The students will converse answered the second set of questions below.

At this point, much of the learning stems from the students. While the instructor will be involved to help trouble shoot, the ideas and execution should come from the students.

After a variety of students propose ideas to the group, individuals will start to sketch their individual, or the collective’s thoughts. These sketches can be pieced together to start to outline their plan. The students will work to fill chart paper, of comparable size to the mural wall.

Once the sketch is completed and the students are satisfied with their work they will paint an underpainting on the wall.

The students will divvy up roles or sections of the wall so that all students are included in painting.

Banksy

E. QUESTIONS TO GENERATE DISCUSSION: Questions for democracy discussion:

What does democracy mean? How has our government and life changed since foundation? What brings us together? What commonalities do we all have? Is the American Dream still relevant? How does the government affect our daily lives? What does it mean to be a citizen?

Questions for planning mural:

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Who passes the wall? What would you want them to learn from the previous discussion? How can we tackle the answers from the previous question visually? How can we integrate our ideas together to create a cohesive

composition? What are strategies that professional street artists have used to

portray a message?

F. DIFFERENTIATION:

All students’ opinions will be heard, considered and tried to be incorporated into the final piece. Instructions will be clear, and the more theoretical, broad questioned will be simplified for students who may not understand what is being asked of them. Questions like “are you a citizen?” “what does it mean to be a friend?” etc. can be asked. In addition, the discussion questions can be written and even translated for those who may need them. When working on painting the mural, students can be given a square to work on Banksy within the piece, or the students will find something a student may be good at and encourage their involvement in that part. Self-reflections, too, can be simplified in language, or done orally.

Global, Local, Personal

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The Street, Romare Bearden

Introductory Information: March 5, 2019 Title: Global, Local, Personal Grades 11-12 Class: Advanced Drawing and Painting

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Class size: 20-25 students Length of Class Period: 1 hour Lesson Topic/Description: In this lesson, students will explore the

significance of civil and human rights, and their presence within Supreme Court cases. Students will critically examine the outcome of a few cases, and consider their personal connection to or opinion about the involved civil/human right. Bearing in mind the postmodern art principles, students will develop compositions that display the impact of a civil or human right, whether personal, local, or global, or a combination of the three.

Mastry, Kerry James Marshall


D. ENDURING UNDERSTANDINGS: Students will understand that…

o Being a kind, empathetic, and knowledgeable citizen involves knowing current events and being aware of social injustices.

o How we see and feel about events and individual rights rests in part on the focal length of our view, or how we personally are affected.

o Art is a form of communication and can provide a compelling avenue for displaying opinions about civil and human rights.

E. ESSENTIAL QUESTIONS: How does my perception of events change depending on my proximity to the situation?

How can the visual arts help in fighting for social justice?

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How does the judicial system protect our rights?

Untitled (so much darkness, so much brownness), Felipe Baeza

F. STATE STANDARDS ADDRESSED: Massachusetts Curriculum Framework (Draft February 2019):

CREATING: 1. Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas (e.g., researching non-kiln firing techniques to generate innovative approaches to creating a ceramics piece). (P.V.1)



CONNECTING: 2. Synthesize and relate knowledge and personal experiences to make art. Describe how visual arts influences their approach to other academic disciplines (e.g., how change art movements helps contextualize history). (P.V.10)

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United States Government and Politics Content Standards:

Topic 3. Civil rights, human rights, and civil liberties. [T3] 1. Research, analyze, and present orally,

in writing or through a multimedia presentation the historical context of two Supreme Court decisions on a topic related to individual rights and what the respective decisions demonstrate about how the protection of individual rights has evolved over time. Cite textual evidence to summarize key perspectives in the decisions and provide historical context for the particular decisions cited.

Portrait of My Father as an Alien, Tatyana Fazlalizadeh

D. ACQUISITION/ LEARNING OBJECTIVES:

o Students will understand what a civil and human right is, and provide examples.

o Students will research independently to gain new knowledge.o Students will summarize key information from their research.o Students will consider their personal relationship to the civil or human

right of interest.o Students will investigate a variety of ways to represent their research and

opinions, artistically.o Students will contemplate the emotions surrounding the civil or human

right and portray them.o Students will respond to and learn from professional art that tackles civil

rights issues. o Students will interpret the postmodern principles of art and implement

their qualities within the student’s art piece.o Students will develop plans that consider the personal, local and global

implications and experiences of the civil or human right.


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C. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a multi-media piece that derived from a multitude of brainstorms and thumbnail sketches. The piece will portray a message about a researched civil or human right. It will be deemed successful if the message is easily understood by the viewer. The message will be depicted in the context of a personal, local or global perspective, or multiple layered within the piece. A successful product will demonstrate innovative thinking, utilizing a creative composition. Students will apply their choice of materials to neatly and boldly make a statement.

Strangers, Edel Rodriguez

D. CONTINUUM OF ASSESSMENTS: Students will participate in class and small group discussions as they brainstorm and learn from each other. Students will submit their research sheets to illustrate their dedication to learning about their chosen topic. The instructor will have one on one conversations with the students, as they present their thumbnail sketches and desired plan. After students have completed their pieces, they will critique each other’s work by discussing “What artistic decision making is evident that helps make a piece successful?” The teacher will gauge students’ understanding of art aestheticism based on their responses. The work will be graded based on the attached rubric, which the students will see before completion of the project.


F. MATERIALS AND EQUIPMENT:

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Up to the student but examples may be… Paint (watercolor, gouache, acrylic, oil, tempera) Pencils, Charcoal, pens, graphite, colored pencils, pastels, ink Mixed media found materials (i.e. magazines, newspapers) Paper, Canvas, Board Computer for research

Law of the Journey, Ai Wei Wei

G. RESOURCES: VISUALS, TEXT, MEDIA AND WEB

Baines, J. (2018, December 10) Ai Weiwei creates flag for ne human rights awareness campaign. It’s Nice That. Retrieved from https://www.itsnicethat.com/news/ai-weiwei-flag-human-rights-art-101218.

Campbell, M. (2018, September 6) The Prevalence of Ritual: On Romare Bearden’s Projections. The Paris Review. Retrieved from https://www.theparisreview.org/blog/2018/09/06/the-prevalence-of-ritual-on-romare-beardens-projections/.

Gude, O. (2004, January). Postmodern Principles. Art Education.

Lescaze, Z. (2018, June 19). 13 Artists On: Immigration. The New York Times. Retrieved from https://www.nytimes.com/2018/06/19/t-magazine/immigration-art.html.

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MOCA. (2017) Kerry James Marshall: Mastry. Retrieved from https://www.moca.org/exhibition/kerry-james-marshall-mastry.

Rooks, M. Civil and Human Rights in Contemporary Art. High Museum. Retrieved from https://www.high.org/highlights/civil-and-human-rights-in-contemporary-art/#page/4.

Picasso, P. (1937) Guernica. Retrieved from https://www.pablopicasso.org/guernica.jsp.

Urst, J. (2017, April 4). How Should Art Address Human Rights? The Atlantic. Retrieved from https://www.theatlantic.com/entertainment/archive/2017/04/how-should-art-address-human-rights/521520/.

A Warm Welcome, Art Spiegelman

H. VOCABULARY WITH DEFINITIONS: Human right: a fundamental right, something that, simply by being born, a person is allowed to have, considered universal to all humansCivil right: rights that derive from the constitution or laws of a given country, they protect citizens of discrimination and grant freedomsSocial justice: A concept of fair relations and equal access for all individuals within a society.Activism: Efforts to promote change in order to create fair social, political, economic and environmental communities or spaces.

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Art Activism: Art that takes a stand against or for political and social norms. Artists actively address power structures and represent them visually.Postmodern Principles: Defined by Olivia Gude as a redefinition of the elements and principles of design in the contemporary era. The categories she outlines are appropriation, juxtaposition, recontextualization, layering, interaction of image and text, hybridity, gazing, and representin.’ (See resources for citation of text)

I. LESSON CONTENT: TEACHER INSTRUCTION & LEARNING ACTIVITY: The lesson will begin

with a discussion about what a civil and human right are. The students are encouraged to offer their opinions, and the instructor will relay their version of a definition.

Students will choose a civil or human right they are interested and individually research Supreme Court Cases related to the right, and pick two to focus on.

The instructor will provide background on how cases get to the Supreme Court, and their impact on future treatment of

cases (precedent), and laws. The students will fill out a handout for their cases with the following

prompts: Give a summary of your case; Explain the implications of its results and what precedent the case leaves; What is your opinion

on the ruling. Native Tongue/Ogbe Oyeku, Fahamu Pecou

Students will then consider how they are personally affected by the civil right. They will also consider how certain communities are affected, as well as the world.

The instructor will provide a variety of examples of artwork that tackle human/civil rights in their work, including Romare Bearden, Kerry James

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Marshall, Felipe Baeza, Tatyana Fazlalizadeh, Edel Rodriguez, Fahamu Pecou, Alfredo Jaar, Ai Wei Wei, Pablo Picasso, and Art Spiegelman.

The instructor will lead Artful Thinking discussions to investigate what the artists are hoping to portray.

After considering other artists’ representation of human/civil rights, students will create thumbnail sketches, considering their opinions from earlier about their topic.

The instructor will define and give in writing the Postmodern Principles to facilitate innovative artistic thinking.

Students will develop plans for compositions, considering personal, local and global perspectives. (The final piece does not need all three- but they should all be investigated in sketches)

The student and teacher will discuss the student’s plan before the student begins their final piece.

The students are allowed to use whatever material they wish, and the instructor will help with resources and ideas.

Remembering, Ai Wei Wei

J. QUESTIONS TO GENERATE DISCUSSION: What are civil rights? What are human rights? What court cases exist that relate to your interest? What can you learn from the outcomes of the cases about the current

implications of your civil right? How are you personally affected by your chosen civil right? How do professional artists portray their opinions about civil or

human rights? What does it mean to be an art activist? What does your civil right look like on a personal level versus a local

level versus a global level?

G. . DIFFERENTIATION:

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For students that independent research is difficult, a discussion of rights can occur, with appropriate and understandable rights to be explained. Perhaps two cases are given to the student based on their interest, and simplified in language. The student could also use visual examples of their right in the media or in art to gain some understanding. Students who are unable to handle all materials, can be given a limited option with which to express themselves. The personal, local and global aspect could be simplified down to one point of view.

For English Language Learners, the definitions of civil and human rights can be translated, but also provided in writing in English. Their research can be done in their own language, as well as from their own culture.

Fly the Flag, Ai Wei Wei

Guernica, Pablo Picasso

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For the Public, About the Public


Straws Suck: Turtle, Rethink

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Introductory Information: March 5, 2019 Title: For the Public, About the Public Grades 11-12 Class: Advanced Drawing and Painting Class size: 20-25 students Length of Class Period: 1 hour Lesson Topic/Description: In this lesson, students will investigate a public

policy issue in a small group, evaluating the influence of political parties, interest groups and the media. The groups will objectively look at both sides of the issue to gain insight. Then, individually, students will choose a public policy that interests them, research it and formulate an opinion. Students are then tasked with developing a 2D, public, media advertisement expressing their opinion.

Dear Boss: No Wonder You Don’t Pay Us a Living Wage, Guerrilla Girls

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G. ENDURING UNDERSTANDINGS: Students will understand that…

o The media and visual culture influences the public, and it is up to the individual to critically evaluate the images they encounter every day.

o Artists are involved in shaping the public’s view through advertisements and visual culture.

H. ESSENTIAL QUESTIONS:

How does the public form their opinions?

How are advertisements aimed at target audiences? What strategies are used to attract the viewer?

What is visual culture?

Drug Dependence, TBWA

I. STATE STANDARDS ADDRESSED:

Massachusetts Curriculum Framework (Draft February 2019):CREATING: 1. Generate and conceptualize artistic ideas and work. Consistently

apply research to support development of artistic ideas (P.V.1)


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CONNECTING: 3. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Explain the relationship between artworks and commercialization or propaganda. (P.V.11)

United States Government and Politics Content Standards:Topic 4. Political parties, interest groups, media and public policy [T4] 7. Use a variety of sources, including newspapers and digital sources, to

identify a current local, state or national public policy issue and evaluate the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, media, and individual voters.

8. With other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, discuss policy options as a group and seek to arrive at a consensus or compromise agreement, examine ways of participating in the decision-making process about the issue, and draft one or more position papers, oral or multimedia presentations on how the issue may be resolved.

Nov 6, Trevor Paglen

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D. ACQUISITION/ LEARNING OBJECTIVES: Students will evaluate both sides of an argument, and in turn, develop empathy.Students will interpret the impact of images in the world. Students will evaluate the influence of political parties, interest groups and the media on the public policy they are investigating. Students will cultivate a point of view, develop an argument and express it visually. Students will apply strategies of persuasive advertisement to their own work. Students will analyze other’s work and summarize their messages.


E. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a fully developed plan for a billboard, online platform or poster. While a plan, the piece will have a finished quality, a sized down mockup. The students will pretend they are a part of an organization that deals with chosen public policy and are charged with an advertising campaign. By choosing an organization they can imagine their platform, audience and impact. A successful product will evoke emotion from the viewer. It will also utilize the art elements and principles of design to portray its message effectively.

Guerrilla Girls

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F. CONTINUUM OF ASSESSMENTS: Students will be evaluated on their participation in and input to group discussions. After then breaking off individually, students will be expected to research adequately to gain insight, and share these findings with their teacher. At the end of the assignment, the group will contribute to a group critique, during which each student will write an elevator pitch statement about the message of each piece. Then, students will present to the class whether their classmates’ elevator pitches describe the student’s intentions and describe how they chose to portray them. Students will be graded based on their participation and effort during the process, as well as their final product, particularly it’s message portrayal and craftsmanship.

Where Black Power Lives, Theaster Gates


K. MATERIALS AND EQUIPMENT: Computer for research Paper Paint (of student choosing) or colored pencil/pastel

L. RESOURCES: VISUALS, TEXT, MEDIA AND WEB Ads of the World. Retrieved from https://www.adsoftheworld.com/taxonomy/brand/moms_demand_action_for_gun_sense_in_america.

Guerrilla Girls. Projects. Retrieved from https://www.guerrillagirls.com/projects.

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Kickstarter Arts. For Freedoms, 50 State Billboard Initiative. Retrieved from https://www.kickstarter.art/forfreedoms.

Sayej, N. (2018, October 16). ‘All Art is Political’: Behind America’s Most Ambitios Public Art Project Ever. Occupy.com. Retrieved from http://www.occupy.com/article/all-art-political-behind-america-s-most-ambitious-public-art-project-ever#sthash.ofuBP1vb.dpbs.

M. VOCABULARY WITH DEFINITIONS: Public Policy: government’s reaction to a particular issue or problem on behalf of the “public,” generally a collection of laws and regulations created through the political processPolitical Party: a group of people with similar political goals and opinions about how the government should exercise its power.Interest Group: a group of people who seek to influence public policy based on a common identifying interestMedia: means of mass communication (broadcasting, publishing, internet)Visual Culture: images that infiltrate consumerism, i.e. media or products and represent social values

How was School Today, Stuart Sheldon

N. LESSON CONTENT: TEACHER INSTRUCTION & LEARNING ACTIVITY: The instructor will designate groups, whether already decided, listed

by the instructor, or picked by the students, for a research activity. The croup will be assigned a public policy issue; including but not

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limited to, global warming, abortion, gun control, immigration, drug policy.

The students will issue and evaluate the influence of political parties, interest groups and the media. They, together, will fill out a chart of both competing interests. These conversations will not include opinion statements, simply seeing multiple sides of an argument.

The groups will present their research to the class. Students will individually evaluate what public policy issue interests

them, and what their opinion is on it. Students are tasked with pretending they are a part of an organization

related to their public policy issue. They are “in charge” of a poster/online/billboard or a 2D public media piece.

Students will consider audience, impact, message, artistic mode of expression when sketching out plans.

The instructor will share with the class the 50 State Billboard Initiative, the tactics of the Guerrilla Girls and resources for Advertisement material. The students can research visual culture research of their public policy issue for ideas.

The students will use 2D media as a mockup of their visual culture piece.

O. QUESTIONS TO GENERATE DISCUSSION: What are examples of public policy?What is the influence of political parties, interest groups and the media on public policy?What public policy interests you? What is your opinion on it?Is visual culture art?Can artistic decision making still influence visual culture’s effectiveness?How does your audience influence how you are going to portray your message?

H. DIFFERENTIATION:

Students will have clear instructions listed in a written format. The teacher will assist throughout, accommodating the research project where fit, either giving resources, or discussing orally thoughts. The final product, with open materials, can be accessed through markers, or another easily accessible material.

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EDS 176 UNIT PLAN€¦ · Web viewStudents will be able to independently use their learning to be...

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