Keith Haring: Figures in Motion3rd Grade – Walnut Grove Elementary School

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Unit: Keith Haring Figures in Motion Class: 3 rd Grade Art Teacher: Crissy Clouse

Unit OverviewThis unit is going to introduce students to the work of Keith Haring. Keith Haring an artist from the 1980’s that created art that made social commentary through the use of simplified human figures in some sort of motion. Students will be introduced to Haring with an animation he created to music (Madonna- Into the Groove Remix: http://www.youtube.com/watch?v=4Fx7orwOp4U). Students will see how Haring liked his figures to dance. The teacher will use a Powerpoint Presentation to show students other visual characteristics of Haring’s artwork: how his figures were colorful in a colorful background, how they sometimes were placed on what seemed to be stages and how their movement was emphasized by the use of movement lines. Students will learn how Haring’s use of bold colors and repeated patterns and shapes is a characteristic of Pop Art, which students will briefly be introduced to.As students prepare to embark on the studio portion of their project, they will be given a paper doll that is movable at each joint. They will play around with their dolls as they explore movement of the human body. Students will use pre-planning techniques as they make their paper doll “dance” to different songs. They will draw these dancing figures in their sketchbook, introducing them to using proper proportions for their dancing people. Students will then need to choose four different dancing figures from their plans that they will draw on a sheet of paper folded in quarters along with a “stage” (about an inch into each quarter panel of their paper) with a pattern on it. Students will color their figures in oil pastels and will paint the background in watercolor paints, using colors that are different from each other to show contrast.

RationaleThis unit will introduce students to the characteristics of Keith Haring’s art. They will also get an introduction to the visual characteristics of pop artists. Students will learn pre-planning as well as basic figure-drawing techniques as they practice drawing their paper doll doing different motions. Students will then further explore human movement and motion in art as they create their Keith Haring and Pop Art-inspired paintings in bright colors.

Stage One

Established Goals-Georgia Performance Standards VA3CU.2 Views and discusses selected artworks.a. Names subject and theme.b. Uses context clues to identify time and place.c. Identifies artist and culture.d. Recognizes media and technique.e. Discusses the purpose of art in various cultures (e.g., aesthetic, utilitarian)VA3MC.2 Formulates personal responses to visual imagery.a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce imageswith richer and more personal meaning.VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art

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processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.a. Creates drawings with a variety of media (e.g., pencils, crayons, pastel).b. Draws lines with varied weights and in varied ways.c. Uses directional lines (vertical, horizontal, diagonal).d. Creates landscape with foreground, middle ground, background.e. Achieves distance through diminishing sizes and placement of objects higher on the page.f. Creates paintings with a variety of media (e.g., tempera, watercolor).g. Creates prints using mono-printing and relief techniques.

Established Goals- Academic Knowledge and Skills A - Meaning and Idea/Creative Thinking -engage in the creative process to generate and visualize ideas (GPS) (3VA_A2011-1) -formulate personal responses to visual imagery (GPS) (3VA_A2011-2)B - Contextual Understanding- view, discuss, and critique selected artworks (GPS) (3VA_B2011-5)C - Production - create artwork based on personal experience and selected themes (GPS) (3VA_C2011-6) - create artworks which emphasize one or more elements of art (e.g., color, line, shape, form, texture) (GPS) (3VA_C2011-7)- create art which emphasizes one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast) (GPS) (3VA_C2011-8)-explore and apply media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (3VA_C2011-9)

UnderstandingsStudents will understand the styles of Keith Haring and pop art.Students will understand how to make figures in movement in their art.

Essential QuestionsWhat are stylistic characteristics of Keith Haring’s artwork? How does Keith Haring use movement in his paintings?How can we make our people show lots of movement? How can we make artwork like Keith Haring?

Before this Unit, Students need to know… After this Unit, Students will be able to… Basics of how to use pencil, oil pastel and watercolors effectively in a work of art.

-Understand Kieth Haring’s artistic and stylistic choices-Make movement in art-Draw the human figure in a basic and simplified way-Use watercolor hues that contrast from each other in an effective and neat way

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Stage Two

Performance Tasks

Day One Students will be introduced to the artwork of Keith Haring.

Essential Questions

What are stylistic characteristics of Keith Haring’s artwork? How does Keith Haring use movement in his paintings?

Instruction This unit will start with a Powerpoint presentation about Keith Haring. Keith Haring was a pop artist that drew simplified people doing different actions. Students will see the visual characteristics of Haring’s work. They will see that they all have people moving, like they’re dancing. Students will notice how Keith Haring makes it look like his figures are moving: their arms and legs are bent at the joint and they have movement lines around them. Students will see a music video animated by Haring that drives home the idea that Haring uses movement in his artwork. Students will then be instructed on how to use their paper dolls to show different types of movement. Teacher will model using the paper doll to show how students can test different movements. Teacher will draw dancing people on the white board, showing students how to put body parts together to make the person look proportional and complete. She will inform students that the torso should be a the shape of a rounded rectangle, the arms should be shorter than the legs, and the feet should not be the same size as the leg, for example. She will model this by drawing a figure on the white board. (Demo and presentation: 20 minutes)

Studio Students will be given time to play around with their paper doll and sketch different dancing people. They will work with a partner, taking turns to choose what movement they should represent. Teacher will ask students to draw inspiration from their own interests and favorite activities. They will do these drawings in their sketchbooks.

Vocabulary 1. Pop Art: An art movement in the 1960’s which had characteristics of repeated motifs, patterns and bright colors

2. Proportions: In a body, when arms are the right size compared to the legs, torso, and head…and vice versa

AKS A- Meaning and Contextual Understanding- view, discuss, and critique selected artworks (GPS) (3VA_B2011-5)C- Production-explore and apply media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (3VA_C2011-9)

Materials and Resources

Sketch booksPencilsMoving Paper DollsPowerpoint Presentation (see attached CD ) Madonna and Keith Haring music video. URL: http://www.youtube.com/watch?v=4Fx7orwOp4U

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Images included in Powerpoint and Discussions Evoked

This is one of the first images shown to the students. It allows students to see the artist and some very basic characteristics of his artwork.

After students see the animation Haring paired with Madonna’s music, this image reaffirms one characteristic of Haring’s art: his people moved around a lot.

This image shows students another characteristic of Haring’s artwork: That he loved to use bright flat blankets of colors. It also proves even further the dynamic characteristics of his figures.

Through this image, students were further introduced to Haring’s characteristic of making his figures dance and perform on “stages”. Students also see the “Pop Shop” style of putting his art in different panels on the same paper.

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This image reaffirms different characteristics already discussed: movement, stages, and bright colors. It also is a launching point of talking about Haring’s use of movement lines in his artwork.

This image, along with the essential question (How can we make figures showing motion like Keith Haring?) finishes the Powerpoint. It shows students all the main characteristics of Keith Haring’s artwork: its movement (and movement lines), the bright colors, and the stage on which the figures move and stand.

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Day Two Today, students will choose four poses from their dolls in motion to blow up and put in their Haring-themed drawings. On a quartered sheet of paper, students will draw both a figure in motion as well as a ‘stage’ to put them on. The stage must have a simple pattern, like in Keith Haring’s artwork. They will start in pencil then go over and color in the figures in oil pastel, adding a black outline and movement lines on their figures.

Essential Questions

What four movements will my people make? What colors will for my people and their stages?

Instruction Teacher will begin this lesson be re-introducing the students to Keith Haring’s work. She will show them some characteristics of his work: how he puts his figures on a stage, how his figures are very simplified, how there are movement lines next to his figures to show how his figures dance, and how he uses plain flat colors. Teacher will remind students how to draw a figure like Keith Haring. She will draw a surface with some sort of simplified pattern, like Haring. She will then simplify the body in movement down to varying sizes of ovals. The teacher will remind students to think of their own bodies when drawing the proportion of the doll: are our arms longer than our legs? Are our feet as big as our thighs? She will also remind students to pay attention that our arms are the same size as each other, etc . Once the ovals are drawn in, she will bring a contour line around the figure so it comes together and looks like a complete person. She will do this on a quartered sheet of 18” x 11” of white paper. She will first draw it

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in pencil and then go over the pencil lines as well as coloring the inside of the people in oil pastel of differing “pop-ish” colors. When the figure is colored in, the teacher will take a black oil pastel and draw an outline and movement lines around the figure, like Haring did.

Studio Students will choose four poses to draw in Keith Haring’s style. They will take a 18” x 11” sheet of white paper and fold it in quarters- first “longwise” and then “shortwise”. They will draw a line on the lower inch of each section and will add a simplified pattern, like the one seen in Haring’s ‘stages’. Students will then draw, in pencil, their four favorite people in motion in each section of their paper. They will use rounded rectangle to first make the different parts of the body, and then use a contour line to go around those ovals, erasing the areas where the ovals initially overlapped. They will then outline their pencil stages and patterns with oil pastel. They will use another color to color in their people in movement. Students will then use black oil pastel to add the movement lines and a broad outline around the person.

Vocabulary 1. Contour Line: A simple line around the outside of a subject.2. Pattern: A repetition of line or shapes 3. Pop Art: An art movement in the 1960’s which had characteristics of

repeated motifs, patterns and bright colorsAKS A - Meaning and Idea/Creative Thinking

-engage in the creative process to generate and visualize ideas (GPS) (3VA_A2011-1) C- Production-explore and apply media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (3VA_C2011-9)- create artwork based on personal experience and selected themes (GPS) (3VA_C2011-6) - create art which emphasizes one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast) (GPS) (3VA_C2011-8)

Materials and Resources

White heavy-stock paper, 18” x 11”Pencil and eraserOil pastels of different colorsMoving paper dolls

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Movable Paper Dolls

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Paper dolls should be made from Manila folders or cardstock, to ensure durability Brats were put at each joint to ensure the doll showed a full range of motion and movement. Each doll was marked with a color and letter (green “G”, yellow “Y”) to correspond with each

table. Each table got two dolls; one per two students.

Paper Doll Template

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Day Three Students will use this studio day to use watercolor to paint the background and ‘stage’ of their paintings. Essential What colors should I use to paint the background and stage of my paintings, so

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Questions they contrast from each other as well as my dancing people?Instruction Teacher will remind students about what they did the day before. She will ask

students to remember characteristics of Keith Haring’s art, specifically the colors used. She will then demonstrate how to paint the backgrounds and “stages” of their paintings. Teacher will use tempera cakes and will make sure no two colors are put together, to show contrast. Example: if the figure is green, the background should not be painted green. If the background is painting yellow, the stage below and on top of it, as well as the background beside it, should not be painted yellow.

Studio Students will use tempera cakes and water to paint the backgrounds and stages of their paintings. The oil pastel will repel the watercolors, ensuring the paint goes just on the background and stage. Students will need to be sure to paint their stages a different color than their backgrounds so as to show visible contrast. Students will also be sure to paint carefully to ensure none of the quarters bleed into each other. Students can fold the paper on the already established folds and “hide” the other parts not to be painted to make sure paint stays within each quarter.

Vocabulary 1. Contrast: When two or more elements of a work of art stand out from each other.

2. Pop Art: An art movement in the 1960’s which had characteristics of repeated motifs, patterns and bright colors

AKS C- Production- create art which emphasizes one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast) (GPS) (3VA_C2011-8)-explore and apply media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (3VA_C2011-9)

Materials and Resources

Tempera cakes of at least eight different colorsMedium-sized paint brushesWater cupsPaper TowelsHeavy-weight 18” x 11” white paper

CriteriaGrade yourself on a scale of 1-10 where…

1-3: Could have spent a lot more time on it4-6: I did enough to fulfill the requirements

7-10: I did an outstanding job!

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My people in motion have good proportionsMy people in motion are colored in carefullyI used two different colors in the background and stage (in all four panels). My two colors don’t bleed and I make sure to not put two of the same colors togetherMy artwork looks like Keith Haring’s style

My favorite part of my artwork is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I could make my artwork better by ________________________________________________________________________________________________________________________________________________________________________

Student Examples

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CarsonMrs. Tarabula’s 3rd Grade Class

Walnut Grove Elementary School

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MichelleMrs. Redmond’s 3rd Grade

Walnut Grove Elementary School

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DianaMrs. Tarabula’s 3rd Grade Class

Walnut Grove Elementary School

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Vocabulary1. Contour Line: A simple line around the outside of a subject.2. Contrast: When two or more elements of a work of art stand out from each other.3. Pattern: A repetition of patterns or shapes4. Pop Art: An art movement in the 1960’s which had characteristics of repeated motifs, patterns

and bright colors5. Proportions: In a body, when arms are the right size compared to the legs, torso, and head…and

vice versa

Resources http://www.haringkids.com/lesson_plans/learn/jumping-kids-art A series of lessons on how to include Keith Haring in an elementary curriculumhttp://www.youtube.com/watch?v=4Fx7orwOp4U Video of Keith Haring animation put to musichttp://www.amazon.com/Dance-Keith-Haring/dp/0821225553 Book by Keith Haring of his figures in motion- this time, dancing!

Visual Resource for Students

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