C son aC i s h &r s C eiC d r dt a

E p o i gA ce t o nc i a e x l r n n in R ma on g a d n A r c nC r e c me ia u r n y

B it n No iz i r ta y vt k

Outline: Cash, Coins, and Credit Cards

Lesson Plan Day: 1 Type of Activity: Introduction Lesson Goals: TSW engage in a presentation highlighting Ancient Roman culture and coinage and make comparisons to our currency. Lesson Objectives: TSW engage in a presentation of Ancient Roman culture and coinage by discussing similarities and differences in our culture. Lesson Plan Day: 2 Type of Activity: Exercise, Idea Development Lesson Goals: TSW create value swatches and develop their ideas for their drawings. Lesson Objectives: TSW create value swatches by watching a demo and using three different shading techniques. They will watch a presentation on artists who use currency in their work and begin brainstorming ideas for their projects. Lesson Plan Day: 5 Type of Activity: Workday, Final Critique Lesson Goals: TSW complete their currency drawings and critique with their peers. Lesson Objectives: TSW have time in class to finish applying color to their drawings and then will engage in a group critique. Lesson Plan Day: 3 Type of Activity: Work Day Lesson Goals: TSW make their value drawings. Lesson Objectives: TSW utilize their value swatches in order to apply their shading techniques to their grisaille under drawings.

Lesson Plan Day: 4 Type of Activity: Workday, Demo Lesson Goals: TSW watch a demo and begin applying color to their drawings. Lesson Objectives: TSW watch how to apply colored pencil with varying amounts of pressure and use their under drawings to begin applying color.

Brittany Novitzki Cash, Coins, and Credit Cards Activity One Lesson One Grade: 7th - 8th Time: 41 Minutes 1. Type of Activity: - Introduction to Ancient Roman Coinage and American Currency. 2. Task Analysis: - Students will analyze images of Roman coins and compare them to American coins. They will also look at dollar bills and currency from other countries. - We will discuss the meaning of the imagery chosen for the coins. Students will talk about how art is distributed to people and who gets to experience art. 3. Materials: - PowerPoint - Visual Aid 4. Lesson Goals: 1. TSW analyze Ancient Roman culture and their use of coinage as compared to our society and our current currency. They will discuss visual and sensory characteristics of the images and discuss the ideas and concepts being communicated through the art. (NYS VALS 3 A, B, C) 2. TSW learn about Ancient Roman culture and how currency changed with each change in power. (NYS VALS 4A) 5. Lesson Objectives: 1. TSW analyze Ancient Roman culture and their use of coinage as compared to our society and our current currency by

engaging in a presentation of images of Ancient Roman coins and American currency. They will discuss visual and sensory characteristics of the images and discuss the ideas and concepts being communicated through the art. 2. TSW learn about Ancient Roman culture and how their currency changed with each change in power by looking at Caesar, Vespasian, Nero, Tetrarchy and other emperors and the differences in their imagery. 6. Vocabulary: -Currency -Tetrarchy -Caesar -Vespasian - Obverse - Reverse -Nero - Tresviri monetales

7. Instruction and Activity: -Greet the students and introduce the new activity. Ask the students to describe an American coin to you. Some things they may say - round, metal, face, profile, ruler, words, dates, etc. Then begin the PowerPoint with the Ancient Roman coins and ask if they look like what the students just described! Talk about the coins they just described and how our coins today were influenced by Roman coins. As you scroll through the PowerPoint images talk about the Tresviri monetales - Trio of Money Men and how they decided what went onto the coins. They would represent deities and commemorate important events. Discuss how they would use images that represented their family and began to choose more self-promoting imagery. When Caesar came to power he created the first coin that had an image of a living ruler on it. This made it possible for Caesers image to be spread throughout the empire. He attempted to make himself look god-like by associating themselves with attributes normally seen in divinities. Another way in which the portraits were used was to prove legitimacy of an heir by producing a coin for the successor. Romans attached morals to the coins. They would sometimes use the reverse side for political messages. Mention how the front or normally portrait side is called obverse and the backside is called the reverse. Coinage continued to have ruler portraits on them and were sometimes described as sacred. Artists would vary the image of the ruler. For example as a warlord or priest etc. Their features were sometimes idealized and rejuvenated.

Ask the students what this means for art? Before putting portraits in coins, there were only monumental statues. Not everyone was able to appreciate these statues, until coins when these images would pass through their hands. It became a way to communicate visually with a largely illiterate audience. Talk about the design of our currency and how it contains a lot of similar features to the Roman coins. Ask what they think of our dollar bills. Which also contain images of our deceased rulers. Do they like the design? What is on a banknote? Do you know what E pluribus Unum means and why we have it on our currency? Out of many, one - Latin - In the Middle Ages Latin became the language of knowledge. Romans spoke Latin. This motto describes the unification of many colonies or states into one nation - now we look at it as a unification of many people from different races, religions, and ancestries, etc. in a melting pot. Ancient Rome would have been considered a melting pot because it was a huge territory with mixed languages and people, the common language being Latin. Show the images of currency from other cultures just as a reference. Ask the students what they think when they see this money compared to ours. What are some similarities and some differences? Lastly show the images of our checks and credit cards. What types of things do we put on credit cards or checks? How is the audience different than the audience of a circulating banknote? 8. Closure: -Have the students go home and think about our currency and how it has changed or hasnt changed. If they could change it how would they change it. What would they put on it? Ask them to tell you something they may have known or learned today, or if they know something about currency that you did not mention. 9. Extension: -Have the students find currency from another culture that interests them and bring a picture in to share. Also if they have any currency from another country ask if they would like to bring it in to share with the class.

Brittany Novitzki Cash, Coins, and Credit Cards Activity One Lesson Two Grade: 7th - 8th Time: 41 Minutes 1. Type of Activity: - Shading and Value Exercise and Brainstorming 2. Task Analysis: - This lesson assumes students have a basic drawing level and can use a pencil. - This lesson will teach students a variety of shading techniques and they will create value swatches. - The students will learn about four artists who use currency in their artwork. 3. Materials: - Shading Handout and Worksheet - Pencils - Erasers -White scrap paper for sketching 4. Lesson Goals: 1. TSW create three value swatches using three different shading techniques. (NYS VALS 1C, 2A) 2. TSW use the Internet, books, images, etc in order to develop their ideas and get reference material for their drawings. (NYS VALS 1B) 3. TSW view and analyze works of four artists who use currency in their artwork and what makes them successful or not. (NYS VALS 4B, 3B)

5. Lesson Objectives: 1. TSW create three value swatches using three different shading techniques with pencil and their value worksheet. Student will create a light value, middle value, and dark value for each shading technique. 2. TSW use the Internet, books, images, etc in order to develop their ideas and get reference material for their drawings. Students will chose an important event, person, artist, family history to put on their banknote, credit card, or cash that they feel should be dispersed to everyone or may be a personal reminder to themselves. 3. TSW engage in a presentation high lightening works of four artists who use currency in their work and discuss the visual and sensory elements and their successfulness or lack of success. 6. Vocabulary: - Currency -Shading -Value - Cross Hatching - Hatching - Stippling -JSG Boggs -Hanna von Goeler -Ivan Duval and Jean Sebastien 7. Instruction and Activity: -Greet the students and introduce the shading and value activity and the artists we will look at today. Show the presentation on the artists and discuss their works with the students. What makes them successful or not? How are they using currency in their artwork? Do you think this is art? What do you like about it, what dont you like? What are they saying about the sacredness of our leaders by painting over them? Do you have any questions about their art? What would you do if you looked through the change you got back and saw one of these pieces? Should everyone just start drawing on money? Why or why not? After the presentation have the students gather around a table and demonstrate the three different techniques and how if you add more

marks it will make the value darker, and the less marks there are the lighter the value is. Have the students take a work sheet and a pencil and complete the worksheet. Once they are finished with their value worksheets they need to turn them in and begin working on their sketches for their drawings. They can go to the library to get books or use the internets to get resources. By then end of class they should have ideas and sketches ready because next class they will be drawing. Walk around and make sure students do not have any questions or help them if needed. 8. Closure: -Have students go around and share their ideas with the person sitting next to them and ask for any suggestions. 9. Extension: -Have students come up with new textures to use to shade something and create a value scale with.

Brittany Novitzki Cash, Coins, and Credit Cards Activity One Lesson Three Grade: 7th - 8th Time: 41 Minutes 1. Type of Activity: - Grisaille Under Drawing 2. Task Analysis: - This lesson assumes students have a basic drawing level and can use a pencil. - This lesson will teach students a variety of shading techniques and they will create value swatches. 3. Materials: - Shading Handout and Worksheet - Pencils - Erasers -White Drawing Paper 8.5 X 11 -Spray Fixative 4. Lesson Goals: 1. TSW create a grisaille under drawing of the subject of their choice utilizing the shading techniques, hatching, crosshatching, and stippling, and value learned in the exercise done in the previous class. (NYS VALS 1B, C) 5. Lesson Objectives: 1. TSW create a grisaille under drawing utilizing shading techniques, hatching, cross-hatching, and stippling of a subject of

their choice on a banknote, credit card, or check altering the original piece in at least three ways. 6. Vocabulary: -Grisaille - Currency -Shading -Value - Cross Hatching - Hatching - Stippling 7. Instruction and Activity: -Greet the students and introduce the grisaille under drawing activity. Have the students gather around a table and demonstrate how to begin adding value to their drawings with the three different techniques. Ask the students if they have any questions? Their drawings should be filed with value and their shouldnt be very many places where they keep the white of the paper unless they intend to have a lot of white in their piece. Have the students get a piece of paper, pencil, and eraser and go to their seats and begin drawing. The students should have sketches and references to work from. They may not go get references during class they need to start their drawings. Walk around the room and make sure students understand what is being asked of them and that they are on task. Students should have a really good start on their drawings and get fairly far. If not they should be coming in extra and they will have time next class to work on drawings. 8. Closure: -Randomly pair students up who usually do not get to interact with each other and have them share their drawings with each other. Have them share something positive and something constructive.

Brittany Novitzki Cash, Coins, and Credit Cards Activity One Lesson Four Grade: 7th - 8th Time: 41 Minutes 1. Type of Activity: - Colored Pencil Drawing 2. Task Analysis: - This lesson assumes students have a basic drawing level and can use a pencil. - The students will learn how to apply varying amounts of pressure in order to get different levels of saturation of color. - If students have worked with colored pencil before this lesson gives them the opportunity to experiment and try new things with color blending and colored pencil techniques. - This lesson will help students see how depth can be created with value. 3. Materials: - Colored Pencils - Student Grisaille Drawings - Reference Materials 4. Lesson Goals: 1. TSW explore colored pencil and how it can be used on top of a grisaille drawing. (NYS VALS 1C, 2A) 5. Lesson Objectives: 1. TSW explore colored pencil by laying color into their grisaille drawings and experiment with varying levels of pressure in order to change the saturation of a color and create more depth.

6. Vocabulary: -Grisaille - Saturation - Currency -Shading -Value

7. Instruction and Activity: -Greet the students and introduce the colored pencil activity. Have the students gather around a table and demonstrate how to begin adding color to their drawings with colored pencil. Show that if you press harder the color is more saturated and will be darker or brighter, you will be able to see less of the under drawing behind the colored pencil if you apply too much pressure. Ask the students if they have any questions? Have students get a set of color pencils and their drawings and go back to their seats. They can begin working on the drawings. As you walk around help any students who need it and check for understanding. Make sure students are choosing colors that enhance their piece not take away from it. Students will have some time in class next time but they need to come in extra to work on these if they do not get a lot done during class. 8. Closure: -Ask the students to remind you of one thing they learned about Ancient Roman coinage or American currency. Ask any questions they may have.

Brittany Novitzki Cash, Coins, and Credit Cards Activity One Lesson Five Grade: 7th - 8th Time: 41 Minutes 1. Type of Activity: - Colored Pencil Drawing and Critique 2. Task Analysis: - This lesson assumes students have a basic drawing level and can use a pencil. - The students will learn how to apply varying amounts of pressure in order to get different levels of saturation of color. - If students have worked with colored pencil before this lesson gives them the opportunity to experiment and try new things with color blending and colored pencil techniques. - This lesson will help students see how depth can be created with value. - Students will engage in a critique in small groups and discuss positives and challenges of their pieces and receive constructive feed back from their peers. Working in smaller groups will take away some of the pressure of being in front of the whole class. 3. Materials: - Colored Pencils - Student Grisaille Drawings - Reference Materials 4. Lesson Goals: 1. TSW explore colored pencil and how it can be used on top of a grisaille drawing. (NYS VALS 1C, 2A) 2. TSW analyze their works and works of their peers using appropriate critical language. (NYS VALS 3A)

5. Lesson Objectives: 1. TSW explore colored pencil by laying color into their grisaille drawings and experiment with varying levels of pressure in order to change the saturation of a color and create more depth and finish their drawings. 2. TSW break into small groups and discuss with their peers the successes and challenges of their piece. They will use appropriate critical language in order to give constructive feedback to others about their work. 6. Vocabulary: -Shading -Value - Saturation -Appropriate Critical Language

7. Instruction and Activity: -Greet the students and introduce the colored pencil activity. Ask the students if they have any questions? Tell them they will be finishing these today and at the end of class we will have a small critique. Have students get a set of color pencils and their drawings and begin working. As you walk around help any students who need it and check for understanding. Make sure students are choosing colors that enhance their piece not take away from it. Talk to students about their pieces and why they choose their imagery and how the color is enhancing their piece. When there is fifteen-twenty minutes left in the class break the students into their critique groups. Each student should get a chance to talk about his or her piece and about someone elses piece. Walk around the room and facilitate adding any comments or guidance when necessary. Make sure students are using constructive criticism and not negative feedback. When class is finished students can turn their pieces in or if they would like to change some thing or add something they have until the next class to turn it in. 8. Closure: -Ask the students to remind you of one thing they learned about Ancient Roman coinage or American currency or one thing

about value and shading. Ask any questions they may have. 9. Extension: -Have the students design the reverse side of their drawings.

References
Websites: http://www.romancoins.info/ http://www.hannavongoeler.com/Artist.asp?ArtistID=15679&Akey=K6CELP9C http://artscenecal.com/ArticlesFile/Archive/Articles1999/Articles0999/JBoggsA.html http://accidentalmysteries.blogspot.com/2009/08/messing-with-american-currency.html Books: Grant, M. (1995). Art in the roman empire. New York: Routledge. Henig, M. (1983). A Handbook of roman art. Ithaca, New York: Cornell University Press. Ramage, N. H., & Ramage, A. (1991). Roman art: romulus to constantine. Englewood Cliffs, New Jersey: Prentice Hall, Inc. Von Heintze, H. (1971). Roman art. New York: Universe Books.

Cash Coins and Credit Cards

Task:
You are part of the committee of tresviri monetales (Trio of Money Men) and have to redesign a form a payment we have in our culture. Your choices are dollar bills, coins, credit cards, or a check. Remember your audience and choose something that has meaning to you or to our country. Be creative! What would you like to see on our money?!

How:
You will choose an important figure, event, artist, or family history to depict on your new currency. Remember the audience of your piece. You must alter three elements of the original design of your choice. For example: Dollar Bills have a continuous border, currency amount, images, text, color, etc. Credit Cards have names, expiration dates, images, magnetic strips, rectangular shape, color, etc. Checks have personal information, boxes, lines, imagery, color, text, etc.

Materials:
We will work with 8.5in X 11in white drawing paper. You will first create a grisaille under drawing with graphite utilizing the shading techniques learned in the value/shading exercise. Once your drawing is complete with all values, spray with fixative. Then we will use colored pencil to lay in color, and learn how to experiment with saturation.

Have you ever want your face on a dollar bill? How about a fifty?

Try it out!
Sketch your Portrait here:

Shading and Value! Practice Sheet Name:________________________

What to Do:
Create three value scales utilizing three different techniques of shading.

Value:
Shadows, Highlights, Contrast, A change in the lighting on a surface. For this assignment in each box you will make a light value, middle value, and dark value.

Three Shading Techniques:

Hatching- A series of thin strokes or lines. Cross Hatching- Layers of criss-crossing lines. Stippling- Covering a surface with dots.
Example: