Unit:KeithHaringPoses

AsbellElementary
4thGrade
McKennaKraus
Iwantedtocreatealessonfor4thgradestudentsthatemphasizestherelevanceof
movement.Mygoalforthislessonwastocreateanactivitybasedlessonthatstudentswouldbe
excitedaboutparticipatingin.Studentswillbeginbyanalyzingthesimple,colorfulfiguresof
KeithHaring.

Lesson1
Introduction:KeithHaringandmovement
TimeEstimate:50minutestotal,1015minutesforviewingworkandidentifyingmovement
activities,3540minutesforposinganddrawingactivity
Materials:
Pencils
Smallslipsofpaper
9x12inchpaper
crayons

Resources:
PowerPointPresentation
Vocabulary:
Motion:theactionorprocessofmovingorbeingmoved
Figuredrawing:drawingofthehumanforminanyofitsvariousshapesandpostures
usinganyofthedrawingmedia
Asaclass,wewillviewanddiscussthefigurativedrawingsofKeithHaring.Studentswillbe
asked:
Whatdoyounoticeaboutthesefigures?Whataretheydoing?

Studentswilldiscusstheideaofmovementandmotionofthehumanfigure.Studentswillbegin
identifyingactivitiestheyparticipateinthatinvolvemovement(sports,dance,recessactivities,
etc.)Thestudentswillwritedowntheseactivitiesonsmallslipsofpaperandthenplacethem
intoasmallcontainer.
Wheneverystudenthaswrittenanactivityontheirslipsofpaperandplacedthemintothe
container,theteacherwilldrawaslipofpaperfromthecontainerandaskastudentto
demonstrateaposeforwhattheactivityis(Example:Theteacherdrawsoutaslipofpaperthat
sayssoccer.Theteacherwillaskastudenttostandupandchooseaposethatrepresentstheact
ofplayingsoccerandtostandstillinthatpose.)
Theteacherwilldemonstratehowtoquicklydrawthemodelusingcrayons.Tellthestudentsto
beginbydrawingastickfigurethatcapturestheposeofthemodel,andthenoutlinethestick
figure.Whenthefigureisoutlined,thefigurecanbefilledincompletelywithabrightlycolored
crayon.Informthestudentsthatitiscrucialforthemodelstostandverystillsotherestofthe
classcandrawtheirposes.
Thestudentswillgototheirseats,wheretheywillhave3sheetsof9x12paper.Theywillbe
askedtofoldthemallinhalf,andwritetheirnamesoneachsheet.Thestudentswillbedrawing
theirfiguresoneachhalfoftheirsheetsofpaperandonthebackoftheirsheetsaswell(4figures
oneachsheetofpaper.)
Theteacherwillcallon2studentsthataresittingquietlytocomeposefortheclass.The2
modelswilldrawoutanactivitytogetherfromthecontainer,andwilldothesamepose(1model
fortheleftsideoftheroom,theothermodelfortherightsideoftheroom.)
Example:2studentswilldrawfromthecontainerrandomlyandchooseaslipofpaperthatsays
playingsoccer.The2studentswillmodeltheactofplayingsoccerfortherestoftheclassto
draw.

Thestudentswillhave34minutestodrawthemodels,thentheywillbedismissedtotheirseats
andtwodifferentstudentswillbechosentobethemodels.Thisprocesswillcontinueuntilthe
endofclass.
*Remindstudentstofillintheirfiguresandtomakethefiguresasbigaspossibleontheirhalf
sheets.
Bytheendofclass,thestudentsshouldhave67figuresdrawnincrayon.Askstudentstobe
suretheirnamesareonallsheets,andtostackthemtogetherattheirdesksfortheteacherto
collect.

Frameworkscovered:
Studentswilldeveloppersonalinterestsandideasaboutwhattheyenjoydoingthat
involvesactionandmovementthroughdrawingsimplifiedKeithHaringposes(CR.1.4.2)
Studentswillanalyzethemannerinwhichamessageofmotionandmovementis
communicatedbydrawingasimplifiedfiguredrawing(R.7.4.2)
StudentswillinterpretKeithHaringsfiguresbyconsideringform,subjectmatter,and
color(R.8.4.1)
Studentswilldeterminethetime,place,andcultureinwhichKeithHaringsartworkwas
created(CN.11.4.1)

Lesson2
MotionLines
TimeEstimate:50minutestotal,5minutestoreviewKeithHaringandmovement,1015
minutestochoose2figuredrawingstofillincompletelywithcrayonsandcutoutwithscissors,
30minutestodrawcontinuousmotionlinesaroundfigures,5minutestogluefigures
Materials:

Coloredmarkers
Figuredrawingsfrompreviousclass
Scissors
Glue
Crayons
9x12inchwhitepaper

Resources:
Demonstrationprojector
Vocabulary:
Motion:theactionorprocessofmovingorbeingmoved
Figuredrawing:drawingofthehumanforminanyofitsvariousshapesandpostures
usinganyofthedrawingmedia
StudentswillbeginbyreviewingthefiguresofKeithHaringandtheactivitieswediscussedthat
involvemovement.Thedrawingsthatthestudentshavedoneinthepreviousweekwillbeat
theirseats,alongwithcrayonsandscissors.
Thestudentswillbeaskedtochoose2oftheirmostsuccessfulfiguredrawingstocutout.The
restofthedrawingswillbediscarded.Theywillbeaskedtousethecrayonsattheirtablestofill
intheir2drawingscompletelybeforecuttingthemout.
*Theteacherwilldemonstratehowtofillinanincompletefiguredrawingandcutitoutalong
theedgeofthefigure.
Whentheteacherhasfinisheddemonstrating,thestudentswillbedismissedtotheirseatsto
begin.
Whenthestudentsarefinishedfillinginandcuttingouttheirdrawings,theteacherwillhandout
9x12inchpaper,andthestudentswillbeaskedtoarrangetheirfiguresontheirpaper.
Theteacherwilldemonstratehowtocreatecontinuousmotionlinesaroundthefiguresusingthe
projector.Thestudentswillbeaskedtochooseonecolortocreatetheirmotionlines,andthey
willnotbeallowedtogluetheirfiguresdownuntiltheyhavefinishedtheirmotionlinesand
checkedwiththeteacher.
*Theteacherwillmakeacompletedrawingtoensurestudentunderstanding.Besuretodiscuss
theimportanceofspacingbetweenthelinesaroundthefigure,becausethesewilleventuallybe
filledwithpatternsandlines.Theteacherwillalsobesuretodemonstratehowtoholdthefigure
drawingdownonthepapertotracearoundit,andhowtocontinuouslyoutlinethefiguresuntil
thepageiscompletelyfilled.Theteacherwilltellthestudentstousetheirfingertipstomeasure
thedistancebetweeneachsection,andtodrawtheirlinesneatlyandslowly.
Informstudentsthatwhentheyarefinisheddrawingtheirlines,theyaretoraisetheirhandsfor
theteachertochecktheirdrawings.Then,theywillbeaskedtogotothebackoftheroomwhere
therewillbeatablewith23bottlesofglue,wheretheywillbecarefullygluingtheirfiguresinto
theirinitialoutlines.Demonstratethepropertechniqueforgluing.

Whentheteacherhasfinishedthedemonstration,markerswillbedistributedaroundtheroom,
andstudentswillbegin.Theteacherwillcloselymonitortheclassandassiststudentsasneeded.
Thisactivitywilltakeupamajorityofclasstime.
Asstudentsfinish,checktheirworkandsendthemtothegluingstation.Whenstudentsare
finishedatthegluingstation,theywillplacetheirworkinthedryingrackandreturntotheir
seatsuntilitistimetobedismissed.
Studentinprogressexample:carefullyoutliningthefigure,takinghis//hertimetobesurethe
spacingisequalallaround,neat,andthelinesareatleastafingertiplengthapart.

Frameworkscovered:

Studentswillexploreavarietyofartmakingtechniquesandapproachesthroughvarious
media(drawing,mixedmedia)elementsofart(,form,space,lineareapplied)and
principlesofdesign(balanceandrhythmareapplied)(CR.2.4.1)
Studentswillexamine,withguidance,safeandresponsibleuseofmediaandtools(glue,
scissors)(CR.2.4.2)
Studentswillrevisefiguredrawingsbyfillinginthefigurestoenhanceemerging
meaning(CR.3.4.1)
Studentswillanalyzethemannerinwhichamessageiscommunicatedbydrawinga
figurewithcontinuousmotionlines(R.7.4.2)

Lesson3
PatternsandLines
TimeEstimate:50minutestotal,5minutestoreviewandtoexaminelinesandpatterns,510
minutestodemonstratefillingspaceswithlinesandpatterns,30minutesworkingtime,5
minutesforselfevaluations
Materials:
Coloredmarkers
Figureprojectsstartedfrompreviousclass
Pencils(forselfevaluations)
Resources:
Demonstrationprojector
Vocabulary:
Motion:theactionorprocessofmovingorbeingmoved
Figuredrawing:drawingofthehumanforminanyofitsvariousshapesandpostures
usinganyofthedrawingmedia

Pattern:arepeateddecorativedesign
Line:along,narrowmark

StudentswillsitonthefloorwhiletheteacherexplainsthefinalstepsfortheirKeithHaring
Posesproject.Theteacherwillaskstudentstoidentifythedefinitionofalineandthedefinition
ofapattern.
Then,studentswillbeaskedtosuggestexamplesforlinesandpatterns,andtheteacherwilldraw
theirsuggestionsontheboard.
Whenthestudentshavesuggestedplentyoflineandpatternexamples,theteacherwillaskthe
studentstothinkbacktotheveryfirstlessonwheretheywrotedownactivitiestheyenjoythat
involvemovementandaction,whichwereusedaspromptsforposes.Thestudentswillbeasked
toidentifysomeoftheseactivities(softball,tag,basketball,discodancing,etc.),andtheteacher
willwritethemontheboardnexttothepatternsandlines.Theteacherwillexplaintostudents
thattheywillbefillingthesectionsoftheiroutlineswithpatterns,lines,andatleast1phrasethat
suggestsapersonalactivitythatinvolvesmovementandaction.
Theteacherwilldemonstratefillingthesectionswithpatternsandlinesusingmultiplecolors.
Theteacherwillaskstudentstosuggestpatternsandlinestouseasthedemonstrationcontinues.
Then,theteacherwillaskstudentstoidentifyasentencethatinvolvesanactivity.Forexample:a
studentmaysuggestthephraseIliketodance,andtheteacherwilldemonstratehowtowrite
thephraseIliketodancerepeatedlyinasectionoftheirdrawing.
*Informstudentsthatthephrasetheychoosemaybecutoffmidsentenceorinthemiddleofa
worddependingonthesectiontheychoosetoplaceitin.
Continuedemonstrationemphasizetheimportanceoffillingentirepage,usingseveralcolors,
andneatnessoflines,patterns,andactivityphrases.
Reviewtheselfevaluationsasaclassdiscussthecriteriaforasuccessfulproject
Dismissstudentstotheirseats,wheretheirprojects,markers,andselfevaluationswillbeready.
Monitorstudentprogressandmakesuggestionsforpatternsandphrases.

Frameworkscovered:
Studentswillindividuallyformulatemultiplesolutionstoanart/designproblemthrough
brainstorming(CR.1.4.1)
Studentswilldeveloppersonalinterestsandideasthroughidentifyingphysicalactivities
theyenjoyandcreatingadesignwithrepeatedwordsandphrases(CR.1.4.2)
Studentswillrevisepersonalartworkbyaddingpatterns,lines,andphrasestoenhance
emergingmeaningofmotion,movement,andtheimportanceofphysicalactivity(CR.
3.4.1)
StudentswillprepareKeithHaringFiguresforpresentation(P.5.4.1)
Studentswillanalyzethemannerinwhichamessageiscommunicatedbyavisualimage
(R.7.4.2)
Studentswillinterpretartbyconsideringsubjectmatter,form,mixedmedia,andcontent
(R.8.4.1)