SaraMeyerback

ProfessorAntinori

ART201

Fall2016

Grade:10ShakaInspiredSelfie

VisualArts

Topic:ShakaInspiredSelfie
GeneralandSpecificArtisticGoals
GeneralArtisticGoals:Studentswilllearnabout;

Selfexpression,usingtheelementsandprinciplesofdesignandreviewcolor

theory,whencreatingtheirownportrait
Positiveandnegativeshapeswithina2Dcomposition.

SpecificArtisticGoals:Studentswillexpressthemselveswhen;

Applyingwarmorcoolcolorstotheirselfportrait,dependingonmood
Usingtheelements:line,shape,color,texture,space,valueandtheprinciples:

repetition,contrast,emphasis,proportion,rhythmofdesign
Followinginstructionsspecifictothemediaandmethod
Respectfullycritiquingtheirpeersartworkattheendoftheproject
INSTRUCTIONALOBJECTIVES(s)(LessonObjective(s)*)

AfterwatchingavideoonthestreetartistShaka(https://www.youtube.com/watch?
v=jgd39nNsAUw),studentswilltracetheirownShakainspiredselfportraitphoto
(selfie)portraitureinpencil,theninblackmarker,createanoutlineoftheirfacialfeatures
andshadeincoloredpencil,successfullysynthesizingtheelements(line,shape,color,
texture,space,value)andprinciples(repetition,contrast,emphasis,proportion,rhythm)
ofdesign,whileintegratingcolortemperamentintoanexpressiveselfportrait.
NYSCCLS/+NYSSTANDARDSANDINDICATORS
CCSS.ELALITERACY.SL.910.1.D
Respondthoughtfullytodiverseperspectives,summarizepointsofagreementand

disagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstanding
andmakenewconnectionsinlightoftheevidenceandreasoningpresented.

Indicator:thiswillbeevidentwhenstudentsparticipateinarespectfulcriticwith
theirpeers,takingintoconsiderationopinionswhileagreeingordisagreeingwith
theirpeers,inacalmmanner.

CCSS.ELALITERACY.SL.910.5
Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractive
elements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidence
andtoaddinterest.

Indicator:thiswillbeevidentwhenstudentsusetheInternettoresearchother
streetartistsinadditiontoShakaandwhilesharingtheirfindingswithclassmates.

ArtStandards(NYS)#1:Creating,PerformingandParticipatingintheArts:
Studentswillactivelyengageintheprocessesthatconstitutecreationandperformancein
thearts(dance,music,theatre,andvisualarts)andparticipateinvariousrolesinthearts.

Indicator:thiswillbeevidentwhenthestudentscreatetheirShakainspiredselfie,
incoloredpenciloncardstock,successfullyapplyingtheelements(line,shape,
color,texture,space,value)andtheprinciples(repetition,contrast,emphasis,
proportion,rhythm)ofdesign.

ArtStandards(NYS)#2:KnowingandUsingArtMaterialsandResources
Studentswillbeknowledgeableaboutandmakeuseofthematerialsandresources
availableforparticipationintheartsinvariousroles.

Indicator:thiswillbeevidentwhenthestudentscreatetheirShakainspiredselfie,
properlyusingthecomputerlab,Internet,shadingandblendingwithwarmor

coolcolorsusingcoloredpencils,blackmarkersandtracingpaper.
Indicator:thiswillbeevidentwhentheteachergivesabriefoverviewonthe
historyandchemicalcompositionofcoloredpencils

ArtStandards(NYS)#4:UnderstandingtheCulturalContributionsoftheArts
Studentswilldevelopanunderstandingofthepersonalandculturalforcesthatshape
artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastand
presentsociety.

Indicator:thiswillbeevidentwhenthestudentslearnaboutthehistoryof
portraitureinarthistoryandincontemporarystreetartofShaka,whilelearning
aboutcommissionedandpublicart.

ArtStandards(NYS)#3:RespondingtoandAnalyzingWorksofArt
Studentswillrespondcriticallytoavarietyofworksinthearts,connectingtheindividual
worktootherworksandtootheraspectsofhumanendeavorandthought.

Indicator:thiswillbeevidentfollowingaYouTubevideo
(https://www.youtube.com/watch?v=jgd39nNsAUw)onthestreetartistShaka.
Studentswilllearnaboutstreetart,thehistoryofartisticportraiture,comparing
andcontrastingportraitsfromthepasttothepresenttocreatetheirownself
portraitinspiredbyShaka.Thiswillalsobeevidentwhenthestudents
respectfullycriticeachothersworkattheendoftheproject.

INSTRUCTIONALRESOURCES
Teacher:

Exampleofworkfromteacher
YouTubeVideo(https://www.youtube.com/watch?v=jgd39nNsAUw)
Rubric
Lessonplan

Student:

Selfieprinted
Cardstockwhiteandblack
Tracingpaper
Maskingtape
Pencils

Erasers
Coloredpencils
Thin,blacksharpie

MOTIVATION(Engagingthelearner(s)*)
Theclasswillbeengagedthroughateacherledquestionandanswerdialogfollowingthe
viewingoftheYouTubevideo(https://www.youtube.com/watch?v=jgd39nNsAUw)on
Shakaandviewhisextraordinarystyleofgraffiti.
DEVELOPMENTALPROCEDURES
(includingKeyQuestions/Bloomstaxonomy)

TheteacherwillshowavideoofthestreetartistShakaonYouTube*NOsound

forvideo*followedbyaQ&Adialogaboutthevideo
Theteacherwillbringthestudentstothecomputerlabandtheywillprintouta
preassignedselfportrait(selfie)on8.5x11sizepapershowing85%oftheirface

(apply)
Theteacherwilldoaquickdemonstrationandexplaintheprojectandrevisit
colortheory,explainingwarmandcoolcolorsfromapreviousreviewedlessonon

colortheory(remember)
Theteacherwillcheckforunderstandingbyaskingthestudentswhatthestepsof
theprojectare,andaskifanyonehasanyquestions,commentsorconcernsabout

theproject(understand)
Thestudentswilltracehisorherselfportrait(outlineimportantfeatures)with

pencilontotracingpaper,withthehelpofmaskingtape(apply/create)
Oncecompletedandcheckedbytheteacher,studentswillfliptheirtracingpaper
overandbeginretracingtheirfacewithpencilagain,ontocardstockandthen

withablackmarker(create/apply)
Studentswillbegintobreakuppartsoftheirfaceintogeometricororganic

shapesandlines,inpencil(create/apply/analyze)
Studentswillbeaskedtouseeitherwarmorcoolcolorsforhair,andtheopposite
fortheirfaceandneck(create/apply)

Whenstudentshavecompletedcoloringtheirselfportraits,studentswillcutout

theirheadandpastitintoablackpieceofcardstock(create/apply)
5minutesbeforetheperiodends,studentswillbeexpectedtocleanuptheirarea
andsitquietlybeforethebellringsforthestudentstobedismissed

INSTRUCTIONALSTRATEGIES(LearningStrategies*)
Discussion

Indicator:Thiswillbeevidentwhenthestudentsarelearningaboutand
discussingsimilarcharacteristicsofportraiturefromthepasttopresent
andwhenresearchingotherstreetartists.Thiswillalsobeevidentwhen
thestudentsrespectfullycriticeachothersworkattheendoftheproject.

Demonstration

Indicator:Thiswillbeevidentwhentheteacherdisplaysexamplesofthis
project,aswellaspreformingademonstrationonhowtotraceaportrait
andhowtocreateaShakainspiredillustrationusinggeometricshapesand
coloredpencil.
ADAPTATIONS(Exceptionality*)

EnglishLanguageLearnerswillbegivenahandoutintheirnativelanguageandEnglish,
providingvocabularyclassifiedtotheproject.
StudentswithanIEP/504planwillbegivenextratimeafterschooltocompletetheir
project.
Hearingimpairedstudentswillbeputinthefrontoftheclassroom,beprovidedwitha
transcriptofinstructions,orbeassistedbyasigningaidtointerprettheassignment.
Graphmotorimpairedstudentswillbeprovidedwithanaidtohelptraceandcolortheir
selfportrait.
Visuallyimpairedstudentswillbeputinthefrontoftheclassroom,givenworksheets
withlargefontandbeprovidedwithbrailhandoutsifnecessary.

DIFFERENTIATIONOFINSTRUCTION
UnitizingGardenerstheoryofMultipleIntelligencesstudentswhoare;

Visual/SpatialLearners:willbeprovidedwithdiagramsandvisualsontheboard

thatwillbepostedaroundtheroom,stepswillbewrittenontheboard.
KinestheticLearners:willusetheirhandstocreatetheproject,asawellasusing

theirtactileabilitytotracetheirpicturesandusecoloredpencils.
MusicalLearners:willbeprovidedwithsoftmusicinthebackground,relevantto

thelesson.
InterpersonalLearners:willbeallowedtointeractwithotherstudentsduringthe

lesson,andbeseatednearpositiveinfluencesduringtheproject.
IntrapersonalLearners:willbeallowedtoworkindependently,attheirowntable

iftheywish.
Logical/MathematicalLearners:willsynthesizeproportionsofcoloredpositive
areaswithnoncolorednegativeareasaroundthefaceandareasofonecolorin

proportionalrelationshipwithcontrastingcolors.
LinguisticLearners:willbeincludedinanquestionandanswersegment,aswell
asafinalcritique.
ASSESSMENT(artifacts*andassessment[formal&informal]*)

Studentswill:

Createan8.5x11selfportraitfromaphotographedimage,tobetraced(20points)
Successfullycoloredusingcoloredpencilstoformadesign(10points)
Successfullyusingcoordinatedwarmand/orcoolcolors,oncardstockpaper(10

points)
Contributetothecritiqueofevaluatingeachotherswork,respectfully(10points)
AnalyzegraffitiartistsonLongIsland,throughahandoutdistributed(10points)
ShowanunderstandingofgraffitithroughaQ&A(10points)
Handintheirartworkontime(10points)
Showrespectfortheirartwork(10points)
Presentthemselvesasefficientandrespectfulartists(10points)

Rubric:100points

INDEPENDENTPRACTICE

FollowingthelessononaShakainspiredselfie,studentswillresearchothergraffitiartists
onLongIsland.Theteacherwillprovideassistanceandfeedbackonstudents
independentassignments.
FOLLOWUPACTIVITIES:DIRECTTEACHERINTERVENTIONAND
ACADEMICENRICHMENT
DirectTeacherIntervention:

Thestudent,underdirectinterventionwiththeteacher,willprovidefacecontour
mapstohelpthestudentsunderstandtheplanesofthefacetofillin.

AcademicEnrichment:

Studentswillresearchthelegalityofstreetartanditsacceptanceintotheart
world.

REFERENCES

C&I.(n.d.).RetrievedNovember09,2016,from
http://www.p12.nysed.gov/ciai/standards.html
CenterforTeaching.(n.d.).RetrievedNovember09,2016,from
https://cft.vanderbilt.edu/guidessubpages/bloomstaxonomy/
Gardner'sMultipleIntelligences.(n.d.).RetrievedNovember09,2016,from
http://www.tecweb.org/styles/gardner.html
InventionandHistoryofColoredPencils.(n.d.).RetrievedNovember09,2016,from
http://www.historyofpencils.com/writinginstrumentshistory/historyofcolored
pencils/
ReadtheStandards.(n.d.).RetrievedNovember09,2016,from
http://www.corestandards.org/readthestandards/
Rimbaud,A.[Username].(2012,29August).ChokopresentShaka.[VideoFile].
Retrievedfromhttps://www.youtube.com/watch?v=jgd39nNsAUw