Name: Date:

Block:

Name: Date:

Block:

GraphicArts II: LayerCake/VisualJournaling Grading Assessment Meeting Specifications (60 points)

Correct format and application of layers

GraphicArts II: LayerCake/ VisualJournaling Grading Assessment Meeting Specifications (60 points)
Correct format and application of layers

Concept (50 points)

Understands and applies concepts learned

Concept (50 points)

Understands and applies concepts learned

Composition/Design (50 points)

Symbols, text and images are intentional

Composition/Design (50 points)

Symbols, text and images are intentional

Craftsmanship (50 points)

Overall appearance

Craftsmanship (50 points)

Overall appearance

Use of Class Time (40 points)

Use time wisely/Explore different options

Use of Class Time (40 points)

Use time wisely/Explore different options

Name: Date:

Block:

Name: Date:

Block:

GraphicArts II: LayerCake/VisualJournaling Grading Assessment Meeting Specifications (60 points)

Correct format and application of layers

GraphicArts II: LayerCake/ VisualJournaling Grading Assessment Meeting Specifications (60 points)
Correct format and application of layers

Concept (50 points)

Understands and applies concepts learned

Concept (50 points)

Understands and applies concepts learned

Composition/Design (50 points)

Symbols, text and images are intentional

Composition/Design (50 points)

Symbols, text and images are intentional

Craftsmanship (50 points)

Overall appearance

Craftsmanship (50 points)

Overall appearance

Use of Class Time (40 points) Use time wisely/Explore different options

Use of Class Time (40 points)

Use time wisely/Explore different options

Name:

Block:

Date:

GraphicArts II: LayerCake VisualJournalingwith MixedMedia MeetingSpecifications: 60 points Each quality earns 5 10 points Photoshop 5. Correct document size and resolution (11 x 17 @ 300dpi) 6. Student uses at least two various modes on layers 7. Minimum of four overlapping layers MixedMedia(watercolorand/orpen) 8. Student creates and imports a mixed media vignette 9. Student creates and imports mixed media hand lettering 10. Student creates and imports mixed media images Concept: 50 points 1. Student understands what juxtapositioning is and applies it in finished piece. 2. Student understands what contrast is, evidenced by the left & right sides of the finished piece. 3. Student understands what symbols can signify and uses symbolism intentionally. 4. Student is able to evaluate and talk about their artwork. 5. Student is able to evaluate and talk about their classmates artwork. Composition/Design: 50 points Each quality earns 5 10 points 1. Color scheme is intentionally selected to create unity. 2. The left and right sides are balanced in relation to each other. 3. The vignette emphasizes content. 4. There are a variety of visual elements. 5. The juxtapositioning of visual elements, text, and symbols creates a dialogue. TechnicalSkill/Craftsmanship:50 points Each quality earns 5 10 points. Write elements beyond minimum on the line given. 1. There are no jagged selections. 2. There is no pixilization/poor resolution of any. 3. The Luminosity of the image is preserved throughout the layers, the final image is not muddy. 4. The incorporation and importing of mixed media is successful. 5. The images used show a level of complexity that requires technical skill to select. Useof ClassTime: 40 points Each quality earns 5 -10 points 1. Student is attentive during demos and class discussion. 2. Student explores different problem solving options. 3. Student is responsive during critique. 4. Student is helpful to classmates. Total Points/Comments:

LAYERCAKE Learning how to read the layered image Jill Palumbo, MAE Virginia Commonwealth University
This unit consists of three 1.5 - hour lessons. Concept : When you juxtapose images with each other, they change their original context, & create a visual narrative. NationalContentStandards:Grades9-12 #3: Choosing and evaluating a range of subject matter, symbols, and ideas. VirginiaSOLContentStandards: Art III: AdvancedIntermediate AIII.1 The student will maintain a sketchbook/journal that demonstrates research, fluency of ideas, concepts, media, and processes. Materials:JPG digital images of medium or high resolution (300 dpi, 8x10 minimum)*, computers with Adobe Photoshop software, Internet access (helpful but not required), Watercolor paint, brushes, pens, glue or tape, 8x10 paper, Digital cameras, card reader, thumb drives, color printer** * These can be a students own images and/or non-copyrighted images downloaded from Google Image. ** Images (no smaller than 11x14) may be printed via services such as Costco or Snapfish etc. and/or projected for final group critique and assessment. Vocabulary Juxtapose: Transparent: Opaque: Dialogue: Context: Collage: Visual Journaling:

To place close together or side by side, especially for comparison or contrast. So sheer as to permit light to pass through; diaphanous. Impenetrable to light; not allowing light to pass through. Conversation between two or more persons. The set of circumstances or facts that surround a particular event, situation, etc. is a technique of art production, primarily used in the visual arts, where the artwork is made from an assemblage of different forms, thus creating a new whole. Using images to inform words in a personally meaningful way as a form of research.

Motivation& CulturalReferences:Visual journaling can be used as a process to unlock creativity. It involves the layering and juxtapositioning of images along with text. Often, the images produced are surrealist, dreamy, and embody magical realism. Sometimes the text can be vague, poetic, or literal. When all articles are collaged and layered together the images and text inform each other in a thought provoking way that induces the imagination. In this unit, we will learn some steps of visual journaling (both digital and analogue) and learn about some artists that have used visual journaling to help them with their creative process.

Artists:FridaKahlo,DanEldon,LyndaBarry(see image appendix, pg. 2) EssentialQuestions: 1. How do graphic artists use their work to educate, inform, inspire, motivate and tell stories? 2. Why is a graphic artist ethically responsible for the impact of his/her design?

IMAGE APPENDIX Frida Kahlo (painter):

Dan Eldon (Photographer):

Lynda Barry (cartoonist, author)

A DIGITAL/ANALOGUEVISUALJOURNALHOWTO Preparing your layers. There are many ways of layering images and text. We will use Adobe Photoshop in this exercise to explore digital ways to manipulate the traditional media of photography, drawing, & watercolor painting. StepI: Creatingyourconcept Getting started can be tough. As a class, brainstorm (blank) vs. (blank) concepts. Some examples: black vs. white, politics vs. religion, puppies vs. wolves, cats vs. dogs nightmares vs. dreams, tacos vs. hotdogs . . . be silly or be serious. Opposites work great, but sometimes something subtle works as well . . . clouds vs. mist, cool vs. cold . . . Once we get some of these flowing you will pick ONEconcept . If you are stuck, we will have a concept grab bag and you can select a random concept.

StepII: Creatingan imagebank Now you have your concept ! Begin collecting images that relate to your concept . . . think about metaphors & symbols. Use Google image and/or take your own photographs. You can also use your own drawings. Collect at least 3 images that relate to each concept (for a minimum total of 6 images) You will manipulate any image you appropriate from Google images or scan/re-photograph from a book/magazine with paint/ink added text in order to enhance meaning. We will print images out & paint them, cut them up, & then re-photograph them for your image banks. Once you have collected your images you must format them.

StepIII: Formatyourimages * Image Formatting Example: Catholic vs. Mayan: Religion (please see example image pg. 4) Youmustbe sureto nameyourfiles in this way: 1catholic.jpg, 2catholic.jpg, 3catholic.jpg, 1mayan.jpg, 2mayan.jpg, 3mayan.jpg, 1religiontext.jpg, 2religiontext.jpg, 1vignettesreligion.jpg, 2vigettereligon.jpg Youmustbe surethe resolutionis sufficient: Make sure everything is at least 8x10 at 300 dpi and make sure your camera/scanner is in the proper quality jpg setting when you scan/re-photograph images.

StepIV: MakeyourText and Vingette(usingpaint, pen, and/orfonts) In this project, text becomes a part of the final art. Paint the letters, write them, doodle them, block letter them, bubble letter them. Ransom-note them. Muse, scribble, scroll & dribble. Look at graffiti, illuminated letters, propaganda, comics, posters, & album cover artwork . . . look & see how text & images work with each other. Paint some different types of vignettes as well. Experiment with the edges, & consider using textures . . . Your vignette can also reinforce your concept (ie: leaves for seed vs. tree . . . or braided hair for doll vs. woman) Then import your text & vignettes, formatting them according to step III. StepV: Edit and arrangeyour imagesand text This process is supposed to be fast. Using Photoshop . . . we get to layout our images to see how they look. We can make changes as we go. In this respect, its crucial that we at least start off with a strong composition. A vignette works well because it contains our pages. As you can see by the examples, you will create a double page spread with (blank) on the left side vs. (blank) on the right side.

*** This image represents my reflections on the religious dichotomy that exists in Guatemala today, emerging from a post colonial culture. The base layer is a lucky snap I got at the market in Antigua of a group of vibrant young Catholic nuns wearing their summer habits side by side with a trio of Mayan women ambling with baskets on their heads and wearing their own traditional dress. On the left, I layered an image of Our Lady of Guadelupe.. On the right, I layered a photograph I took of one of the murals in Comalapa of Akna, the Mayan goddess of motherhood and birth. The last layer is of watercolor wash and text that identifies Mary and Akna along with the Cross, and the Mayan glyph for ChUl, which means holy. The picture is divided into two sections, the left representing the Roman Catholic influence in Guatemala and the right representing the strong remaining presence of the indigenous Mayan heritage.

Our Lady of Guadelupe: Roman Catholic Watercolor vignette Akna: Mayan Goddess of motherhood Hand painted concept symbols

Nuns

Mayan women

IMAGES: 1. Cross, 2. Our Lady of Guadelupe 3. Nuns

Hand painted text

IMAGES: 1. Glyph 2. Akna 3. Mayan women

PHOTOSHOPSTEPS: PhotoshopStep1: CreatingandnavigatingLayers a. Open four of your images in Photoshop (background, catholic, mayan vignette/text). b. Open a new image, make it 10 height x16 wide at 300dpi

c. d. e. f. g.

Copy & paste your background into the new image. Copy & paste your catholic image into the new image. Copy & paste your mayan image into the new image. Copy & paste your vignette/text into the new image. These are all on separate layers. Move the layers around by clicking and dragging them.

h. You can also hide the layers by clicking the eye icon. i. If a layer is locked just double click on it to unlock it. PhotoshopStepII: ManipulatingOpacitiesand usingModes a. Experiment with the modes section in layers. b. Notice the difference between Hard Light vs. Diffuse Light. c. Experiment with the transparencies as well and see how the layers come through. PhotoshopStepIII: Usingthe selectiontools a. Copying Positive Space using the magic wand. b. Inverting your Selection. PhotoshopStepIV: Resizingimagesmaintaininga fixedaspectratio + resolution a. Hold SHIFT down while resizing the corners of your images. b. Fudging resolution: it can be done . . . to a small extent. PhotoshopStepV: Cropping,Rotatingand Flippingimages:Fine tuning your composition. a. Crop b. Rotate c. Flip (be aware of mirror text). PhotoshopStepVI: Usingtext withinphotoshop a. Grapic Design and layout using specific fonts.

b. You can apply ALL THE SAME techniques previously explored with text that you type in with Photoshop: crop, rotate, opacities, layers, modes. PhotoshopStepVII: Merginglayersandnamingfiles a. You like this version, so merge all the layers to create a smaller JPEG. b. You can still save a photoshop (PSD) layered version to further manipulate. BONUS: Experiment with some of the brush presets to digitally paint on your image. BONUS #2: Further manipulate your printed image with paint and/or additional collage.

SHARINGYOURIMAGES: PrintingI: PrintingII: Critique: Blog: *Writing: Send your digital file to Costco or Snapfish, even Office Max and Staples are good. If you print using an ink-jet . . . try printing on interesting paper. By projecting the images. Wordpress, Tumblr, & Artsonia are examples. The image you made may inspire you to think about your concept in different ways. Write a paragraph explaining the content, symbolism, intent, connections, and what you have learned and feel about it. (see religion example on pg. 4)***. You may also choose to write a poem or compose a song. (optional for advanced students)

Closure: How do graphic artists use their work to educate, inform, inspire, motivate and tell stories? Why is a graphic artist ethically responsible for the impact of his/her design? What is Visual Journaling? Who were some of the artists we looked at? What are some of the purposes for creating layered images with text? What are layers? What is the connection between text and image? Do they relate to each other? How? Would you use these methods again to explore an idea/subject? Assessment:(formativeandsummative) Rubric Individual and Group Critique Point Breakdown Self-Checklist (optional) * Written Response (optional for advanced students) Accommodations: This unit can be taught with scaffolding to students who require accommodations. Suggestions include: 1. Prepare image/text folders for pre-selected concepts. 2. Have the student make a collage with text and waiving the digital manipulation component (they will still completely fill the requirement of learning about visual journaling). 3. Simply give the student more time to learn how to use Photoshop. This may be very valuable.

LAYERCAKE

Learning how to read the layered image Lesson #1

Concept: One can learn how to access his/her inner language of imagery and express it both visually and verbally, while exploring the connection between image and word.

In this lesson,studentswill: 1. Learn about visual journals and artists that use them. 2. Be presented with the unit assignment Using Photoshop to create a two-page spread using mixed media that visually compares and contrasts two concepts . 3. Participate in a group brainstorming activity to generate concept ideas. 4. Utilize the classroom time to collect images that relate to their selected concept. 5. Participate in a group popcorn activity to help generate ideas for images and/or words that relate to selected concepts. 6. Save and format collected images. Motivation: The visual journal is a creative way to explore, express and record your thoughts, ideas, lifes experiences, emotional reactions and our inner world-visually and verbally. It is a tool to becoming a better artist, to being more creative and finding enjoyment in the visual arts as a creative student. In essence, the visual journal can become a major component in our art making process. Our visual journals will serve as an idea and process diary-a place to process information and thoughts, both visually and verbally. By committing to the visual journaling process, one can learn how to access his/her inner language of imagery and express it both visually and verbally, while exploring the connection between image and word. Through visual journaling one can also become capable of articulating connections between their own personal art-making experiences and the works of master and contemporary artists. The visual journal will become a way for all of us to find a personal voice in our work. Through this we will collect "fodder" (food for the artist) to use in the visual journal on our path to discovering who we are as artists and what we wish to say. CulturalReferences:Students will see a Powerpoint featuring the artwork of: Lynda Barry, Frida Kahlo, Dan Eldon, David Modler & Eric Scott and others and participate in a class discussion regarding the long tradition of artists that use visual journaling to record their thoughts and expressions.

DefinedVocabulary: Juxtapose: To place close together or side by side, especially for comparison or contrast. Context: The set of circumstances or facts that surround a particular event, situation, etc. Visual Journaling: Using images to inform words in a personally meaningful way as a form of research. List of Materials: Powerpoint presentation, computers with Adobe Photoshop software and internet access, scanner, printer, brainstorming handouts, unit snapshot handouts. Instruction(90 minutes): Greet students at the door and take attendance. Gather students for powerpoint presentation and group discussion (10 - 15 minutes). Participate in a group brainstorming activity to help generate concept ideas

(10 minutes). Students will select one concept and begin gathering relatable images using Google Image/scanner (15 - 20 minutes). Gather students to participate in a group popcorn activity to check for understanding and to help generate additional ideas for images, words, and symbols that relate to selected concepts (10 - 15 minutes). Remind students how they must save and format their images. Students continue to gather images . . . walk around room to speak with students individually. Discourage the use of generic or copyrighted images (15 - 20 minutes). As students work at their computers and after speaking with each student individually, draw everyones attention to you so you can check to see if they 1. Understand why they are collecting images. 2. Understand how to format and save the images. 3. Are thinking about how these images might relate to text and how they might appear when they are layered. (5 minutes) Students continue to work at computers, check for understanding with students who seem unclear, have them help each other (10 minutes). In the last 10 5 minutes of the class, gather students and have three students volunteer to explain their concepts and the images, words, and symbols they have so far selected to illustrate their concept. Explain that in the next class we will use watercolor to create vignettes, text, and more symbolic images to incorporate in the final layered piece, show large Religion example. Dismiss class (5 10 minutes). 1st BrainstormingActivity IndividuallyGeneratingConcepts: Vs. Vs. Vs. Vs. * Pick one concept and circle it: Three or more images that relate to each word of your circled concept. , , , ,

Three or more symbols that relate to each word of your circled concept. , , , ,

Three or more verbs that relate to each word of your circled concept. , , , ,

2nd BrainstormingActivity CollectivelyGeneratingImage,Symbol,and Text Ideas: Each student will state his/her concept words. Students will then take turns coming up with three additional suggestions for each others concept words. Students will write down additional suggestions to consider further. *At this point, students who wish to change their concept may have the opportunity to do so. Students who are stumped will catch a break with this activity.

Checkfor Understanding: 1. Use the brainstorming activities to check for understanding. What is visual journaling? Do you understand what the final art outcome might look like? How do your concept words relate to each other? How do you think your images, text, and symbols for your concept will read when they are juxtaposed with each other? 2. Use time speaking with students individually to check their understanding. 3. Build in checking for understanding into transitions and the closure. 4. Give students accommodations that may need them, have students help each other. Closure: Have two - five students volunteer to explain their concepts and the images, words, and symbols they have so far selected to illustrate their concept (as time permits). Go over vocabulary and terms discussed in todays class. Did any of the featured artists inspire anyone? Why were their visual journal pages so dynamic? Do you think you could explore topics using visual journaling and mixed media techniques that you dont know everything about? Why do you think these images can be powerfully expressed through a combination of images, text, and symbols? Explain that in the next class we will use watercolor to create vignettes, expressive text, and more doodled symbolic images to incorporate in the final layered piece, show large Religion example as a visual reminder. Accommodations: For the student who is not computer proficient, they can use traditional collage techniques to achieve the same artistic outcome. Assessment: See Unit rubric.

LAYERCAKE Learning how to read the layered image Lesson #2

Concept: Symbols can be personally meaningful.

In this lesson,studentswill: 1. Continue to learn about visual journals and artists that use them. 2. Be presented with mixed media: Using watercolor (and possibly colored pencils) to illustrate symbols, expressive text, and make a vignette. 3. Help each other when they are stumped and with technology. 4. Begin the initial layout of images and media. Motivation: We are going to continue to look at some visual journals to get inspired and learn about how artists use them not only as a form of expression, but as a form of record keeping and research. We will also dive into mixed media explorations with watercolor to create hand made vignettes, symbols and painted expressive text. CulturalReferences: Students will independently research visual journals by exploring: http://visualjournaling.com/home.html, www.teeshamoore.com, www.sketchbob.com, www.sabrinawardharrison.com, and see a Powerpoint featuring these artists. Students will also participate in a class discussion regarding the long tradition of artists that use visual journaling to record their thoughts and expressions. DefinedVocabulary: Symbol: Vignette: Mixed Media:

A thing that represents or stands for something else, especially a material object representing something abstract. An engraving, drawing, photograph, or the like that is shaded off gradually at the edges so as to leave no definite line at the border. Artistic media, as pen and ink, chalk, and graphite, used in combination: an old master drawing in mixed media.

List of Materials: Powerpoint presentation, computers with Adobe Photoshop software and internet access, scanner, printer, watercolor, paper, paintbrushes, paper towels. Instruction(90 minutes): Greet students at the door and take attendance. Gather students for powerpoint presentation and group discussion (15 minutes). Students will research some visual journal artists (10 minutes). Students will

transition into identifying their concept symbols and words (write on activity sheet). (10 - minutes). Student will gather for a vignette, symbol, text demo (10 minutes). Divide class into two groups, those that need to continue collecting images may do so (Group A) and those that can begin painting may do so (Group B). Give respective groups 20 minutes work (paint and scan in media). Switch groups (20 minutes, have students help each other. Use remaining 10 minutes to check for understanding, review concept and set up expectations for the next class.

Checkfor Understanding: 1. Use the brainstorming activities to check for understanding. 2. What is mixed media? Do you understand what the final art outcome might look like? How do your concept words relate to each other? How do you think your images, text, and symbols for your concept will read when they are juxtaposed with each other? 3. Do you understand how much time you must spend using the watercolor? 5 10 minutes. 4. Use time speaking with students individually to check their understanding. 5. Build in checking for understanding into transitions and the closure. 5. Give students accommodations that may need them, have students help each other. Closure: Have two - five students volunteer to explain their concepts and the images, words, and symbols they have so far selected to illustrate their concept (as time permits). Go over vocabulary and terms discussed in todays class. Did any of the featured artists inspire anyone? Why were their visual journal pages so dynamic? Do you think you could explore topics using visual journaling and mixed media techniques that you dont know everything about? Why do you think these images can be powerfully expressed through a combination of images, text, and symbols? Explain that in the next class we will combine all the elements in the final layered piece using photoshop. Explain point breakdown/grading for this unit. Accommodations: For the student who is not computer proficient, they can use traditional collage techniques to achieve the same artistic outcome. Assessment: See Unit rubric.

LAYERCAKE Learning how to read the layered image Lesson #3

Concept: A critique helps us understand the meaning behind our own and others works of art.

In this lesson,studentswill: 1. Review what they have learned and done in the previous two lessons. 2. Help each other when they are stumped and with technology. 3. Use class time productively and complete the layout of images and media. 4. Participate in a group critique of each others final artwork. 5. Meet with the instructor to receive their grade. Motivation: In this lesson, students will be motivated to complete their assignment so they may be able to share their artwork in a critique with the whole class. Students will be instructed as to how they may organize their thoughts in order to speak about their work and their concept, as well as their classmates.

CulturalReferences: Ryan McGinness Symbol Index. Tradition of art criticism. DefinedVocabulary: Critique:

Describing and evaluating the media, processes, and meanings of works of visual arts, and making comparative judgments.

List of Materials: Powerpoint presentation, computers with Adobe Photoshop software and internet access, scanner, printer, watercolor, paper, paintbrushes, paper towels. Instruction(90 minutes): Greet students at the door and take attendance. Gather students for powerpoint presentation and group discussion (10 minutes). Students will dive into completing their final images. Have students help each other. Walk the room to make sure students are formatting their images properly. Have students who finish early collect classmates images on a thumb drive (50 minutes). Gather students to go over critique guidelines: Checkfor Understanding: 1. Does the student understand how to complete the assignment? 2. Does the student understand the critique guidelines? 3. Does the student understand how they may speak about their own work? 4. Does the student understand how they may speak about their classmates work? Closure: The class critique will be this units closure. Explain point breakdown/grading for this unit. Accommodations: For the student who is not computer proficient, they can use traditional collage techniques to achieve the same artistic outcome. A student that has trouble articulating themself can write their thoughts down or meet with the instructor independently to critique their artwork along with a classmates artwork. Assessment:See Unit rubric/point breakdown. CRITIQUEGUIDELINES:SEE,THINK,EVALUATE ARTIST Pick a symbol from the hat. That person will critique your work. Do not interrupt your critique, please listen attentively. Take two full minutes to go through this list:

CRITIC1. 2. 3. 4. 5.

DO NOT JUDGE or make negative comments. What is literally in this image (break down the images, symbols, text)? What do you think the concept is? Do the images, symbols and text relate to each other successfully? Suggestions? At the end of your critique, explain what your concept is and thank the person who critiqued your work.

ARTIST

CLASS-

Listen attentively. Please, do not interrupt. Be respectful and patient and wait your turn. Meet individually with student who was just critiqued to give them their grade using the point breakdown.

INSTRUCTOR-

RyanMcGinness

SymbolKey