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Name: Anavi Amegashie

amegasam@dukes.jmu.edu
Nov 20, 2014
Lesson Theme: Expressive Street Art
Grade Level: Grade Five
Time: Five 50-minute class periods
Lesson Overview:
Students will learn how certain colors can represent human emotion and express that to
their audience. Using this knew knowledge, students will be assigned one dominating emotion and be instructed to convey their emotion through expressive art. Students will also be
given a brief history lesson on famous city street artists, and be shown relevant examples of
their expressionistic work.
Visual Culture Component/RELEVANCE:
Students will prove how well they comprehend the connections between color, emotion, and
expressionism by planning and creating an individual work of art. Their art will be available for judgement by their peers and myself.
Virginia Standards of Learning:
Visual Arts
Visual Communication and Production:
5.1 The student will use steps of the art-making process, including brainstorming,
preliminary sketching, planning, reflecting, and refining, to synthesize ideas for and
create works of art.

5.3 The student will express personal ideas, images, and themes through artistic
choices of media, techniques, and subject matter.
5.5 The student will use color to express meaning in works of art.
Analysis, Evaluation, and Critique:
5.18 The student will analyze and interpret works of art based on visual properties
and context.
Aesthetics:
5.22 The student will select a preferred work of art and defend the selection.
English
5.7 The student will write for a variety of purposes: to describe, to inform, and to explain.
Lesson Objectives:
- Students will sketch out ideas before completing specific installation site.
- Students will construct expressionist artwork with subject matter of their choosing in
their designated site using applied knowledge of color and emotion.
- Students will be assigned one other students artwork to analyze and describe in one paragraph

why they like their work and what they could do to better it using examples.

- Students will prepare a one page document for submission regarding how their assigned
color and emotion is exemplified through their final product.
Vocabulary Words for Visual Analysis:
Expressionism: Art that communicates feeling based on color, pattern choice, and subject
matter. Artists using this technique put their own emotions into their work.

Street Art: Artworks expressed on building walls and/or sidewalks, usually telling stories
and expressing feelings or ideas for the world to see.
Historical/Cultural/Artist Information:
The lesson will teach students about the history of expressionism and its relation to mood
and tone. Students will be given examples of living expressionist street artists. Educator
will need to be knowledgeable on artists Maya Hayuk, Mike Ming, Jef Aerosol, Eduardo
Kobra, and Kosby.
Image Descriptions:

Wall by Maya Hayuk


This image shows bright, welcoming colors and its rhythm makes the audience feel stable
and at peace. This image will be an example of happiness.

Alfred Eisenstaedt by Eduardo Kobra


The content shows powerful emotion and is emphasized by the vibrant background. This
image will be an example of love/passion.

Knee Deep by Kosby


The thin, careless lines outline a head with no face, implying a sense of emptiness to the
viewer. This image will be an example of sadness.

Jay-Z by Jef Aerosol


The subject matters expression shows lowered eyebrows and the dominant color is black.
This image will be an example of anger.

Wall Therapy by Mike Ming

The asymmetrical patterns, unpredictable directions, and complex color combination cause
the viewer to not be able to focus on one single point. This image will be an example of confusion.
Questioning Strategies:
Leading Response Questions [Examples]:
1.) This image makes you feel happy/sad/angry, right?
2.) Does it make you feel anymore complex? Such as joyful/depressed/enraged?
3.) Why do you think this image makes you feel that emotion?
4.) How does the color in this image show that emotion?
Information Process Questions:
1.) Where do you see two of the six elements of art?
2.) What purpose do these two elements serve?
3.) Do these two elements add to or take away from the mood of the image? Why?
4.) Is the entire image simple or complex? Explain.
Productive Questions:
1.) What emotion does each color in the image represent?
2.) How did the artist use expressionism?
3.) How did the artists use of color and emotion add to the expressionism?
4.) What story do you think this image is trying to tell? Use your previous historical
knowledge

to justify your answer

5.) Have you previously seen any other images that remind you of this one? Or that made
you feel the same way?
Lesson Procedure:

The teacher and/or substitute teacher will be required to:


Day 1
1.) [20 - 30 mins Before students arrive] Draw a brief version of what is expected of the
students to complete in their sketchbooks. (This can be done on the board at the front of
the room.) The example sketch should include one prominent color, and exemplify expressionism methods to allow students to visualize what the chosen color means. (Refer to Image Descriptions for mood-color parallels.) Set up pencils and colored pencils at front desk
2.) [10 mins] Show an introductory PowerPoint explaining what qualifies as street art, brief
definitions of each term under the Vocabulary Words for Visual Analysis section, colors
and their correlating emotions, and details of each artist, example, and mood shown mentioned under the Image Description section.
3.) [5 mins] Describe lesson objectives to each student (will elaborate in student procedure)
and overview the task at hand. (Ex: Time limit, content requirements, materials, etc.)
4.) [5 mins] Assign each student a color and allow students to choose what emotion they feel
that color represents. Write down each students color and emotion.
Color-Mood Examples:
Bright/Light Red: Love, Passion
Dark Red: Hatred, Anger
Light Blue: Peace, Calmness, Relaxation
Dark Blue: Depression, Sadness
Yellow: Positivity, Happiness
Light Green: Harmony, Stability
Dark Green: Jealousy

Orange: Energy, Friendliness


Purple: Pride, Romance
Black: Power, Spontaneous, Anger, Depression, Edginess
White: Purity, Stability, Beauty
5.) [25 mins] Pass out pencils and colored pencils and allow students to work on sketch ideas and answer any questions students may have about how to create an idea related to their
assigned color. If students do not finish their sketch in class, they will be assigned to finish
it for homework.
6. [5 mins] Clean up. Students will put colored pencils back at front desk.
Days 2-4
1. [5 mins] Review color-mood correlations and Expressionism on PowerPoint.
2.) [40 mins] Take students to assigned locations on blacktop (4x4) and leave all pastels
and chalk at the center of the blacktop. Supervise students at work and answer any questions they may have without physically improving their project.
3.) [10 mins] Bring students inside to put away materials in designated area at front desk.
Day 5
1.) [35-40 mins] Assign each student to one other students project for the student to review
and evaluate. Let the students write their peer analysis outside so they can view the artwork and write about it simultaneously.
2.) [10-15 mins] Bring students back inside for the last minutes to complete their final paper. Students will finish their paper over night and bring it back for grading the next class.
The student will be required to:
Day 1

1.) [10 mins] Copy down vocabulary terms to refer back to when drawing their sketches
and final artwork.
2.) [5 mins] Based on what they have learned about expression and the emotions related to
color, pick one emotion that relates to their assigned color.
3.) [25 mins] Begin sketching ideas for their final piece using colored pencils and come to
the next class with a finished sketch and any questions.
4. [5 mins] Put pencils and colored pencils away back at front desk.
Days 2-4
1.) [40 mins] Put sketch in assigned 4x4 space on blacktop and perfect it for evaluation
day.
2.) [10 mins] Bring materials back inside classroom and place them in designated areas at
the front desk.
Day 5
1.) [35-40 mins] Review and evaluate their assigned students artwork and write a paragraph about what emotions they felt it portrayed.
2.) [10-15 mins] Go back to the classroom and complete as much of the final paper as they
can. If it doesnt get finished in class, it will be assigned for homework and due the next
class.
Evaluation:
OBJECTIVES

Time/Effort

Worked all of the 3


allotted blacktop
days, detailed preliminary sketch(es)

Worked most of
the 3 allotted
blacktop days,
completed preliminary sketch

Worked little of the


3 allotted blacktop
days,
poor/unfinished
preliminary sketch

Did not work on


blacktop or complete a preliminary
sketch

OBJECTIVES

Peer Analysis

Well thought out


peer evaluation, 35 sentences, detailed explanation
(more than
good/bad)

Thought out peer


evaluation, >5 sentences, good explanation

Not thought out,


not a full paragraph, poor explanation

Did not include in


final paper

Final Paper

1 page long, no
spelling/grammatic
al errors, detailed
defense of how
their assigned
emotion is depicted

1 page long, few


spelling/grammatic
al errors, defense
of how their assigned emotion is
depicted

Not a full page,


spelling/grammatic
al errors, poor defense of how their
assigned emotion
is depicted

Did not turn in

Materials:
- Chalk
- Pastels
- Pencils
- Colored Pencils
- Water (to blend colors on blacktop)
- Plastic bags (if inclement weather occurs)
Resources:
Crochet Mood Blanket 2014. (2008, January 1). The Purple Poncho. Retrieved April 20,
2014,

from http://www.thepurpleponcho.com/crochet-mood-blanket-2014/

MDID - Welcome. (n.d.). MDID - Welcome. Retrieved April 20, 2014, from
https://mdid.cit.jmu.edu
Street Art Utopia: We Declare the World As Our Canvas. (2008, January 1). Street Art
Utopia.

Retrieved March 10, 2014, from https://www.streetartutopia.com

Special Populations: Physical Handicap

These students specific handicaps will vary how the procedure outdoors will change. Students will only be working in a 4x4 area so any students will leg handicap(s) should be able
to reach most of their area from one point on the pavement. If they need to move to detail
certain areas, educator will assist them accordingly. (Helping them in/out of a wheelchair,
assisting them with crutches, etc.)