ZINES

Revised from:
Grade 8 Photo and Paper Arts
Angela Huber
Crescent Heights High
Disciplinary Unit: Art for Arts Sake.
Revised by:
Colleen Davies
ED 3700

C & I for Non-majors Art

Summer Session 2015

Stage 1 Desired Results

Established Goals

Students will:

TRANSFER GOAL
To create a Zine that the student can be proud of, that shows workmanshi
and dedication to the art.

Students will be able to

employ space, proportion
and relationships for image
making.

Enduring Understandings:
Students will understand
that

Students will be able to use

expressiveness in their use
of elements in the making of
images.
The students must have a
completed Zine, and
understand why creating a
zine is important, the
meaning of getting their
voice heard.

MEANING
Essential Questions:
Students will keep considering

Q 1 Who is the audience that will b

reading their finshed zine?
Q2 What message (or non message)
the student are trying to convey with
their art (zine)
Q3 importance of speaking out, t
their voice matters

U1 There is no one way of making

zines
U2 How Zines can let students
express himself or herself through art
making,
U3 All types of art are excepted in
zines
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
Students will be skilled at

History of Zines,
History of the Dada (non) art
movement,
How to create collage

Evaluative Criteria
Performance is judged in terms of

See attached
Rubric

How to create and publish thei

own Zine, with multiple pages
Creating doodle art, using
awareness of space and patter
Expressing ideas through colla
and word choice.
Using photo editing programs
manipulate images of art in or
to make a personal statement.

STAGE 2 Evidence
Assessment Evidence
Students will need to show their learning by:
Transfer Task: a completed Zine with artist statement in the back

Presentation Options: A Zine, with the minimum of 6 pages completed

(including artist statement)
Other Evidence: Planning sketches, Rough drafts

Concept Map
(not every lesson, brain storming only)
Lesson
Ideas/Body Explore, develop, create.
Hook: I know you like to talk, but now we are going to
Art Introduction, talk about the conversation, What is art anyways? Why
To see where
does it matter? Show pictures from different classical
students are at. periods, then show graffiti examples, some cubism, some
whatever, as long as its art.
This project is process based, rather then project based.
Zines

Introduce them to Zines, What they are, and how they

are going to make one based off of the the none art
movement that is based in Switzerland.

1) One History Of 'I have forced myself to contradict myself in order to avoid
Dada
conforming to my own taste.Marcel Duchamp
The fountain, to shock at firstwrite the word dada up on
the board, have students guess at the meaningtell the story
of the artists randomly choosing it by taking a dictionary and
riffling through it and stabbing this word with a knife (see art
history textbook) hobby horse

Will be a test on basic concepts of what Dada is near end

of unit
Some hand on activityperhaps starts looking up dada
artist? Computer lab? Must take research down in
sketchbook. Only basics about the artist, want mostly to
focus on works. What kind of things do they make in the
dada movement? Have a debate about the dada
movment.
Something you might want to speak out about, voice for,
speaker.

2) Dada
Collages/mixed
media, you get to
put stuff
Brainstorm!
together. day
one 60 mins
Personal:
Global:
In school:

Art can help you express emotion. What is most

important conversation you should be having? What is
something you feel you need to speak out about?
Rip and cut images, gather as many as needed. Keep in

mind words are powerful. Start gluing, keep in mind

identity, a powerful life event, use symbolism. (may need
to talk to them about this)
Black and white images to color images. Must cut
out/cover up any branding by commercial media.
(perhaps with the word dada?) No space must be left
uncovered, UNLESS, you have a very good reason, like
balance of your composition.
Materials: Legal Size 8 1/2 by 14, all different colours
including white
Tons of magazines, newspapers, other print media.
3) Dada collages Hook: Show them a few more dada pieces; get the
continued
students interested in the project again.
will possibly take After the collage is mostly done, other media can be
2 more classes, introduced on top around, and then more collage can be
gage where
done if necessary. Demonstrate the paint drip?
students are at. Materials: Fabric scraps (go to fabric stores, beg, start
your own box), lace, buttons, paint, charcoal, ect
These should be kept in a safe place, until the critic.
Have the students go to the thrift store and find an
unusual object.
Artist statement?
Oodles of
Doodles
5) Critic

5) Self
reflection/Artisit
statement

Making a Oodles of Doodles

A book reading day, after the Zines, have been passed
around and copied, reading, what worked well, what
didnt work well ect
On the zine making process

Unit Plan Rationale:

The reason I am choosing to do a unit on Zines, is how they have the potential to
spark the interest of young teenagers. We know that grade eights for the most part,
are more interested in social networking with their peers then learning about art
movements, and techniques. I also thought it would be a great unit to do, because it
is a paper and photo arts class, rather then just a grade eight art class. This project
will give them something hip, that has a great cool factor. It helps that I think they are
a great medium to express yourself, or just whatever thoughts are going on in your
mind at the moment. I really want to give them the sense, which you do not have to
be the best artist to make a great zine. One does not have to draw the perfect
person, or paint the perfect landscape. I hope will give them a sense of pride in their
work, and hopefully spark some great creativity even from those who are not there
by choice.
Zines will give the students the space/means to have a conversation through art
making about what is important to them right at this moment. Whether it is about
something personal, friends, family or something on a global level. It will give them a
chance to have a conversation about what is most important to them right now. It
will be up to the student how raw and honest they want to make it. I am giving some
guidelines at the beginning of the project, and walking through the first 3 lessons
with them. I want to direct them, so they have at least 3 pages planned for them, so
it does not seem like an impossible task. The rest of the pages I am giving them
options for filling, I will be showing them examples, but letting them explore, and
providing massive amounts of resources so they can fill the zine to their liking. This
will let them be creative but give them some direction, so they will not be floundering.
This project also allows for diversity within the students. Those who want to make
more pages in their Zine are welcome to it, or you can stick to the minimun of 6.

Unit Summary (Scope and Sequence):

I want the outcome of this unit, to be a completed Zine, that the students will have
the opportunity to share and trade with friends. I will hook students in the beginning
by allowing them to do research on Zines, and come up with a theme that is
important to them at the moment. I will explain to them in the introduction class
about how many pages should be in their Zine, and how I am going to walk through
the first lessons with them, to insure that they have pages in there Zine. After the
introduction lesson, I will be showing them the Oodles of Doodles lesson, which will
allow all students to feel as if they are artists. The next lesson will be a Collage,
which through examples and explanation they will be able to understand that
narrative happens no matter what images are used. I will have a resource binder as
well as other resources within the classroom for students to look at if they get stuck.
The students will be able to reflect upon their work through an artist statement,
which will be in the back of their zine. They will also have a chance to participate in a
peer reflection with a critic day, where they will be trading and commenting on each
others Zines. After each lesson, they will be keeping the page of their zine they
work on organized in their folder. They will be making plenty of use of their
sketchbook, for coming up with drawings as well as brainstorming for each activity.
By doing this, I will be able to see thought process before the final project. The
lessons are going to be sequenced in a way that is none threatening to the students.
They will be to see the big picture of what they are going to do, but it will be broken
down into manageable steps.

Lesson Summaries of all Lessons

Lesson One Introduction to Art and Me:
A discussion about art, what is, and means to the students. It will take one
period, and will give me an idea where the students are coming from. It
will also give the students some insight into their own thoughts on art. I
will be showing them a slide show of different pieces of art throughout
history, all the way to now with street art. Students will understand the
concept of how people use art (or media) changes through time.

Lesson Two Introduction to Zines:

This lesson introduces the students to the idea of what they are going to
be making and publishing over the next few lessons. It gives them the
6

needed hook to get them into the idea of creating a Zine. By giving them
a chance to research and chose there own theme, they will become more
invested in their work. The next lessons break down the projects, so it
does not seem over whelming to the student.

Lesson Three Oodles of Doodles:

This lesson lets the students experiment with lines, while working with the theme
they have chosen. They will choose a word, which they will write over the paint
splatter. From there they will fill up the rest of the page with doodles, according to
what they want to portray on the page.

Lesson Four Collages:

Learn a bit about the history of Dada; the collages, and speaking out. The students
will go through a creative process when making their collage, and employ space,
proportion and relationships for image making. It will reflect on the theme that they
have chosen

Lesson Five Changing An Image:

In this lesson, keeping with the Dada theme, starting out with an image by Marcel
Duchamp (the Mona Lisa with the moustache.) The students will get to change an
advertisement from popular culture in some way, or a painting from history. They
have to change it so that the image is still recognizable. This lesson integrates
technology and gives students who are great with computers a chance to shine.

Lesson Six Choice Pages:

This lesson they get to choose what medium they are going to use.
I will have a resource binder as well as some books they can get ideas from. This is
the time where they can create a title page to bring their magazine together Some
examples of choice pages are poem or comic, or anything that interests them. I will
be going through different ideas at the beginning of class as well as walking around
during class to make sure they are on task. This will take a few days, until the book
is completed.

Lesson Seven:
The students will be making the final page of their zine, the artist statement ( I will
give out a template.) They will then take this class to put the Zine together. After
these two items are done, the students will get a chance to look at other students
books and Discuss/Critic them in their table groups.

Grade 8 Zine Unit Assessment Plan:

Taxonomy and Content
Taxonomic Level
Objectives
March 15/17
Line
SLOs
Record-A: Shapes may be organic or
geometric.
Record-B: Geometric and organic
shapes can be used to create
positive and negative spaces
Communicate-A: Line can be used
freely and rhythmically to add mood
or movement to a two dimensional
image

Evidence of Learning
Knowledge/
Application/Analysis/
Comprehension
Evaluation/ Synthesis
Sketchbook
Zine Projects
Researching (mind
Intro to Zines and
map) (5%)

Brain storming shown

Doodle Project (10%)

March 18/22/24
Space
SLOs

Mapout how images/use Collage Project (10%)

of media is going to
Investigate-B: Overlapping figures or look. (5%)

objects create an illusion of space in

two-dimensional works
Components 2-C: Space can be
altered or distorted for special
effects in 2-d works
(Art History)
Impact of Images-A: The way people
use art changes through time
Impact of Images-B: Society has
various ways of preserving and
displaying public and private art
works
March 25/29/31

Image Transformation (Art History)

SLOs
Impact of Images-A: The way people
use art changes through time
Impact of Images-B: Society has
various ways of preserving and
displaying public and private art
works
April 1/5
Pick your own Assignments

Image Transformation
Project (10%)
Brainstorming shown
(10%)

Own Projects (30%)

(min 3 pages, One being title page)

April 7/8/12
Critique/Trading of Zines

Artists Statement (10%)

Participation in Class
Critic (10%)

Articulate and Evaluate-C: Discussing the

most appealing or favorite part of a
students own work is part of learning to
talk about art.

All Outcomes
Totals

Sketchbook
20 %

Final Zine (60 %)

80%

Introduction to Art: What is it Anyway?!

There are no mistakes, just creative directions. Adam

This lesson focuses on discussion as a means of a conversation about

art.
Lesson Length: 60 mins

Grade: Paper and Photo Arts 8, Art 7

GLO:
Impact of Images: Students will become aware of the importance
society places upon various works of art

SLO:
Students will understand the concept of how people use art (or
media) changes through time.

Learning Objectives:
1.

Students will understand that art can not be defined with one
definition
2. Students will understand that there are many types of art forms
3. Students will know a brief history of Art through the ages

Materials:

Worksheet
Power point

10

Procedure: Day 1
Introduction: (10 minutes):
Explain to the students that as a new teacher coming into this art classroom, you
are curious about their opinions on art, and what they think it is. Explain to them
that you want them to do a quick write, nothing to long or extensive, just what
they are thinking at the moment. It can be positive or negative thoughts, however
you feel about it at the moment. There is no right or wrong answer. Spelling and
grammar do not matter. Explain that you still ponder these questions yourself, as
a practicing artist.

Activity #1 Quick Writes (10 mins)

Have students write quick writes to answer the following discussion
questions. Write on the board that it doesnt have to be full sentences,
it can be point form, it is just has to get the message across.

Discussion Questions:
1.
2.
3.
4.
5.
6.

What do you think art is?

How do you feel about art?
What would the world be like without art?
Can advertisements be considered art?
Can artists use advertisements in their art? Or as art?
How could you possibly use art to convey a
message ?
7. Are Video games considered art?
Come back together as a class and discuss what you came up with.

Activity #2 Group Discussion (10 mins)

Have students discuss in table groups the following discussion
questions. To form groups have them draw numbers or just give them
numbers. Remind them to listen to their group members, as everyone
is entitled to an opinion. Also remind them, you want them to be
talking about the questions, and to try not to get to far off topic.
Engage them y talking about how discussions are a really important
part of art practice. Explain how in university you have discussion with
your peers all the time, and you think they are mature enough to
handle it.

11

Ask them the following questions about group work: Just as a

reminder Slide in slide show, while they are discussing
What are some good habits for group discussions?
If you get frustrated with a group member what can you do?
Remember that everyone is entitled to their ideas.
Have them pick a spokes person for the end discussion.

Discussion Questions:
8. What do you think art is?
9. How do you feel about art?
10. Does knowing the intention behind a work of art
affect your experience of it?
11. What would the world be like without art?
12. Can artists use advertisements in their art? Or as art?
13. Can advertisements be considered art?
14. How could you possibly use art to convey a
message
15. Are Video games considered art?
16. What freezes your creativity?
17. What fuels your creativity?

Activity #3 Slide Show (10 mins)

Show the students a variety of art from different periods of history.
Briefly talk to the students about each of the images you show, and
how at one time or another, they were all considered art. Allow for
some discussion of select images. Ask: Do you consider this art? Why
or Why not.

Conclusion: (15 mins)

1. Talk about what they learned as a group, have spokes person
briefly go over what they discussed
2. Talk about how they are going to start an epic project next
class.
3. Tell them how they will be in the computer lab next class for
the beginning
12

4. Have them hand in their work sheets.

Introduction to Zine Making

The Secret to creativity is knowing how to hide your sources Albert
Einstein (1879-1895)

Lesson Length: 60 mins

Grade: Paper and Photo Arts 8

GLO:

Communicate: Students will use expressiveness in their use of

elements in making of images
Impact of Images: Students will search for contemporary evidence
relating to themes studied.

SLO:
Concept: The ways people generate visual works can be influenced by
a number of factors.

Learning Objectives:

13

 Students will research themes for their zines

Students will generate a visual mind map of their theme, the
most important conversation that they could be having right
now.

Resources Consulted:
http://wemakezines.ning.com/
http://www.brokenpencil.com/
Whatcha Mean Whats a Zine?!? By Mark Todd and Esther Watson

Materials:

Sketchbooks
Computer lab
Mindmap Worksheet

Introduction: (10 minutes):

Whatcha Mean Whats a Zine?!?
Ask the students if they know what a Zine is. Chances are they wont
but that is ok, they will by the end of this project!
Tell them, because this is a scrap booking class, this is a chance for
them to express themselves through a publication, a mini book.
You do not have to be able to draw prefect people, or paint perfect
landscapes, this project is about creativity coming together with
something that interests you, and you want to/will be able to talk about
for the next few weeks.
Will show a slide show on basic history, and along with image
examples. Explain the parameters and how they will be getting graded
on it.

Body:
Activity #1 Research/ Mind map (25 mins)
**Computer Lab

14

Have them turn off computer screen, take out music, stop
talking.
Motivational speech: In other classes, the teacher gives you
assignment and you work within the boundaries of that assignment.
But in this class, I am giving you a foundation of an epic assignment, a
backbone to build upon. Think about it, as me giving you the supplies
to build a house, and the land upon which to do it. This house can be
whatever you want, from a hut to mansion.
I want you to take this idea I am giving you, and build upon it. I will
be giving you a few projects, which I will talk to you about in the
coming classes to put within the Zine, using your theme (3 of them),
but the other 3 is completely your choice! This is your baby, It will be
as good as you make it.
A piece of advice is, the more raw and honest your Zine is, the easier it
will come together. If you make it about something your passionate
about, something that excites you, or something you want to talk
about.

You want it to be the most important conversation

you can be having right now.
You can speak up about anything, whether it be personal, global, it
can be controversial, it can be banal (everyday).
This is about showing you, that yes, you do have a voice, and what you
say and create IS meaningful.
Fill in Mind Map about Zine ideas in sketchbook. Start With theme in
the middle in a circle. Branch out ideas from circle. Demo on White
board.

Modifications: If the students are having trouble

coming up with a theme for their Zine, Get them to
look through the book, Soul Pancake: Chew on Life
big questions. The questions can lead them in certain
directions they might want to take their Zine.
Have them browse through the approved websites:
15

 http://wemakezines.ning.com/ the photo section, for ideas on

Zines.
http://www.brokenpencil.com/ A zine site, that has now turned
into a magazine
http://www.soulpancake.com/tier/question/news If you need
questions to start brainstorming.

Conclusion: (10mins)
1. Have them walk back to the classroom
2. Explain that you want them to put their mind map into their
sketch books.
3. Explain that you want them to keep thinking about their
theme, and what it means to them, until next class, if they
have time research ideas at home, as well as bring in images,
and pictures.
4. Thank them for how well they did, and how excited you are to
embark on this journey with them.

Zine Projects:
Project # 1 Oodles of Doodles
Every child is an artist. The problem is how to remain an artist once we grow up.
~Pablo Picasso

Lesson Length: 60 mins

Grade: Paper and Photo Arts 8

16

GLO:
Record: Students will examine and simplify basic shapes and spaces
Investigate: Students will employ space, proportion and relationships for

image making

SLO:
Record-A: Shapes may be organic or geometric.
Record-B: Geometric and organic shapes can be used to create positive

and negative spaces

Communicate-A: Line can be used freely and rhythmically to add mood

or movement to a two dimensional image

Learning Objectives:
Students will draw using mixed media to create movement in their doodles
for their Zine
Students will employ knowledge of space and relationships for image
making
Students will experiment with positive and negative space

Resources Consulted:
The Usborne Book of Art Projects
Materials:

Black pens
Markers all different thicknesses
Pre paint splattered papers, from the day before (legal sized)
Pencils

Procedure: Day 1
Introduction: (10 minutes):
Show them artists that doodle, as well as splatter paintings (Jackson
Pollack.) Show some images that use positive and negative space well.

Body:
Activity #1 Word Write (10 min)

17

Explain how they can pick just one word from their theme, give them time to brain
storm and write/ sketch in their sketchbook. Remind them they need to write it so
it fills the page. They can use a thick black marker to do this.
After they have written their word on their splatter page, they can use the media
provided at their tables to doodle around the word, either patterns or
appropriate smaller words that fit with their theme. They should doodle until the
whole page is filled up. Explain they can use the paint to draw around or over.
Be as creative as possible.

Conclusion: (10 mins)

Clean up supplies
Put Project in folder

Project # 2 Collage
"Destruction is also creation." Marcel Duchamp

Lesson Length: 60 mins

Grade: Paper and Photo Arts 8

GLOs
Communicate: Students will use expressiveness in their use of elements
in the making of images

18

 Investigate: Students will employ space, proportion and relationships for

image making
SLOs
Investigate-B: Overlapping figures or objects create an illusion of space

in two-dimensional works
Components 2-C: Space can be altered or distorted for special effects in

2-d works

Learning Objectives:
Students will overlap images to create a collage that relates their
theme of their zine.
Students will understand that use of positive and negative space
can create a more interesting image.

Resources Consulted:
The Art of Collage Geraled F. Brommer
Soul Pancake Rainn Willson
Whatcha Mean Whats a Zine? By Mark Tood and Esther Waston
Jansons History of Art

Materials:

Black pens
Markers all different thicknesses
Legal Sized Paper
Magazines
Gaint Ziplock bags Labeled with their names on them

Procedure: Day 2
Introduction: (10 minutes):
Hook: Have Marcel Duchamps The Fountain up when they walk in.
Dada Images, Show them Collages, Explain how they were used to
speak out, in WW1. Discuss the spirit of Dada, as ant-art, destructive,
humorous, challenging to traditional ideas of 'high art', and show examples. Also
show them other collage images.

19

Body:
Activity #1 Find Images(NO GLUEING)(15 mins)
Challenge the Students to find two Images that talk about two different
things in their works.
Rip and Cut Images that call out to them, storing them in their zip lock.

Activity #2 Sketchbook Planning (30 mins)

Bring class back together
Have students plan out collage, how big whether it will be long or
skinny, have pockets, ect. Get them thinking, with more images.
Have them plan in their sketch book. Tell them, this is not meant to be
a quick process of just gluing images down. It about playing with the
images they have, without gluing on their paper, following what they
like the look of. Making artistic decisions, that follow with their theme.
At this point tell them other media can be used on top of the images if
the decide. Also remind them, that although they are planning it out, to
leave leeway for last min changes!

Activity #3 Making the Collage ( 60-90 mins)

Creating the collage with the knowledge they have learned previously
in the lesson. It should show thought and care.

Conclusion: (10 mins)

Clean up magazines
Put things back
Put images in zip lock
Put collage in folder
Put sketch book away

20

Project #3 Dada Image (Basic Plan)

**Computer Lab needed

Objectives:
Students will have art history knowledge of the art movement Dada.
Students will use an appropriate painting or drawing programs on the
computer to produce their own artwork.
Resources/Materials:
Copies of Leonardo Da Vinci's 'Mona Lisa' and Marcel Duchamp's 'Mona
Lisa' to show the class.
Examples of Dada art works.
A selection of art books with good illustrations.
Computers and relevant softwareScanner(s).
Color printer.

Introduction: (10 minutes):

Hook: Show Da Vinci's 'Mona Lisa' to the class.
Discuss the work, who knows it?
Where have they seen it?
21

 Is this painting famous? Why?

Body:
Show Marcel Duchamp's version of the Mona Lisa with a moustache and beard.
Discuss this image:
How is it different from the first 'Mona Lisa'?
What do you think the artist Duchamp was trying to show by putting facial hair on
this famous painting?
Remind the students that Duchamp was a member of an art movement called
Dada.(Like they were diccussing last class)

Activity # 1:
Tell students they are going to make their own piece of Dada art.
Model the process:
Choose a painting by a famous artist from one of the art books you have
gathered. (or another option is to take a logo from the media and change it, ask
Colleen which she thinks would be better) Scan the image into the computer.
Insert the image into a drawing or painting program and use the toolbox to
'dadify' it.
(show them basic things they can do)
Examples: one of Georgia O'Keefe's Sheep skulls had a line of washing strung
between it's horns, Monet's Waterlilies had a shark fin rising up from them
ominously, and A Raphael Madonna clutched a can of beer.
Individually students are to scan images(get get them from google images and
graffiti them.
Important!! Make sure they do not overdo it. For the act to be funny and
subversive and Dada the original artwork/logo needs to be visible.

22

Project #5: Creating Your Zine Cover

Ask

yourself:
What is the main idea of my Zine?
What does it say about me?
Is there a recurring theme in my pages?
Do I want an image on my cover page?
How can I make viewers curious about what is in my
Zine?
After answering the above questions, can I think of a
title just one or two words that capture the ideas and
theme of my creation?
Should I create a logo that represents my Zine.

23

Activity #5: Creating the Final Page of Your Zine

The purpose of your final page is to answer questions
that people might have about your art. Since you wont
be there to answer peoples questions when they are
looking at your Zine, you will provide them with your
Artists Statement. You will create your artist statement
by answering the following questions:
Why did you make the art that you made?
What inspires you to make it?
What does your art signify or represent?
What is unique or special about how you created
this art?
What does it mean to you?

24