Chris Fiore Art 333 9-12th Grade Big Idea: Fear (is the Color Yellow) Focus Area:

Emphasis Area (Printmaking) Lesson 2: Reasons for Mass Fear (Death) I. Conceptual Framework Fear is one of the greatest emotional blocks we as humans have. Fear is what has driven humanity through some of the most profound social changes in our known history. Once fear is explored and faced a person can grow as an individual and become stronger. The lessons shall help the student identify the fears our society shares and their own personal fears through their artwork. Once the fears are known they shall face them, also through their work, and understand why they have these fears and how to overcome them. Through their art we hope to make the student, the artist, stronger as an individual. A. Key Concepts - Fear is a driving emotion of humanity. - Fear is both positive and negative. - We all have our own personal fears. - To know and accept our fear helps to overcome it. - To grow as an individual we must overcome fear. B. Essential Questions - What do we fear? - Why do we fear it? - What do you (personally) fear? - Why do you (personally) fear it? - Why do we overcome fear? - How do we overcome fear? II. Supportive Instructional Activities Activity 1 A. Essential Questions - Why do we fear what we fear? - What is the underlying principle of fear? - What concern of humanity most influences fear? - How can we understand fear as a positive and negative? The first activity will be an introduction to the underlying principle of fear, death. The discussion will not go in depth to understand the concept of death but to how it influences fear. The first half of the power point will be used to assist the students in understanding this project will target how death effects fear and how fear effects death. The students will participate in a group discussion examine what fears we discussed last session are most effected by death.

B. Learning Purpose The discussion will allow the students to recognize one of the underlying principles of fear and how it influences us in the things we fear. Activity 1-1 Homework Each student will bring home and complete a worksheet in which they discuss a moment in their life related to death. This moment must be something the student is fine with discussing in front of the class. Activity 2 A. Essential Questions - Why did you choose this moment? - What was the tone of your story? - How did this moment affect you (positively/negatively/neutrally)? - How did fear relate to this moment? The second activity will focus on the students sharing their stories. Each student will share their story and answer the questions above as best as they can. The student will later use their story to generate their artwork. B. Learning Purpose The homework and discussion broadens the students awareness to how we have all been affected by death and how in some ways our fears have been influenced by it. By using the story to generate work the students can understand how when they place emotional content behind their work relating to moments in their life they have the potential to make deeper art. This art exists because something happened to them. Activity 3 A. Essential Questions - How does James Hopkins utilize death in his work? - What symbolism does James focus on in his work? - How does James work make you feel? The latter half of the power point will now be used to introduce the artist James Hopkins and his series of interior design sculptures that display death. After a discussion of his work the artists Banksy and Peter Gibson will be shown to example the visual cues and techniques that will be used in the art-making activity. At the end of class the artmaking activity, a series of student made stencils used for printmaking, will be introduced in summary to get the students thinking on what their finished work of art will be. B. Learning Purpose The students will be introduced to James Hopkins as a way to understand how death as an underlying factor can be utilized to create artwork. They can observe visual cues he uses that can be in turn used by the student in their own work in relation to their chosen story. The latter artists will be introduced to help the students visualize the piece

of artwork they will create at the end of the lesson and give them early ideas on how best to represent their story. Activity 3-1 Homework Each student will work on a rough draft drawing of the stencils based on the story they chose for Activity 1-1. Details of the art-making project will be revealed to prepare the students for the classes to come. The homework acts to help the student in developing their planning skills and getting them prepared earlier than the true introduction of the final assignment. Activity 4: Critique A. Essential Questions - What does the students work show? - How does the student display their story in their work? - What problems do you see in the students work? - How can the students work be better? The students will pair off and show each other their rough draft for their stencils. Each will recap the story they chose and explain to the other student what their stencil is about and what the imagery and text stands for. Each student will give the other a critique on his/her rough draft. B. Learning Purpose One of the most important things an artist must do is be able to give and take critiques from and for their peers. By working with another student they will be able to have a second pair of eyes to give them ideas on what does and does not work with their idea. The activity will also help the student learn that art can be fluid and does not have to be exactly the first idea they have for it. III. Art-Making Activity A. Procedure Activity 4 will take up the first part of the day in which we begin the art-making activity. Three and a half days of work will be given to stencil and printmaking creation. Project will be due at the end of class on the fourth day of work. B. Activity Students will create at least two 9x12 inch stencils (one or more images and a single word of text) related to the story chosen for Activity 1-1. The imagery within the stencils must be simplified and focus on shapes generating images. Finished product should be clean cut and well crafted C. Problem solving Students will turn a moment in their life into a work of art. They must explore what word and imagery best captures their chosen story.

D. Setting Boundaries Scale: 9x12 inch Materials: Thick stencil paper, white paper for prints, various colors of ink, ink brayers Utilities: X-acto knives E. Personal Connection Students are utilizing very personal moments in their life to generate artwork. F. Interpreting Artwork Students should be able to articulate how the imagery they have created relates to the story they had chosen early on in the lesson. A class group critique will follow the completion of the work where each student will have enough time for his or her work to be discussed. IV. Assessment Each student will write an artist statement about their work giving a summary about their story and how their artwork relates to it. The rest of the grading will be covered by a rubric. (See attached)

Fear (is the Color Yellow) Lesson 2: Reasons for Mass Fear (Death) Name ___________________________________ A Moment Touched by Death Give a summary of your story:

How did this experience affect you (negatively/neutrally/positively)?

How could this moment be generated into a work of art (think broadly on how our experiences can generate work, focusing on symbolism)?

Fear (is the Color Yellow) Lesson 2: Reason for Mass Fear (Death) Name ___________________________________ Printmaking Stencil Rough Draft Stencil Specifics (Only for final project): 9x12 inches Focus on distilling your story into, at the most, three images and single word text (it is best to only find one that fits the story) Image(s) should be simple in form focusing mostly on portraying an image with shapes; these will have to be cut out later on for the printmaking

Fear is the Color Yellow Lesson 2: Reasons For Mass Fear (Death) Name ___________________________________ Poster Rough Draft Critique Describe your fellow students stencil(s) in your own words:

What does your fellow students stencil(s) do right?

What does your fellow students stencil(s) do wrong?

0 Homework
Did not complete Little completion attempted

4
Some amount of completion attempted Work completed poorly

8
Work completed as required

10
Went beyond completion

Score: Project Composition

No organization Did not use proper materials Did not use imagery No text in artwork Little organization attempted Improper use of materials Some amount of organization Some use of required materials Some imagery used Some amount of text Work organized poorly Materials used poorly Noticeably organized Materials used as required Imagery is used as expected Text is used as expected Impressive system of organization Use of materials went beyond expectations Imagery goes beyond expectations Text is used beyond expectations Gave exemplary input

Materials

Imagery

Imagery is not understandable Improper use of text

Imagery used poorly Text used poorly

Text

Score: Critique
Did not speak up during critique Gave no helpful input of any work Gave some amount of input on work Gave poor input on work Gave acceptable input

Score: Class Work Introductory Discussion Rough Critique

Did not speak up during discussion Did not complete Gave no helpful input Gave no helpful input Gave some amount of input Gave some amount of input Gave poor input Gave poor input Gave acceptable input Gave acceptable input Gave exemplary input Gave exemplary input

Score: