CURRICULUM UNIT PLAN

Unit Theme or Issue: Activism & Transformation Context: Class Periods: Meeting Times: Objectives High School Curriculum 45 minutes 5 days/week Grade Level: 9 - 12th Grade State Fine Art Goals:

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Students will reflect on their own perceptions of themselves, political, social and environmental issue all while listening and taking into account their peers’ similarities and differences. Students will gain an in-depth understanding of what activism is and how they can stand up for their beliefs while learning how to compromise with other people’s differing beliefs within their local, national, and global communities. Students should begin, if not continue towards a deeper level of understanding of themselves and others by approaching the three projects in the curriculum through three concepts designed to facilitate a transformational form of activism. Students will learn how to research controversial issues/topics, discern reliable material and information from blatant and seemingly inconspicuous forms of propaganda.

Projects 1 2 3 Abstract watercolor paintings with intuitive drawings of personally identified pareidolia. Transformational Activism Step 1: change on the inside Activist posters conveying a message that addresses issues students are individually concerned or interested with. Transformational Activism Step 2: change on the outside Art Activism (project form open-ended) students work in groups to research, create and disseminate information or a message about a controversial issue of their choice. Transformational Activism Step 3: create meaningful change through collaboration and compromise

Title of Lesson
Week s 1&2
Transformation al Activism STEP 1 Part 1: What is Activism? Transformation al Activism? Perception? Part 2: Influences over Perceptions and how biases are formed.

Themes / Key Vocabulary
Themes Identity Self-Awareness Perception Activism Vocabulary Activism Transformational Activism Perception Bias Pareidolia Intuitive

Project / Activity

Resources / Artists

Essential Concepts & Questions
Introduction to unit theme of activism and process of transformational activism. Transformational Activism - Step 1 creating change on the inside by investigating

Art Concepts, Terms & Processes
Concepts Abstraction (amorphousness) Transparency Color mixing Layers Multiple Perspective (Cubism) Painting Dry Brush Wet in Wet Glaze Wash Back Wash Splatter Sponge / Stamp Alcohol Using Gravity and/or straws Lifting Tissue Paper

Students will be introduced to the unit theme of activism; understand the definition of activism, components, examples, and real world applications/implications. Students will engage with watercolors using the four designated techniques in order to explore aesthetic preferences in a non-representational way by embracing the unpredictable characteristics of watercolor as a medium. Students will fill their page with abstract and amorphous designs and layers using several techniques with watercolors. Once dry the students will look at their paintings, turning it around in all directions as necessary until they see something within the abstraction. They will draw in/around what they are seeing with black fine point markers using several different techniques to bring out or mark the image and make it clearly visible. Students must not speak to each other about what they might see in someone else’s painting. Critique/Reflections HO

Some Notable Activists Jane Addams Susan B. Anthony Mahatma Gandhi Rosa Parks Mr. Luther King Jr. César Estrada Chávez John Lennon Al Gore Examples of Pareidolia: Cloud - Michael Jackson? Illinois shaped cornflake Dog Belly - Jesus? Potato Chip - Jesus? Cloud - profile of face (rotating images) Cloud – Hand? Cloud – Elephant? Duck? Rorschach Ink Blot Test Plates Determined personality types and specifically personality disorders. Abstract Expressionism Jackson Pollock Lee Krasner Franz Kline Willem de Kooning Multiple Perspective Pablo Picasso Marcel Duchamp

personal biases through abstract expressionism and the psychological phenomena of pareidolia. We need to understand ourselves and the origins of our opinions before we can recognize and appreciate others. Show examples of pareidolia. How does personal subjectivity play a role in pareidolia … if multiple people see the same thing (without prompts from another person) Could you separate yourself from personal bias or preferences when in a debate?

Drawing Contour Line Lost and Found Contour Cross Contour Stippling Hatching & CrossHatching

Critique for project 1 will be held last day of week 1.

Students will be asked to reflect on the representational images that appeared to them and whether they can see patterns in those images that may, or may not, give a sense of a personal bias the student has towards such images. (i.e. anything about their interests, backgrounds, beliefs, etc. that may have come up in their visual findings)

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