1. Art for Social Change Willow Brook

2. Standards & Grade Level Expectations
Comprehend
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
Reflect
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
3. Interpretation is a means for understanding and evaluating works of art
Create
1. Competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
2. Assess and produce art with various materials and methods
3. Make judgments from visual messages
Transfer
1.The work of art scholars impacts how art is viewed today
2. Communication through advanced visual methods is a necessary skill in everyday life
3. Art is a lifelong endeavor

3. Lesson 1: Visual Culture
Description: In this class students will explore their visual culture by clearly observing and recording their surroundings using available personal technology (cell phones) to create a collage for the purpose of analyzing visual messages from an objective lense.
Media, technology, visual culture, observation and recording subject and objective
Motivation: Using personal technology
History/Culture: Dorothea Lange, Bill Hudson, Steve McCurry

4. Dorothea Lange
Displaced farmers
Great Depression

5. Bill Hudson Associated Press photographer
Army photographer in Korean War
Civil RIghts Movement 1960’s
Parker High School
Burmingham, Alabama

6. Steve McCurry
National Geographic

7. Lesson 2: Storytelling: Who am I?
Description:
In this lesson, students will create a narrative five frame comic strip using drawing or photographs with text to illustrate a story about an event or moment that they felt uncomfortable, angry, or proud in their life. This will help the student get to know themselves and develop their identity by taking a perspective on how to tell their own story.
Motivation: Art 21 video
History/ Culture: Roy Lichtenstein, Faith Ringgold

8. Art 21 “How do artists tell stories in their work?
How does contemporary art reflect and reveal narrative traditions?
How does the art of today record and describe the world around us?”

9. Roy Lichtenstein
American Pop Art

10. Faith Ringgold

11. Self Portrait
Description: In this class, students will create two self portraits with a choice of media. One portrait will be how they perceive themselves in the world, and the second will be how they think the world perceives them. The students will then interview each other about their portraits.
Motivation: Dove video
History/Culture: Frida Kahlo, Cindy Sherman

12. Dove video

13. Cindy Sherman

14. Frida Kahlo

15. Focusing Lens: Perception

16. Prepared Graduate Competencies
Comprehend:
Make informed critical evaluations of visual and material culture, information, and technologies.
Analyze, interpret, and make meaning of art and design critically using oral and written discourse
Reflect:
Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts
Transfer the value of visual arts to lifelong learning and the human experience
Create:
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technique
Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Transfer:
Recognize, articulate, and debate that the visual arts are a mean for expression

17. Unit Standards and Grade Level Expectations
Comprehend:
#1 Visual art has inherent characteristics and expressive features
#2 Historical and cultural context are found in visual art
Reflect:
#3 Interpretation is a means for understanding and evaluating works of art
Create:
#2 Assess and produce art with various methods
Make judgments from visual messages
Transfer:
#2 Communication through advanced visual methods is a necessary skill in everyday life

18. Inquiry Questions
Why do people have different pereptionstions of the same artwork?
Does an artist's personal history and understanding affect their artwork? How to artists express their identity in their artwork?

19. Concepts Portraiture Visual Culture Observing and Recording
Objective/ Subjective views
Narratives
Identity

20. Enduring Understandings
By observing and recording, artists understand visual culture through an objective lense that can result in art.
Narratives can communicate and reflect the identity and ideas of the artist.
Artists express their identity through self portraits in a subjective or objective way.

21. Enduring Understandings
By observing and recording, artists understand visual culture through an objective lense that can result in art.
Narratives can communicate and reflect the identity and ideas of the artist.
Artists express their identity through self portraits in a subjective or objective way.
Conceptual Guiding Questions
How does an artist’s history and culture influence their artwork?
How do artists tell stories in their artwork?
How do artists convey their intended message clearly?
Why can an artwork have multiple interpretations?
How can a person be objective?
Factual Guiding Questions
What is visual culture?
What is the difference between subjective and objective?
What is a comic strip?
What is a personal narrative?
What is a self portrait?

22. Literacy Integration and Vocabulary
Students will use logic and critical thinking about subjective and objective lenses. Dark room process will also require step by step numeracy skills
.Students will use literacy integration through their artist research, in process critique, critique, peer artist interview, writing an artist story andam artist statement.
Students will become familiar with the vocabulary terms visual culture, objective, subjective, and self portrait.