1. “I am Powerful Beyond Measure” What power do you hold?

2. I know I have the power to... I think I have the power to...
What power do you hold?
I know I have the power to...
I think I have the power to...
I wish I had the power to...
Encourage students to consider physical and mental power, the past, present and future.

3. How is the artist demonstrating power in this image?
Kehinde Wiley
Napoleon Leading The Army Over The Alps, 2005.
Possible responses:
Gesture of the person, Gesture of the horse, Camouflage clothing, Bandanna, Sword, Gold/Red Color, Elaborate pattern/frame, Facial expression, The action of climbing up a mountain

4. Where is the “power” in this image?
Helen Frankenthaler
A Little Zen
1970
Pose the question: Where is the “power” in this image? Encourage them to support their responses with evidence. Remind them there is no right or wrong answer.
Possible responses:
In the red dot because it is the most intense color
In the blue because it is the largest colored shape in the image
In the green line because it is curving down onto the blue and red form or because it is on top

5. Which symbols relate to which ideas? Why do you say that?
Royalty Earth, Water, Air Power Leadership
Students should look at the shapes and consider what they look like and how that image relates to ideas below.

6. How do these symbols visually demonstrate the ideas represented?
Royalty Earth, Water, Air Power Leadership
The first symbol is a pagan symbol that is said to represent the wholeness or the three elements. Later it is referred to as a symbol of the trinity.
The second symbol is the Japanese Imperial mon symbol.
The third symbol is an Adrinka symbol (Adinkrahene) from West Africa.
The last symbol is literally the symbol on most power switches for electronics. It is a combination of a 0 and 1 referring to the coding for electronics.

7. How are the representations of power in these two images similar
How are the representations of power in these two images similar? How are they different?
Hans Holbein
Henry the VIII, c.1540
Banksy
Rickshaw Kid, 2010
Students can complete a Venn diagram included in student facing documents. Students should look for formal qualities and conceptual qualities that support the representation of power. They should also consider HOW the power is being represented and from whose perspective the power is constructed.

8. How can you change the position of power of the young boy?
Consider:
Cutting and changing the gesture
Adding drawn in elements or symbols
Creating a pattern with shapes or symbols
Altering size, color, light/dark, and or placement
Copies of this image are included in the student facing materials. They can be cut pasted, colored over, layered in order to change the position of power. Any material accessible can be used.

9. Richard Avedon, Arnold Schwarzenegger 2003
What does the gesture express about the person in the image?
How did the photographer use intentional cropping or framing to capture the photograph?
What angle is the image shot from and what effect does that have on the expression?
At least one group member should be creating a tableau of the portrait while the other team members take turns sharing responses to the questions.

10. Mary Ellen Mark, Beautiful Emine Posing 1965
What does the gesture express about the person in the image?
How did the photographer use intentional cropping or framing to capture the photograph?
What angle is the image shot from and what effect does that have on the expression?
At least one group member should be creating a tableau of the portrait while the other team members take turns sharing responses to the questions.

11. Irving Penn, Miles Davis 1986
What does the gesture express about the person in the image?
How did the photographer use intentional cropping or framing to capture the photograph?
What angle is the image shot from and what effect does that have on the expression?
At least one group member should be creating a tableau of the portrait while the other team members take turns sharing responses to the questions.

12. Gordon Parks, American Gothic 1942
What does the gesture express about the person in the image?
How did the photographer use intentional cropping or framing to capture the photograph?
What angle is the image shot from and what effect does that have on the expression?
At least one group member should be creating a tableau of the portrait while the other team members take turns sharing responses to the questions.

13. Jamel Shabazz, Four Boys 1982
What does the gesture express about the person in the image?
How did the photographer use intentional cropping or framing to capture the photograph?
What angle is the image shot from and what effect does that have on the expression?
Team members should be creating a tableau of the portrait while the other team members take turns sharing responses to the questions.

14. Kehinde Wiley, Two Heroic Sisters of the Grassland, 2011
How they see Kehinde Wiley demonstrating power as an artist?
How is he challenging historical assumptions about power through his paintings?
How is he challenging cultural assumptions about power through his artwork?
How does he use gesture, angles, patterns and formal compositional elements to convey his ideas?
Either of these two videos can be shown:
The first one is a trailer the second is the full length video.

15. Work Period Goals 1
Think about the materials processes and ideas covered in this unit 2
Consider what ideas you care about that wherein you can exhibit a position of power. 3
Document your ideas on the graphic organizer 4
Complete a peer review 5
Revise your sketch if necessary

16. What are these women thinking about?
Kehinde Wiley
The Two Sisters, 2012
Oil on linen
96" x 72"
This activity can be a quick warm up with discussion followed by a pair share or it can be a written warm up using the documents in art.mgart.twosisters

17. 1 2 3 4 Work Period Goals Think about your image of power
Practice with a partner the gesture that relates 3
Work with your partner to capture that gesture 4
Switch roles and repeat with your partner
Students can use what ever materials means possible to capture the gesture of the body image. It may be just a part or a portion of the body. It could be just a fist, the back of a head or a shoe at a specific angle. The idea is that the image relates to the idea of an image of power. The product could be a photograph, gesture drawing, silhouette, traced body or shadow.

18. What symbols do you see in this artwork?
Jean-Auguste-Dominique Ingres
Napoleon I on his Imperial Throne, 1806
The arrows can guide students to start annotating on the annotation worksheet. art.mgart.CS3.ingresannotate

19. 1 2 3 4 Work Period Goals Create a background for your gesture
Draw, cut, trace objects as symbols to support your image of power 3
Do a peer review with a partner 4
Revise your work
Students can use what ever materials means possible to capture the gesture of the body image. It may be just a part or a portion of the body. It could be just a fist, the back of a head or a shoe at a specific angle. The idea is that the image relates to the idea of an image of power. The product could be a photograph, gesture drawing, silhouette, traced body or shadow.

20. How is the illusion of depth created in this artwork?
Cao Fei
Haze and Fog, 2004
Guide students to notice size, placement on picture plane, different values, brightness of colors and overlap.

21. 5 Tricks to Create the Illusion of Depth
Objects that overlap pop out
Light values fade into the background
Objects that are larger pop out
Bright colors pop out
Objects placed near the bottom pop out
Students should be explicitly told visual trick to create the illusion of depth in an artwork.

22. 5 Tricks to Create the Illusion of Depth
Overlap
Value
Size
Intensity
Placement
Students should be encouraged to try to use at least one of these methods during the creation of their mixed media collage.

23. 1 2 3 4 5 Work Period Goals Complete the background for your image
Draw, cut, trace objects as symbols to support your image of power 3
Begin to layout your elements to produce the most dynamic composition and the illusion of depth 4
Do a peer review with a partner 5
Revise your work
Student should be encouraged to do revisions to their work using the rubric and trying to employ at least one of the illusions of depth.

24. Peer Review Standard Meets Approaches Needs Improvement
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
The overall artwork is refined. It has been analyzed and interpreted through the process of peer review and is clearly ready for presentation.
The artwork shows some evidence of revisions. The artwork has been analyzed and interpreted through the process of peer review but still needs minor revisions.
Little or no evidence of revision is apparent or the artwork has not been through the peer review process.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Representation of power is authentic to the students life and demonstrates gained knowledge and or challenges perspectives of power relationships
Representation of power is authentic to the students life but does not demonstrate gained knowledge or challenges perspectives of power relationships.
Representation of power is superficial and does not challenge new perspectives of power relationships
Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Draws upon historical and formal visual representations of power and incorporates throughout the entire composition. Examples: symbolism, gesture, dominance/subordination through line, color, texture, value, space, texture, form.
Draws upon historical and formal visual representations of power and incorporates throughout some of the composition. Examples: symbolism, gesture, dominance/subordination through line, color, texture, value, space, texture, form.
Does not draw upon historical and formal visual representations of power or shows little reference historical or formal representations of power in the composition.
Student should start with a peer review using the final rubric. This is the last studio day for students to complete the artmaking product.

25. Artist Statement Work Period Goals1
Use the Final Product Rubric to self assess
Create an Artist Statement for your Portrait of Power in the text box provided. Cut the box out and display it with your artwork. Use the guiding questions to articulate your response. 2
Revise and Refine your work 3
Do a peer review with a partner 4
Refine and complete your artmaking product
The box on the right should be cut out and posted with the student artwork

26. Debrief the Process Work Period Goals1
Use the Final Product Rubric to self assess 2
Revise and Refine your work 3
Do a peer review with a partner 4
Refine and complete your artmaking product
Give your input on this Cornerstone project by completing the treasure, tinker, trash exercise.
This will give feedback on the process for future implementation.