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

Project Integration Lesson 6: Overcoming Your Fear 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 - How do you overcome fear? - Why should your fear be overcome? - What are some stories of people overcoming their fear? The first activity will be a discussion about how fears can be overcome. The discussion will mostly graze the surface of actually overcoming the students fears but its a place to start. The power point will be used to assist the students in understanding this project will address how they can overcome their own personal fears. The students will participate in a group discussion examine ways in which we can all overcome our fears.

B. Learning Purpose The discussion will allow the students to recognize that there are ways in which they can overcome their fears and how it will aid in their lives. We will discuss how this realization can lead to art creation. Activity 1-1 Homework Each student will bring home and complete a worksheet in which they discuss their fear and how it can be overcome. Then they will brainstorm on art that can be made utilizing some of the ideas they wrote down and our precious assignments. Activity 2 A. Essential Questions - What way in overcoming fear do you think was best in your brainstorm? - What piece of art can be created from that idea? - How else can your idea be turned into a work of art? - How can other students ideas be incorporated into your idea? The second activity will focus on the students sharing their ideas. Each student will share the idea they think best for art creation from our previous assignments. B. Learning Purpose The homework and discussion broadens the students awareness of how they can generate their own artwork using their past experiences. By allowing a certain amount of freedom for the last project they are able to generate a work of art that is truly there own. A work based on their personal ideas and created with their own choice. Activity 3 A. Essential Questions - What previous technique will you utilize for your work? - How does this style best capture your idea? The class period will be used to assist in the students finalizing their ideas for their final project. The second half of the power point will be used to remind the students of our previous main artists and their work. They will choose form their brainstorm how to overcome their fear and what project from our previous assignments they will choose to visualize that idea. B. Learning Purpose Again the focus is for the student to have the choice in their artwork and how they want to see their art come to realization. It is up to the student to make sure their art is successful. Activity 3-1 Homework Each student will work on a rough draft drawing of their final project based on their choices made in class. 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 idea 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 ideas. Each will recap the story they chose and explain to the other student what their idea is about and what the imagery 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 stamp and printmaking creation. Project will be due at the end of class on the fourth day of work. B. Activity The student will create a work of art displaying the overcoming of their fear using one of the previous art projects from the class. C. Problem solving Students will turn a moment in their life into a work of art. They must explore what imagery best captures their idea story. D. Setting Boundaries This will be dependent on which project the student chooses. E. Personal Connection Students are utilizing very personal moments in their life to generate artwork and making their own choices on how best to create their artwork. F. Interpreting Artwork

Students should be able to articulate how the imagery they have created relates to the idea they have 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 idea and how their art addresses it. The rest of the grading will be covered by a rubric. (See attached)

Fear (is the Color Yellow) Lesson 6: Overcoming You Fear Name ___________________________________ To Overcome Your Frear Brainstorm a few ways in which you can overcome your fear:

How can you see some of these ideas being turned into works of art using the previous assignments?

Fear (is the Color Yellow) Lesson 6: Overcoming Your Fear Name ___________________________________ This sheet will depend on what each student chooses to do with their project from the previous 5 assignments.

Fear (is the Color Yellow) Lesson 6: Overcoming You Fear Name ___________________________________ Stencil Rough Draft Critique Describe your fellow students idea in your own words:

What does your fellow students idea do right?

What does your fellow students idea 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: