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

Social Issues Lesson 1: Mass 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 are fears formed? - How does fear connect us? - What are the things that our society fears? - What are the things that everyone fears? The first activity will be an introduction of the key concept with an allencompassing discussion with the students on the concept of fear. The discussion will focus primarily on a broad understanding on how fear affects the masses. The first half of the power point will be used to assist the students in understanding this project will target broad fears such as war, poverty, disease, inequality, and famine. The students will split into groups and discuss what fears they share and what fears they believe everyone in the world shares.

B. Learning Purpose The discussion will not only allow the students to recognize similarities with each other and help build the classroom community but help them understand that fear is a basic human emotion. This will enlighten them on their broad fears as human beings and begin the path of art making that is emotionally connected to the artist. Activity 1-1 Homework Each student will bring home and complete a worksheet related to current social events found in newspapers, magazines, and on the Internet that have a connection to the broad fears discussed in class. The student will choose a specific topic from a list of concepts given. (See attached worksheet) Ex: http://www.time.com/time/health/article/0,8599,1948662,00.html Concepts to be explored: - War, Poverty, Disease, Inequality, and/or Famine. Chosen topic will be used later for art-making activity. Activity 2 A. Essential Questions - Why did you choose your concept? - What was the tone of the news article? - How is the news both a positive and negative force for spreading fear? - How has the chosen event affected you? The second activity will focus on the students sharing their respective articles. Each student will share a small summary of their article and answer the questions above as best as they can. The article chosen will be used as the main focus in the art-making activity. B. Learning Purpose The homework and discussion broadens the students awareness to the outside world and how fear affects it as much as it affects them. By finding the article and using it to create their artwork they will be able to generate art that is not just emotionally driven, but factually driven. This art exists because something happened in the world. Activity 3 A. Essential Questions - How does Max Grundy utilize the fear of the masses in his artwork? - What symbolism does Max use that invokes these fears in the viewer? - How does Maxs work make you feel? The latter half of the power point will now be used to introduce the artist Max Grundy and his series of graphic prints that utilizes the imagery of fear. After a discussion of his work the artists Shepard Fairey and Seth Balliett 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 art-making activity, a social awareness poster, 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 Max Grundy as a way to understand how mass fear 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 concept. 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 chosen concept. Activity 3-1 Homework Each student will work on a rough draft drawing of their social awareness poster based on the article 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 article 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 the social awareness poster. Each will recap the story they chose and explain to the other student what their poster is about and what the imagery and text they use stands for. Each student will give the other a critique on his or 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 the social awareness posters. Project will be due at the end of class on the fourth day of work. B. Activity

Students will create a 10x12 inch social awareness poster related to the story and concept chosen for Activity 1-1. The imagery within the poster will be clipped from magazines, news articles, and other sources of visual media that informs on social events. Finished product should be clean and collage pieces should be securely affixed. C. Problem solving Students will turn a news article about a social issue into a work of art utilizing the media that informs us to create it. They must explore what words and imagery best capture their chosen social issue in a single image or set of images. D. Setting Boundaries Scale: 10x12 inch Materials: Black piece of large construction paper, magazine/ newspaper/ visual media clippings. Utilities: Scissors, adhesives (glue sticks, Elmers glue) E. Personal Connection Students are becoming more aware of the events around them and how they are affected and their work can affect these events. F. Interpreting Artwork Students should be able to articulate how the imagery they have created relates to the article and social issue 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 social issue and how their piece addresses it. The rest of the grading will be covered by a rubric. (See attached)

Fear is the Color Yellow Lesson 1: Mass Fear Name ___________________________________ Social Issue Article Give the location of your article (magazine title, volume, issue, or website source):

Give a summary of your article:

Circle which concept(s) your article relates to: War Poverty Disease Inequality Famine

Why did you choose this(these) concept(s)?

How is the social issue discussed in the article caused by fear?

How does the social issue discussed in the article spread fear?

Fear is the Color Yellow Lesson 1: Mass Fear Name ___________________________________ Social Awareness Poster Rough Draft Poster Specifics (Only for final project): 10x12 inches Must contain a line of text Must contain imagery created from news media sources (magazines, newspapers, etc.)

Fear is the Color Yellow Lesson 1: Mass Fear Name ___________________________________ Poster Rough Draft Critique Describe your fellow students poster in your own words:

What does your fellow students poster do right?

What does your fellow students poster 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: