LESSON PLAN ONE POINT PERSPECTIVE: JUDY BACA, MURALS, AND

COLLABORATION

Teacher:

Jacqueline Abend

Course:

Art I_________________

Unit: Boundaries Topic: One Point Perspective: Judy Baca, Murals, and Collaboration Grade: 9-12
Essential Questions:
1. How are our lives influenced by boundaries?
2. What kinds of boundaries have provoked artists to create?

3. How does art contribute to the breaking down of boundaries?

New Jersey State Standards:

The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the environment affect
issues across time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century. Strand B. Geography, People, and the
Environment. (6.2.12.B.5)

Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment
with forms, structures, materials, concepts, media, and art-making approaches. Essential Question: How do
artists work? How do artists and designers determine whether a particular direction in their work is
effective? How do artists and designers learn from trial and error? VA: Cr2.1.HSII

Daily Performance Objectives:

Knowledge: Identify how art has been used to break down physical boundaries.

Skills: Critical thinking skill: Analyze the difference between public and private artworks.

Understandings: Students will understand the importance of collaboration and working with
others to create something.

Prior Knowledge:

Knowledge: Prior knowledge of murals and public art forms.

Skills: Ability to connect lines to a vanishing point in one point perspective drawing.

Understandings: Communities can be brought together by art.

Slides, projector, sketchbooks, pencils, rulers, 12 x 18 paper, colored pencils, markers, 30 solo cups, 6
rubber bands, string
Time Frame for the Lesson:
Time Frame of
Activity
5 minutes

Student Will

Teacher(s) Will

Show respectful listening skills by

listening to teacher. Respond to teacher
questions about the Berlin wall. Offer
own opinions of the effectiveness of art
and its role in breaking down boundaries.

Facilitate classroom review of Berlin

Wall by asking students the following
questions:

10 minutes

Students will collaborate in groups and

employ teamwork skills to perform the
stimulation activity.

What messages were people trying to

send by making graffiti on the Berlin
Wall?
What do you think is the effect of one
side of the wall being covered in
peoples art and the other being plain?
Was the graffiti made by only one
person?
We can think of the Berlin Wall as a
canvas for West Berliners, but how is
it different from a traditional
painting?
Does it have a different impact
because it is a public work of art?
We know that people were using the
graffiti to express their desire to take
down the wall, but what other kinds
of non-physical barriers were they
speaking against?
Who does art belong to? The person
or institution that bought the art, or
the public?

- Take Attendance.
Explain the simulation activity:

At their tables, students will engage in

a teamwork activity for ten minutes.
The goal is for the group to build a
pyramid out of the solo cups (3 on the
bottom, 2 in the middle, 1 on the
top). Group members cannot touch
the cups with their hands or any other
part of their bodies, even if a cup falls
over or on the floor. Each person
holds onto one of the strings that are
attached to the rubber band and they

use this device to pick up the cups and

place them on top of each other (by
pulling the rubber band apart and
then bringing it back together over
the cups).

Walk around the room to observe groups

progress and teamwork skills during
activity.
5 minutes

Students will share their experiences and

respond to questions about teamwork
and collaboration.

Facilitate review of teamwork activity by

asking the following questions:

5 minutes

10 minutes

Why was teamwork so important for

this activity?
What is so hard about teamwork?
What are some skills needed to be
good at teamwork?
Can you think of any times that artists
have to use teamwork?

Share prior knowledge of murals. Offer

opinions as to how murals, as public
works of art, are different than private
artworks.

Teacher will introduce the concept of

murals to class. Ask:

Share opinions on Judy Bacas work, ask

clarifying questions, and follow along
with discussion.

Share biographical information on Baca.

Does anyone know what murals are?

Do you know any examples?
What is their purpose?
How are they different from other
forms of art? (public vs. private,
reference Berlin wall)
Explain what it means to identify as
Chicana/o
Emphasize bringing together
communities and social activist work

Show slides of various Baca paintings, ask

students to analyze the imagery in her
paintings. Ask students the following:

How does art help connect

people?
What is the difference between
muralists and painters?
What is different about the
location, the sensation, and the
interaction with the art when we
look at a mural compared to a
painting in a museum?

15 minutes

Perform a Visually Literate Analysis on

Baca, use Critiquing Art Worksheets as
aid if needed.

Guide student discussion on Bacas work,

Non-Violent Resistance. Prompt
students to decode the painting by using a
Visually Literate Process:
1.
2.
3.
4.
5.

Look
Observe
Describe
Analyze
Interpret

What message is Baca trying to send

with this mural?
How is Bacas message enhanced as a
mural?
Do you think it would be more or less
effective if it was a smaller painting,
completed by her alone, and hung in a
museum?

15 minutes

Listen to teacher explanation of art

assignment. Offer opinions on work
shown. Ask questions to clarify.

15 minutes

Students will spend the rest of the period

collaborating with their partner on their
mural design. Write up a proposal to
submit for approval.

- Teacher will explain the art assignment

(See Proposal Sheet Below)
- Teacher will show sample for
discussion.
- Split students into pairs and rearrange
seats.
Teacher will walk around answering
student questions, encouraging student
design, ensuring pairs are working well
together, and giving help as needed.

5 minutes

Students will put away sketchbooks.

Announce clean up.

Assessment/Evaluation:

Formative- Mural Proposal Sheets, beginning sketches

Summative- Completed One-Point Perspective Drawings (due next week)

Adaptations

ELL Learners: Giving explanations in written and spoken Spanish and French. Allow ELL students to
sit next to another and work together. Model directly behavior. Use visuals.

Special Needs: Ensure visual accessibility to the screen, provide lower desk during stimulation
activity for access.

Homework: N/A

Name: ___________________________________

Date: _________________________

Mural Proposal
You are an artist. You have been hired by the Mission for Social
Arts and Benevolent Educational Network Development, aka
MSABEND, to create a mural within the community. You will be
creating your mural on a wall that separates the north and south
side of the community. You will be collaborating with another
artist who is also working on a mural on the opposite side of the
wall. MSABEND hopes that your murals will help ease the conflict
between the two sides and bring the people together.
With your fellow artist, spend time to decide the following:
What is the conflict between the north and south side? How can you use
your art to bring the community together? What message are you trying to
send to the people with your mural design? Discuss with your fellow artist
what you want to highlight in your artwork.
Before you begin your murals, you must submit a proposal for approval to
MSABEND. Take the rest of the period to talk with your partner and answer
the questions above. Choose one of you to write and describe your proposal
in the lines below:

Name: ___________________________________

Date: _________________________

Propuesta Mural
Eres un artista. Usted ha sido contratado por la Misin para Sociedad y el Arte y Benvolo para
la Educacin Nacin Desarrollo, tambin conocidos como MSABEND, para crear un mural
dentro de la comunidad. Usted crear su mural en una pared que separa el norte y sur de la
comunidad. Usted estar colaborando con otro artista que tambin est trabajando en un mural
en el lado opuesto de la pared. MSABEND espera que sus murales ayudarn a aliviar el
conflicto entre las dos partes y unir a la gente.
Con su compaero artista, pasar el tiempo para decidir lo siguiente:
Cul es el conflicto entre el lado norte y sur? Cmo se puede usar el arte para unir a la
comunidad? Qu mensaje est tratando de enviar a la gente con su diseo del mural? Discuta
con su compaero artista lo que quiere destacar en su obra.
Antes de comenzar sus murales, debe presentar una propuesta a la aprobacin de MSABEND.
Tome el resto del perodo para hablar con su pareja y responder a las preguntas anteriores. Su
pareja redactar la propuesta en las siguientes lneas:

Name: ___________________________________

Date: _________________________

Propuesta Mural
Eres un artista. Usted ha sido contratado por la Misin para Sociedad y el Arte y Benvolo para
la Educacin Nacin Desarrollo, tambin conocidos como MSABEND, para crear un mural
dentro de la comunidad. Usted crear su mural en una pared que separa el norte y sur de la
comunidad. Usted estar colaborando con otro artista que tambin est trabajando en un mural
en el lado opuesto de la pared. MSABEND espera que sus murales ayudarn a aliviar el
conflicto entre las dos partes y unir a la gente.
Con su compaero artista, pasar el tiempo para decidir lo siguiente:
Cul es el conflicto entre el lado norte y sur? Cmo se puede usar el arte para unir a la
comunidad? Qu mensaje est tratando de enviar a la gente con su diseo del mural? Discuta
con su compaero artista lo que quiere destacar en su obra.
Antes de comenzar sus murales, debe presentar una propuesta a la aprobacin de MSABEND.
Tome el resto del perodo para hablar con su pareja y responder a las preguntas anteriores. Su
pareja redactar la propuesta en las siguientes lneas:

Name: ___________________________________

Date: _________________________

Propuesta Mural
Eres un artista. Usted ha sido contratado por la Misin para Sociedad y el Arte y Benvolo para
la Educacin Nacin Desarrollo, tambin conocidos como MSABEND, para crear un mural
dentro de la comunidad. Usted crear su mural en una pared que separa el norte y sur de la
comunidad. Usted estar colaborando con otro artista que tambin est trabajando en un mural
en el lado opuesto de la pared. MSABEND espera que sus murales ayudarn a aliviar el
conflicto entre las dos partes y unir a la gente.
Con su compaero artista, pasar el tiempo para decidir lo siguiente:
Cul es el conflicto entre el lado norte y sur? Cmo se puede usar el arte para unir a la
comunidad? Qu mensaje est tratando de enviar a la gente con su diseo del mural? Discuta
con su compaero artista lo que quiere destacar en su obra.
Antes de comenzar sus murales, debe presentar una propuesta a la aprobacin de MSABEND.
Tome el resto del perodo para hablar con su pareja y responder a las preguntas anteriores. Su
pareja redactar la propuesta en las siguientes lneas:

Name: ___________________________________

Date: _________________________

Proposition murale
Vous tes un artiste. Vous avez t embauch par la Mission pour la Socit et les Arts et les
Bienveillante ducatif Nation Dveloppement, aussi connu sous le nom MSABEND, pour
crer une peinture murale au sein de la communaut. Vous allez crer votre murale sur un mur
qui spare le nord et ct sud de la communaut. Vous collaborerez avec un autre artiste qui
travaille galement sur une peinture murale sur le ct oppos de la paroi. MSABEND espre
que vos peintures murales et permettront d'attnuer le conflit entre les deux parties et rassembler
les gens.
Avec votre collgue artiste, passer du temps pour dcider ce qui suit:
Quel est le conflit entre le nord et ct sud? Comment pouvez-vous utiliser votre art pour
rassembler la communaut? Quel message essayez-vous d'envoyer les gens avec votre design
mural? Discutez avec votre collgue artiste ce que vous voulez mettre en vidence dans votre
uvre d'art.
Avant de commencer vos peintures murales, vous devez soumettre une proposition pour
approbation MSABEND. Prenez le reste de la priode pour parler avec votre partenaire et
rpondez aux questions ci-dessus. Choisissez de vous crire et dcrire votre proposition dans les
lignes ci-dessous:

One Point Perspective Mural

Name: __________________________________________________

Date: _________________________

You Need:

1. Hold the paper horizontally. Use the ruler to mark off five inches from the
bottom on each side. Using the ruler, connect the two points by drawing
a horizontal line.
5

2. Place the ruler on the horizon line. Mark a vanishing point two inches from
the left of the paper.
2

3. Use the ruler to draw a diagonal line from the vanishing point to the top right
corner, the bottom right corner, and the bottom left corner.

4. Measure and mark 12 inches along the right side of the paper. Connect these
dots to the vanishing point by drawing lines.

5. Measure and mark 18 inches along the top and bottom part of the paper.
Connect these dots by drawing vertical lines until the vanishing point.

6. Use these lines to guide in your placement of objects within your drawing.
Continue to use lines to add more details.