Scope and Sequence

Fantasy vs. Reality

Name: Kinley Carty 1

Table of Contents

Overview of Scope and Sequence... 3 Unit I: Identity: Images of me.... 4 Lesson I: Cultural Identity 5 Lesson II: About me memories (WheresWaldo)....... 8 Lesson III: Self Portait: Identity..10 Unit II: Fantasy..13 Lesson I: Handscapes..16 Lesson II: Utopia & Dystopia: Cao Feis Fantasy... 20 Lesson III: Dreamscapes inspired by Surrealism... 21 Lesson IV: Fantasy vs. Reality...23 Unit III: Transformation. ...26 Lesson I: Metamorphosis..27 Lesson II: Challenging Art.30 Lesson III: Self Portrait inspired by Andy Warhol..32 Lesson IV: Transformation Through Costume...34

Overview of Scope and Sequence: The curriculum for this scope and sequence is designed for 9-12 grade students. The students in particular have art class 5 days a week for 55 minute class periods. During adolecence students begin to show signs of independence as well as start to develop strong opinions about themselves, school, relationships, polictics, etc. These opinions begin to shape or possible change the way they think and may even effect the way they live. Students will learn about their own identity and about other cultural identities. Students will leanr how to express their cultural identity through various forms of art. Students will also learn about the realm of fantasy. What fatasy is in relation to reality. Through self exploration these students will learn the difference between fantasy and reality. They will also discover how Surrealism reflects fantasy. Lastly students will learn about transformation and how identity and fantasy realtes to it. They will learn about popular culture as well as self transformation. It is important first for students to understand their own identity in order to be able to relate how they fit into a community, as well as clarify reality from fantasy. This curriculum will help students to be able to understand how great artists, such as Andy Warhol, transform art in different ways, using cultural objects, color, texture & shapes. Since students will learn their Identity, how they fit into a community they will be able to use the ideas of fantasy and transformation to depict art that fits their own Identity.

Unit I: Identity: Images of Me Unit I Overview: This unit focuses on the idea of identity. Through group discussion, writing, sculpture, collage and self portraiture students will understand their personal identity as well as their cultural identity. Essential questions for the unit: Who am I? How is your identity shaped by your culture? Do people in your culture share beliefs that help define who they are? How do you think others see you? How do you see others? How do people transform their appearance as they move from one situation to another? How have you changed your appearance to express a different identity in a particular place or event? Based on this framework: Students will be able to: o Identify the cultural clues found within art forms o Produce works of art that are based on their environments and/or personal experiences o Understand cultural identity and its roles o Identify facets of their personal identities o Create self-portraits o Observe and analyze how race, religion, family and other factors influence the identity of high schoolers and other people.

Rationale: It is important for high school students to better understand their culture and identity. During their high school years students are heavily influenced by many people and are learning to form their own opinions. It is important to influence them to make decisions based on events that have influenced their life and helped build their identity.

Lesson I: Cultural Identity Overview: Through discussion, writing and scultpure students will better understand cultural identities. Duration: 14-55 minute class periods Objective: Students will be able to: o name several identities they sometimes choose. o name ways their identities are affected by their cultures. o identify ways they may change their appearance as they transform their identities. o use broad themes to help interpret artworks. o list characteristics of themselves as ideas for their own art making. Artists/Movement: Ester Hernandez Luis Jimenez Eva Perez Gilbert Lujan Standards Addressed: Standard 1: Understanding and Applying Media, Techniques, and Processes Standard 4: Understanding the visual arts in relation to history & cultures Standard 3: Creating art works through choice of subjects, symbols & ideas. Motivation/Exploration (Supportive instruction activities): Introduction of Artists using Power Point, Slides and Internet Explain culture and identity o Explain that a person's identity is who s/he thinks s/he is. o Discuss ways that we change our identity as we move from situation to situation in our lives. o Next discuss how we can change our appearance as we transform our identities. Have students participate in group dicussion. Students will also be asked to keep a private journal. Questions such as the following may be useful in leading your discussion: o How much is your identity shaped by your culture? Do you sometimes walk, talk, or dress in ways that reflect your cultural identity? (For example, Mexican American, African American, Native American, European American or other, perhaps more specific culture) o Do people in your culture share beliefs that help them define who they are? (for example, ideas about love, death, family, politics, religion, or social issues) 5

o How do you think others see you? o As you get older what are some important ways that your identity is changing? How has your sense of yourself changed since you were in elementary school? How has (do you expect) your identity to change as a teenager? How do you imagine yourself ten years from now? o Think about how you act and feel with your friends at school. Are there situations in which you act quite differently than at school or with friends? (with older relatives, at a job, during a religious ceremony, at home with family, at a sporting event, at a concert, in a museum, on a downtown street, etc.) o In those situations do you feel as if you almost change into another person? (with older relatives, at a job, during a religious ceremony, at home with family, at a sporting event, at a concert, in a museum, on a downtown street, etc.) o How do people transform their appearance as they move from situation to situation? (hairdos, clothing. make-up or jewelry, facial expressions, posture) o Describe ways you have changed your appearance to express a somewhat different identity in some particular place or at some special event? (wearing team colors at a game; dressing up for a wedding or funeral; changing your hair, jewelry, or make-up for a date; or wearing a uniform to work; etc.) o Have you ever pretended to change your identity and transformed your facial expression, posture, and bodily movements to match that new identity? (putting on an act in a Halloween costume; playing a character in a skit or play; or walking or talking like a TV character, movie star, or music performer, etc.) Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Students will be introduced the artists chosen. o Students will begin group discussions about identity. o They will also begin their journals. Day 3-4: o Students will begin researching the culture in which they identify themselves through internet or school library. o Students will begin to think about 5 items they will include in their sculpture that signifies the culture in which they identify themselves. o When brainstorming the ideas of their culture students should consider some of the following: What roles do you play within your family? School? Friends? How do you transform your appearance for different roles? How do you see yourself as a young man/woman? What personal qualities do you strive for? o Students will begin a set of three sketches of their sculpture. 6

Day 5-6: o Students will finalize the three sketches. o Another group discussion will occur to share ideas about objects/culture chosen. o Things students should consider in discussion groups that will be written on the board: Do we define ourselves through the roles we play, cultural traditions, our beliefs about life and death or the people we love? Day 7-12: o Students will create their sculptures with the 5 items they chose. o Students will be allowed to use other mediums such as painting and clay within their sculpture. Day 13-14 o Students will share their sculpture with the rest of the class. o Why they chose the objects and other medium and if it directly related to the cultural theme they identified themselves with or not. Supply List, Teacher Resources: Power Point Internet use Library Students will be responsible for the 5 items Sketch paper Assessment Plans: The rubric includes 5 different categories: o 1: Participation in group discussion o 2: Preliminary sketches o 3: Journal o 4: Effort, efficient use of class time, developed idea & complete project o 5: Craftsmanship, skillful use of media The project will be worth a total of 50 points. The grading scale is as follows: o 10= excellent o 9-8= good o 7= average o 6 & under= needs improvement

Lesson II: About me memories (Wheres Waldo?) Overview: Through collage students will explore the realm of narrative art. Students will also be able identify narrative art. Duration: 14-55 minute class periods Objective: Students will be able to: o Identify cultural cues found within art forms o Produce/ Explore works of art based on their environment-personal experiences. o Create a work of art about self o Recognize how technical elements affect works of art. o Use elements and principles of desing effectively. Artists/Movement: Hieronymus Bosch Standards Addressed: Standard 2: Using knowledge of elements of art & principles of design Standard 1: Understanding & applying media, techniques & processes Standard 4: Understanding the visual arts in relation to history & cultures Motivation/Exploration (Supportive instruction activities) Show examples of narrative art. Look for cultural clues in narrative art by Hieronymus Bosch Present images of Wheres Waldo Compare and contrast the two Students will fill the composition with memories from childhood until now. Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Introduction of narrative art o Discussion of cultural cues and the identification of those cues in Hieronymus Boschs work. o Introduction of Wheres Waldo o Compare and Contrast the two. Day 3-4: o Brainstorm: Students will be asked to list 20 things about themselves. They can include hobbies, family, events, likes, dislikes, etc. From that list of 20 students will be asked to narrow it down to 16. o Students will then fold a 12 x 18 paper into sections creating 16 different areas. 8

o They will then create sketches of the 16 items they chose. o They will be allowed to bring magazines or work from real pictures but cannot use the picture. Day 5-6: o Students will work on drawings. Day 7-13: o Students will finish drawings o Once drawings are complete students will then cut each individual drawing out o Students will then receive a 9 x 12 piece of construction paper o Students will create a collage on this paper from the drawings they cut out o Students will then draw a grid on top of the collage created on the construction paper. o Students will enlarge collage onto a 18 x 24 piece of paper. In the negative space students will incorporate patterns/ shapes to unify. o Should be finished in color Day 14: o Students will share their finished product with the class

Supply List, Teacher Resources: Wheres Waldo books Internet access Pencil Fine point markers Colored pencils White drawing paper Assessment Plans: The rubric will include 5 categories: o 1: Sketches and planning o 2: Composition filled with images representing memories o 3: Composition has unity through use of color, shapes, patterns. o 4: Effort: took time to develop idea & complete project? (Didnt rush.) Good use of class time? o 5: Craftsmanship Neat, clean & complete? Skillful use of the art tools & media? This project will be worth a total of 50 point. The grading scale is as follows: o 10=excellent o 9-8=good o 7= average o 6 & under= needs improvement

Lesson III: Self portrait: Identity Overview: In this lesson, students will explore how factors such as race, religion and family shape a persons personal identity. They will then create self -portraits made up of objects, symbols and/or imagery that represent various parts of their identities. Duration: 14-55 minute class periods Objective: Students will be able to: o Identify facets of their personal identities. o Observe and analyze how race, religion, family and other factors influence the identity of a high school student seen in a series of video clips. o Create self-portraits made up of objects, symbols and/or imagery that represent key elements of their identity. o Explain what objects they included in their self-portraits and how they relate to their personal identities. Artists/Movement: Self Portraiture Exploring Identity Standards Addressed: Standard:6- understands connections among the various art forms and other disciplines. Standard:1- understands and applies media, techniques and processes related to the visual arts. Standard:3- knows a range of subject matter; symbols and potential ideas in the visual arts. Motivation/Exploration (Supportive instruction activities): Explain that the class will examine issues related to identity in greater depth by watching a series of video clips from the film Off and Running. Pass out a viewing guide and have students respond to the questions on the handout as they watch the video clips. Videos depicting various culture/ identities: o Clip 1: I Sent a Letter to My Birth Parents (length: 2:39) The clip begins at 4:28. It ends at 7:07 o Clip 2: Letter From Averys Birth Mother (length: 1:30).The clip begins at 10:30. It ends at 12:00 o Clip 3: Jewish Elementary School Reunion (length: 3:11).The clip begins at 14:24. It ends at 17:45. o Clip 4: I Can Create Who I Want to Be (length 1:03). The clip begins at 50:57. It ends at 52:00. 10

Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Introduce videos 1 & 2 o Group discussion Day 3-4: o Introduce videos 3 & 4 o Group discussion o Writing response to the question Who am I? Day 5-6: o Ask volunteers to share what they have written. Point out the factors of their identities that seem to have played a key role in shaping how they see themselves, such as race, gender, nationality, activities (e.g., sports or music),religion, culture, key life experiences, etc. Day 7-13: o Students will create a series of three sketches of themselves. o Each student to create a self-portrait made up of objects, symbols and/or imagery that represent key elements of his or her identity. o Students can create these self-portraits using whatever medium they choose, including graphic software on the computer, magazine cut-outs, drawing, 3-D sculpture, modeling clay, etc. Day 14: o Students will share their finished product with the class. Supply List, Teacher Resources: Internet access and equipment to show the class online video clips Various types of medium. Sketch paper Assessment Plans: The rubric will include 5 categories: o 1: Sketches and planning o 2: Video notes o 3: Composition includes objects, symbols, and/or imagery that represents key elements of students identity. o 4: Effort: took time to develop idea & complete project? (Didnt rush.) Good use of class time? o 5: Craftsmanship Neat, clean & complete? Skillful use of the art tools & media? This project will be worth a total of 50 point. The grading scale is as follows: o 10=excellent o 9-8=good o 7= average o 6 & under= needs improvement

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Unit II: Fantasy Unit I Overview: This unit foucuses on the realm of Fantasy. Through observation, research and writing students will learn about fantasy, reality and Surrealism. Surrealists worked from the unconcious. Their works reflect fantasy as well as dream. By linking fantasy, reality and Surrealism students will learn to set realistic goals for themselves. Essential questions for the unit: What is Fantasy? What is Reality? What is Dreamscape? How do Fantasy and Reality realte? How do they Differentiate? What is Surrealism? What artists are involved in Surrealism? Based on this framework, Students will demonstrate the concepts of perspective and complex/organic shapes by including these in their studio art project. Students will identify the characteristics of surreal artists. Students will produce collage with a variety of recycled paper materials. Draw hands from life observation Combine realistic hand drawing in fantasy "scape Utilize elements of design - show good composition skills/principles of design - value shading The students will learn that each person has their own unique idea of what fantasy and reality are and that the formation of those two worlds is based off of their own personal experiences (social, cultural, family life, etc.). Students will learn the benefits of using fantasy through imagination and creativity. Students will learn do interact in group discussions. Rationale: It is important for the 10th grade students in rural Quapaw Oklahoma to learn about fantasy so that they can understand the differences between it and reality. They must know that some fantasies can be an abtainable reality. A majority of children in this community pretty much live in a fantasy world because they live in poverty. Because of this they they often have unrealistic expectations. For instance you have student who performs well academically but comes from a long line of poverty so the chance that the will actually be successful are limited.

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Lesson I: Handscapes Overview: Through observation and drawing students will better understand human anatomy as well as surrealism and in particular dreamscapes. Duration: 14- 55 minute class periods Objectives: Students will be able to: o Draw hands from life - observation o Combine realistic hand drawing in fantasy "scape o Utilize elements of design - show good composition skills/principles of design - value shading Artists/Movement: Salvador Dali Rene Magritte Brad Holland (fantasy imagery) Standards Addressed: Standard 2: Utilize Elements of Design Standard 1: Understand Rendering Techniques Standard 6: Incorporate Research of anatomy into Drawings Motivation/Exploration (Supportive Instruction Activities): Demonstrate careful drawing from observation. Review shading techniques. Introduce Surrealism and Fantasy Art using Power Point, Slides, Internet and Books. Students will use books in the classroom and will have a homework assignment researching artists on the internet. Optional: Introduce students to hands in art and discuss the expressive qualities used by the artist. Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Students will begin by drawing their own hands. o When the drawings are complete they will be reviewed in a class critique. o The main challenges the students had will be addressed in this discussion. Day 3-4: 13

o Students will begin researching anatomical properties in the hand from anatomy books as well as art books. o Students will use this research to complete three sequential drawings. o The three drawings will be reconstructed from an existing anatomical study from one of the books. o The hands must be the same pose for all three drawings. 1st step- draw the skeleton 2nd step- skeleton with muscles 3rd step- the hand as we see it o During this phase it is important to facilitate the students abilities to apply the principles and elements in which they have learned thus far. Record shapes first Break shapes down using overlapping Emphasis on line & size Day 4-5: o Now students are equipped to start drawing their own hands. o Students must complete two separate drawings: 1st attempt drawing should be observational 2nd attempt students must include what they learned from the anatomical studies. Day 6-9: o Students have no more than 3 days to research and come up with ideas for an environment in which they will place their hands. o The environment they choose must include: Hand must be the prominent object Must feel unusual or unexpected in that environment The hand must be interacting with that environment Day 10-14: o Students will use this time to conclude their drawings in class.

Supply List, Teacher Resources: White drawing paper Pencil Anatomy books Power Point Internet access Optional: o Transfer paper o Colored pencils 14

Assessment Plans: The rubric will include 5 different categories: 1: Preliminary sketches & observation 2: Original Composition & use of design principles 3: Rendering 4: Effort, efficient use of class time, developed idea & complete project 5: Craftsmanship, skillful use of media & tools The project will be worth a total of 50 points and the grading scale for each of the categories will be as follows: 10= Excellent 9-8= Good 7= Average 6 & under= Needs Improvement

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Lesson II: Utopia and dystopia: using Cao Feis Fantasy Overview: This lesson is about creating a personal utopia and dystopia using a digital print in Photoshop. This will help 10th graders by contrasting the relationship between virtual world and real world. Duration: 13- 55 minute class periods Week 1-Preparation Week 2- Studio work time Objectives: Students will be able to: o Explain the differences between that of utopia and dystopia o Showcase their vision of what these two fantasy worlds look like o Describe in detail what their fantasy worlds contains and why their worlds constitute a utopia and a dystopia Artists/Movement: Cao Fei Key Concepts/ Vocabulary: o Cao Fei through a blend of documentary and magical realism, investigates various aspects of role play. o Ex: costumed youth and their families (Cosplayers), workers dreams come to life at a Siemens light factory (Whose Utopia), the simulated romance between avatars (RMB City), the virtual world of Second Life. o Utopia-An imagined place or state of things in which everything is perfect. o Dystopia- An imagined place or state in which everything is unpleasant or bad, typically a totalitarian or environmentally degraded one o Fantasy- The faculty or activity of imagining things that are impossible or improbable. o Reality- The world or the state of things as they actually exist, as opposed to an idealistic or notional idea of them: "he refuses to face reality". Standards Addressed: Standard 6: Connect concepts used in other disciplines with the visual arts. Standard 3: Evaluate and defend the validity of sources for content in works and appraise the manner in which such content is used. Standard 1: Apply media techniques and processes with sufficient skill, confidence, and sensitivity that students intentions are carried out in their artworks. Motivation/Exploration (Supportive instruction activities): 16

Day 1: 40 minutes o Greeting: Good morning students. There will be no class today! Today is a free day you can do what you would like. I brought movies and popcorn and video games. Also everyone will get an A for today (wait for response). Doesnt this sound like a great fantasy? Unfortunately I am just joking. o Question: o Wouldnt life be great if everything went the way you wanted it to? o Have you ever wished you could transport yourself to another world? o Have you ever wished that you could go to a perfect world? Groups: o Quietly get into groups of 3; each group will need a large piece of paper and markers. o You have 5 minutes to sketch out what a perfect world would look like. You may also write down things that may be included in that perfect world. After the groups have finished sketching their perfect world they will then have 5 minutes to think of the opposite world, a world that is negative or horrible. Questions to consider for a perfect world: o Who would be there? o What would everyone look like? o What specific objects would be in this perfect world? Questions to consider for a negative world: o What would a negative fantasy world look like? o What would it feel like? o Who would be in this negative world? o How would they look and act? Groups: After each group is done we will gather as a large group and share what each group has done. We will compare and contrast some of the key words that the groups used as well as phrases and pictures. Demonstration: Day 2: 50 minutes This unit will focus on the art work of Chinese artist Cao Fei. Cao Fei is a prime example of an artist that works directly with utopia/dystopia and fantasy. She has created her own utopia through that of her virtual world called RMB city. Students will create their own personal utopia and dystopia using Photoshop. They will need to collect 5 images to represent each topia. They can gather this information from the internet or personal photos. However, the images must be saved onto the computer or a removable data storage device. Each topia will be completed using Photoshop in a collage like format. Students will also create a figure for each topia, their own personal avatar. o For reference they will have access to the slide show about Cao Feis work, and techniques used in creating her own figures (avatar). 17

o Questions: How many people have used Photoshop before? I will provide a demonstration on how to use Photoshop and how to cut out figures found on the internet, how to size different figures, change contrast/saturation, insert personal pictures and scan in objects. I will be available to answer any questions that students may have. The end product will result in two different landscapes: one utopia and one dystopia.

Studio Experiences, Problems, Media (Art making instructional activities): Students activity/Process: Day 3- 5, Week 2: 50 minutes Day 1: o Students will break into groups and sketch their ideas of what a utopia and dystopia look like. o Students will enact prior knowledge: Who knows what utopia is? Who knows what dystopia is? o Introduction of the utopia/dystopia project Day 2: o Ask guiding questions: What does fantasy mean? How does it connect to the idea of a utopia/dystopia? How might our desires shape our ability to imagine? What role does technology play in our wish fulfillment? Day 3: o Class demo in the computer lab to introduce Cao Feis RMBcity.com o Students will start sketching ideas/ thoughts in their sketchbooks. They will need at least 5 sketches of their worlds or items in their world. Day 4: o Class will work in the computer lab/ Demo on Photoshop o I will answer any questions students may have Day 5: o Students will meet with me individually (while others work on project) to discuss their ideas of utopia/dystopia o Once I approve their project the students may begin to gather materials, work on images, scan images, etc. Week 2: o Studio time will be given to work on/ finish project in computer lab. Final Day: o Each student will open their utopia/dystopia files on their computers and allow all other students to view it. o Once every student has had the chance to view their classmates work we will have a small discussion. o Students will be asked to describe their favorite utopia and why. 18

o Repeat process for dystopia. o At this time students will be asked to hand in an artist statement and sketchbook for final grading. Supply list, Teacher Resources: Sketchbooks Large piece of paper Markers/other writing materials Computer with Microsoft Word Printer 5 images that represent each topia (5-utopia, 5- dystopia) Projector Computer/ internet access Photoshop Scanner Assessment Plans: The rubric will include 5 different categories: 1: Preliminary sketches & observation 2: Original Composition & use of design principles 3: Rendering 4: Effort, efficient use of class time, developed idea & complete project 5: Craftsmanship, skillful use of media & tools The project will be worth a total of 50 points and the grading scale for each of the categories will be as follows: 10= Excellent 9-8= Good 7= Average 6 & under= Needs Improvement

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Lesson III: Dreamscapes inspired by Surrealism Overview: This lesson is about creating a surreal dreamscape through the use of collage. This will help students better understand the concepts of perspective and the use of complex/organic shapes. Duration:6- 55 minute class periods Objectives: Students will identify three characteristics of artworks produced by Salvador Dali during the assessment of the lesson. Students will demonstrate the concepts of perspective and complex/organic shapes by including these in their studio art project Students will identify the characteristics of surreal artists. Students will produce collage with a variety of recycled paper materials Artists/ Movements: Salvador Dali Standards Addressed: Standard 4: Identify works from the Surrealist art movement. Standard 2: Identify and use positive and negative space in twodimensional work. Standard 2: Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value contrast) Motivation/ Exploration (Supportive instruction activities): Vocabulary/Terminology: o Surrealism- a movement in art and literature in the 1920s, which developed esp from dada, characterized by the evocative juxtaposition of incongruous images in order to include unconscious and dream elements. o Decoupage the art or technique of decorating something with cut-outs of paper, linoleum, plastic, or other flat material over which varnish or lacquer is applied. o Collage- a technique of composing a work of art by pasting on a single surface various materials not normally associated with one another, as newspaper clippings, parts of photographs, theater tickets, and fragments of an envelope. o Dada- a nihilistic artistic movement of the early 20th century in W Europe and the US, founded on principles of irrationality, incongruity, and irreverence towards accepted aesthetic criteria. o Subconscious- the totality of mental processes of which the individual is not aware; unreportable mental activities. o Dreamscape - a dreamlike, often surrealistic scene. 20

Motivation- Looking and Talking Activity: o Students will read and discuss an article describing an anonymous persons dream account in a small group. Each member of the small group will verbally participate but only one member needs to write out their answers to the following questions during small group discussions. o List any symbolic content of the dream that might be represented in a surreal dreamscape. o What were your general impressions of the dream? o What kinds of worries or obsessions do you think the person who had this dream might have been having? o Were there any particularly odd events or ideas that seemed to be consistently present within the dream? o Students will then choose one person from their small group to present their findings to the larger class after their small group has completed the questions.

Studio Experiences, Problems, Media (Art making instructional activities): Day 1: o I will present the lesson first by showing a Power Point about Surrealists and the Dada movement. o Students will participate in the discussions about dreams in their small groups after each small group reads the sample dream and answers the questions that are included with the worksheet. o The appointed members of the small groups will share their written responses to the larger class. Day 2: o I will show the Power Point about dreamscape collages. o I will demonstrate application techniques used in paper collage. o A brief Power Point about perspective will be viewed prior to the distribution of magazines, glue and paper for the studio project. Day 3-6: o Students will be given the remainder of the week to complete their collage art assignment Supply list/ Teacher Resources: One computer lap top Projector for viewing computer video, CDs and DVDs Power point about Surrealist artists and the Dada movement. Power point about a variety of different perspective types Slide show depicting a variety of collaged dreamscapes A variety of magazine Scissors White all-purpose glue and Mod Podge (matte) A piece of paper or scrap tag board Assessment Plans: 21

The rubric will include 4 different categories: 1: Preliminary sketches & implementation of characteristics of surreal artists 2: Original Composition & use of design principles (perspective and complex/organic shapes) 3: Effort, efficient use of class time, developed idea & complete project 4: Craftsmanship, skillful use of media & tools The project will be worth a total of 0 points and the grading scale for each of the categories will be as follows: 5= Excellent 4-3= Good 2= Average 1= Needs Improvement

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Lesson IV: Fantasy vs. Reality Overview: Students will learn the differences in fantasy and reality through group discussion as well as individual writing. Students will also learn to create their own version of fantasy and reality using the medium of their choice. It is important for 10th grade students to learn this because they need to realize that each person is unique and their fantasy is based off of their own personal experiences and that some of their fantasies can come true if you strive to achieve goals that you set for yourself. Duration: 9- 55 minute class periods. Objective: The students will learn that each person has their own unique idea of what fantasy and reality are and that the formation of those two worlds is based off of their own personal experiences (social, cultural, family life, etc.). Students will learn the benefits of using fantasy through imagination and creativity. Students will learn do interact in group discussions. Students will create their idea of fantasy and reality through the medium of their choice. Artists/Movement: Fantasy movies o Avatar o Lord of the Rings o Superman Standards Addressed: Standard 1: Use of different techniques and mediums. Standard 6: Critical writing/ journal entries. Standard 6: Differentiating and relating Fantasy and Reality. Motivation/Exploration (Supportive instruction activities): Day 1: o Introduction of movie clips from fantasy based movies such as Avatar, Lord of the Rings & Superman o Students will break into groups to discuss their ideas of fantasy. They will also discuss that of reality. Students will be asked to write 3 of their fantasies in their journals. When writing their responses students need to consider three questions: Can fantasy and reality coexist? How can we make our "wildest dreams" come true? 23

o We will discuss what the difference between fantasy and reality are for the students can give them examples of what my own fantasies were as young children. Then show them how those fantasies can exist in the real world. o Students will then be instructed to draw their fantasy on a blank piece of paper. While doing so they will have time to walk around and take note of what other students have done. o Once they are finished, I will ask for volunteers to describe their fantasy to the class. The class will then discuss how that particular fantasy can exist in the real world. o After a couple of examples are discussed, students will then be asked to draw some sketches of their fantasy in reality. After this portion of the drawing is finished I will allow each student time to write a reflection on how fantasy and reality coexist. Studio Experiences, Problems, Media (Art making instructional activities) Day 2-5: o The students will start the project by dividing their paper in two by drawing a line either horizontally or vertically across the page. o The students will then create their own fantasy world on one half of the page. o After some time to create their fantasy picture, the students will reflect on how they can make that fantasy come true in real life. Day 6-9: o Then one the blank section, the students will draw how their fantasy can exist in reality. For example, if a student's fantasy is to fly, they can draw a picture of themselves as a pilot or skydiving. o After they complete both pictures, the students will write a reflection on how fantasy and reality can coexist. o This project can therefore count as a journal entry. Supply list, Teacher Resources: Watercolors Colored pencils Crayons Markers Photoshop Clay T.V. DVD Player 24

Power point Slides

Assessment Plans: The rubric will include 4 different categories: 1: Preliminary sketches & observation 2: Original Composition & use of design principles 3: Effort, efficient use of class time, developed idea & complete project 4: Craftsmanship, skillful use of media & tools The project will be worth a total of 40 points and the grading scale for each of the categories will be as follows: 10= Excellent 9-8= Good 7= Average 6 & under= Needs Improvement

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Unit III: Transformation Unit I Overview: This unit will focus on the realm of transformation. In particular it will focus on the Dada & Pop Art movements. Students will learn the techniques used to transform everyday objects into art. Students will also learn how to transform themselves through costume. Essential questions for the unit: What is happening in popular culture today? What is considered art? Can art be made from a ready made object? How does popular culture effect art? Or you way of thinking of art? Does stereotyping effect art? Based on this framework, Students will be able to: o Identify art from both the Dada and Pop Art Movements o Understand techniques used by the artists from this movement. o Understand Stereotyping o Understand how readymades can be transformed into art o Formulate their own opinions of art o Understand transformation of an object of person

Rationale: High school students are completely engulfed in popular culture. By focusing on something that they are already interested in students are more apt to stay focused. It is important for students to understand transformation because they too are going through transformation into adulthood.

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Lesson I: Metamorphosis Overview: Students will select an inanimate object and turn it into an animate object in four steps. Preliminary sketches may be used to complete a value rendered drawing. Students will find realistic image in books from the school library OR bring in photographs from home. Duration: 10-55 minute class periods Objective: Explore a student's technical proficiencies. Transforming one object to something completely different. Learning rendering techniques. Artists/Movement: Mark Moilanen Yoske Nishiumi Standards Addressed: Standard 6: Making connections between visual arts & other disciplines Standard 2: Using knowledge of elements of art & the principles of design. Standard 3: Creating artworks through choice of subjects, symbols & ideas Motivation/Exploration (Supportive instruction activities) Present the Idea of Metamorphosis - "a complete or marked change of physical form, structure, or substance" - " something that has gone through a complete or marked change" - "a complete or marked change in the form of an animal as it develops into an adult, for example, the change from tadpole to frog or from caterpillar to butterfly" Show examples of metamorphosis in nature (science integration). Students can brainstorm on other occurrences in nature. Show some everyday objects o What do they remind you of in shape? o Do they resemble any natural form? Demonstrate a common object transformation - suggest the two objects should have something in common - some kind of connection. o Maybe demonstrate a sunflower changing to a light bulb. Instruct student how to find images from books.

Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Brainstorm: Think of some transformations you might want to make. o List the organic/natural object and what it could transform into. 27

o The goal of the assignment is to have each student evolve the inanimate household object (e.g., blow dryer, pliers, clothespin, can opener, night light) into an animate object (e.g., anteater, salamander, wolf, dragonfly, whale). o This evolution--or "metamorphosis"--from inanimate to animate is expressed with pencil on paper. o Open up the classroom for a group dialog. The purpose of this exchange of ideas is for students to share what animate objects they think each of the household items could possibly "turn into". Opening up this dialog to all classmates can establish a remarkable environment--fueled by imagination, discovery, and opportunity. Day 3-4: o Find images sources: Students will find an image source for object in a book or take a photograph from home if using a pet. o Students will be allowed to bring 2 objects. o Allow ample time for each student to hold, feel, and stare at the household item they have decided will serve as the inanimate object (stage 1) of the drawing. o Make some rough sketches of how the transformation might take place - thumbnails on newsprint. o Provide each student with a sheet of 9x24 inch white paper. Cut a standard-sized sheet of 18x24" in half and glue the ends together. o Instruct students to fold the paper in half lengthwise, and then fold again to make a total of four compartments measuring 6x9". Day 5-10: o Draw metamorphosis -Work from images sources and original rough sketches. Change natural object in four drawings. o Outline in fine point marker. o Complete as fully rendered value study drawing in choice of media.

Supply List, Teacher Resources: Nature books for reference Newsprint Drawing paper Pencil Finepoint Markers Various media Assessment Plans: The rubric will include 5 different categories: 1: Preliminary sketches & observation 2: Logical transformation - four steps including original and final object. 3: Skill in rendering images. 4: Effort, efficient use of class time, developed idea & complete project 28

5: Craftsmanship, skillful use of media & tools

The project will be worth a total of 40 points and the grading scale for each of the categories will be as follows: 10= Excellent 9-8= Good 7= Average 6 & under= Needs Improvement

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Lesson II: Challenging Art Overview: Lesson will focus on the transformation of every day obejects. In this lesson students will consider their own criteria for something they consider art, and then explore works that may challenge that definition. Duration: 14- 55 minute class periods Objective: Students will be able to: o Consider their own definitions of art o Consider how Dada artists challenged conventional ideas of art o Will be introduced to readymades and photograms Artists/Movement: Dada Marcel Duchamp Man Ray Standards Addressed: Standard 4: Understanding the visual arts in relation to history & cultures Standard 1: Understanding & applying media, techniques & processes Standard 3: Creating art works through choice of subjects, symbols & ideas. Motivation/Exploration (Supportive instruction activities): Discussion of what is considered a work of art. Does art have to be seen in a specific place? Where does one encounter art? What is art supposed to accomplish? Who is it for? Small group discussions Introduce Duchamp and Man Ray. Introduce artworks from other Dadaists. Define Dada art movement

Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Introduce lesson o Introduce Dada artists and their works. o Group discussion about what is considered art. Day 3-4: o Finish group discussion

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o Ask students to list their criteria/reson for something to be called a work of art. o Ask them to specifically list criteria related to the visual aspect of art. o Discuss critera written/ relate it to Duchamp and Man Ray. o Introduce Rayograph and Photogram Day 5-10: o Ask students to collect 5 small items from school, home, outside etc. o Collection should range from a range of translucent and opaque ojects to allow different levels of light. o Introduction of dark room prcedures. Day 11-14: o Students will be allowed to work on projects in the dark room. o Students will produce 5 different compositions using the photogram procedure.

Supply List, Teacher Resources: o Internet access o Dark room access o Power Point Assessment Plans: The rubric will include 5 different categories: o 1: 5 chosen items o 2: Understanding of Duchamps idea/theory o 3: Original Composition o 4: Effort, efficient use of class time, developed idea & complete project o 5: Craftsmanship, skillful use of media & tools The project will be worth a total of 40 points and the grading scale for each of the categories will be as follows: o 10= Excellent o 9-8= Good o 7= Average o 6 & under= Needs Improvement

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Lesson III: Self Portrait inspired by Warhol Overview: Students will learn about Andy Warhol and how he literally and figureatively used his work to transform the idea of Art in America in the 1960s. Student will create a self portrait inspired by Warhols use of color, texture and shapes. Duration: 6-55 minute class periods Objective: Students will be able to: o Understand the Pop Art movement o Identify techniques used by Pop Artists o Create a self portrait reflecting the techniques they have learned. Artists/Movement: Pop Art Andy Warhol Standards Addressed: Standard 4: Understand the visual arts in relation to history & cultures Standard 6: Making connections between visual arts & other disciplines Standard 1: Understanding & applying media, techniques & processes Motivation/Exploration (Supportive instruction activities): Discuss pop culture Define Pop Art Introduce Pop Artists in specific Andy Warhol. Describe techniques used by Pop Artists. Studio Experiences, Problems, Media (Art making instructional activities): Day 1-2: o Introduction of lesson o Introduction of Pop Artists/ Andy Warhol o Group Discussion of pop culture, the effects of pop culture on art, and people who influence pop culture. o Students will then take photos of each other. Day 3-6: o Modeling Andy Warhols style of transforming every day objects into art, students will transform their own image, focusing on how color, texture, and shapes affect how the new image is interpreted. Supply List, Teacher Resources: Camera Photo printer Various Media (paint, colored pencil, marker etc.) 32

Assessment Plans: The rubric will include 4 different categories: o 1: Participation in group discussion o 2: Understanding of Pop Art o 3: Effort, efficient use of class time, developed idea & complete project o 4: Craftsmanship, skillful use of media & tools The project will be worth a total of 40 points and the grading scale for each of the categories will be as follows: o 10= Excellent o 9-8= Good o 7= Average o 6 & under= Needs Improvement

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Lesson IV: Transformation Through Costume Overview: This lesson will focus on the artwork of Cindy Sherman. By learning about her thought-process and artmaking techniques students will better understand cultural stereotypes and the way we make meaning with objects. Students will use a variety of materials to transform themselves. Duration: 5-55 minute class periods Objective: Students will be able to: o Discuss stereotypes o Will learn about how Cindy Sherman uses extremes to transform herself into a variety of stereotypes. o Will learn which props to use to denote certain stereotypes. Artists/Movement: Cindy Sherman Standards Addressed: Standard 1: Understanding & applying media, techniques & processes Standard 3: Creating art works through choice of subject, symbols & ideas Standard 6: Making connections between visual arts & other disciplines Motivation/Exploration (Supportive instruction activities): Introduction of Cindy Sherman and her artworks. Discussion of stereotypes Discussion of stereotypes that are linked to Shermans work Studio Experiences, Problems, Media (Art making instructional activities): Day 1: o Introduction of Cindy Sherman o Group Discussion about stereotypes Day 2-5: o Students will be asked to bring 5 items from home to dress in. o These 5 items must represent a stereotype in which they can relate to. o Separate students into groups o Each group must work together to photograph each member separately then the group as a whole. o This challenge students to think about facial expressions and objects that define the stereotype they are focusing on. o Finished photos will need to be matted for display. Supply List, Teacher Resources: o Internet access 34

o Power Point o Camera o Photo printer Assessment Plans: The rubric will include 4 different categories: o 1: Participation in group activity o 2: Showing understand of stereotype through objects chosen o 3: Effort, efficient use of class time, developed idea & complete project o 4: Craftsmanship, skillful use of media & tools The project will be worth a total of 40 points and the grading scale for each of the categories will be as follows: o 10= Excellent o 9-8= Good o 7= Average o 6 & under= Needs Improvement

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