ARE 4352: Secondary

Mixing cultural icons with humor Lesson Plan #1- with Mr. Brainwash Objectives: students will:  Explore and recognize the work of Mr. Brainwash  Become aware of cultural icons and the use of them in art/pop art  Acknowledge the use of humor in various artworks  Create a screen print image that incorporates the mix of two cultural icons that would produce humorous content to your audience SSS: VA.A uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. VA.C understands how social, cultural, ecological, religious, and political conditions influence the function, meaning, and execution of works of art. Assessment: 1. Create a pop art screen print that combines different cultural icons. 2. Write a summary explaining the combination of the cultural icons 3. Complete a self evaluation of artwork following the in class rubric. State of Origin: I acquired the idea for this lesson plan by observing and researching Mr. Brainwash’s work and the significance of it and also from the Klein (2008) article Comic Liberation, which discusses the use of satire and parody when creating art.

Screen printing: Mr. Brainwash silkscreen on paper Don’t be Cruel 2008 Obama Superman 2008

Personal/social issues integrated with art Lesson Plan #2- with Frank Moore Objectives: students will:  Examine and identify the work of Frank Moore  Recognize personal and social issues and how they can be integrated in art  Notice the use of art to project present and future awareness issues  Use sketchbooks to sketch out ideas for final artwork  Execute a painting that presents a personal or social issue which could be viewed positively, negatively or both SSS: VA.B applies various subjects, symbols, and ideas in works of art. VA.C understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art. Assessment: 1. Create a painting that presents a personal or social issue following the art class rubric. 2. Write a one-page typed paper about the issue presented and the reason why it was chosen for topic. State of Origin: I obtained the idea for this lesson plan through researching the artist Frank Moore’s artworks and the intentions behind them (Gesso Foundation, 2009). Also, I wanted students to benefit from using sketchbooks for planning their artwork, which I took the idea from the reading on sketchbooks discussed by McNeal and Rice (1990).

Painting: Frank Moore oil on canvas Wizard 1994 Gulliver Awake

Cultural storytelling through art Lesson Plan #3- with Tony Natsoulas Objectives: students will:  Explore and recognize the work of Tony Natsoulas  Explore folktales, stories, myths, and legends from various cultures  Acknowledge how folktales, stories, myths, and legends can be inspiration for the production of artworks  Become aware of the use of exaggeration and figurative elements in the making of art  Complete a ceramic piece that portrays themselves as someone from a selected cultural folktale, story, myth, or legend providing details about the story within the art piece SSS: VA.A uses effective control of media, techniques, and tools when communicating an idea in both two-dimensional and three-dimensional works of art. VA.B applies various subjects, symbols, and ideas in works of art. VA.B understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes. Assessment: 1. Students will complete a ceramic piece that portrays himself/herself in a selected cultural folktale, story, myth, or legend. 2. Students will write a short essay about the story they chose and explain the components they used to tell the story. 3. Students will self-evaluate their art work when complete. State of Origin: The idea for this lesson plan came from the idea behind the artist Tony Natsoulas’s work and from the Gude (2007) article, Considerations for a 21 st -Century Art & Culture Curriculum, which discusses how good multicultural curriculum introduces us to the generative themes of others.

Ceramics: Tony Natsoulas sculpture ceramic Lee Counts his Snails under the Bodi tree 2009

Hephaestus sculpts Pandora 2009

Making a global statement with art Lesson Plan #4- with John Robertson Objectives: students will:  Investigate and examine the work of John Robertson  Recognize the use of text with images that fabricate statements regarding ideas and issues  Understand particular points of view and perspectives in artworks  Acknowledge how artists can use comedy as a way of communicating important issues  Create a simple yet powerful image combined with text to confront a global issue or concern SSS: VA.B applies various subjects, symbols, and ideas in works of art. VA.B understands some of the implications of intentions an purposes in particular works of art. VA.D understands and determines the differences between the artist’s intent and public interpretation through evaluative criteria and judgment. Assessment: 1. Students will create a drawing combined with text to confront a global issue or concern. 2. Students will explain the executed piece in written essay form. 3. Students will be given points on their artwork based on the art class assignment rubric. State of Origin: I collected the idea for this lesson plan through the artist Robertson’s political and social artwork and from the Comic Liberation article by Klein(2008), which examines various types of comedy in art.

Drawing: John Robertson acrylic and latex on canvas Dine on Children 2007 Now Cough 2007

Creating biological viruses from technology waste Lesson Plan #5- with Forrest McCluer Objectives: students will:  Examine and recognize the work of Forrest McCluer  Investigate biological viruses of the human body  Become aware of the human impact of toxic technology waste  Acknowledge the benefits of using recycled material for art  Create a human virus sculpture from recycled technology parts SSS: VA.A uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. VA.C understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art. Assessment: 1. Students will research biological viruses and bacteria and create a human virus sculpture from recycled technology parts. 2. Students will give an informative report on their virus or bacteria to the class. 3. Students will be graded on the execution of their piece following the art class rubric. State of Origin: I acquired the idea for this lesson plan from the objective of artist Forrest McCluer’s (2008) “Computer Virus” series and from my own belief in encouraging students to help the environment.

Sculpture: Forrest McCluer found computer parts Wilco Virus 2009 Transformer Virus 2009

References Art Republic. (2008). Mr. Brainwash biography. Retrieved April 1, 2010, from Brainwash, Mr. (artist). (2008) Don’t Be Cruel [image of screen print]. Los Angeles, United States. Retrieved February 22, 2010, from Brainwash, Mr. (artist). (2008) Obama Superman [image of screen print]. Los Angeles, United States. Retrieved February 22, 2010, from Brainwash, Mr. (2010). Mr. Brainwash art. Retrieved Febuary 22, 2010, from Gesso Foundation. (2009). Frank Moore. Retrieved February 18, 2010 from Global Issues. ( ). Retrieved April 2, 2010, from Gude, O. (2007). Principals of possibility: Considerations for a 21 st -century art & culture Curriculum. Art Education, 60(1), Klein, S. (2008). Comic liberation: The feminist face of humor in contemporary art. Art Education. 61(2) McCluer, Forrest (artist). (2009) Transformer Virus [image of sculpture]. Falls Church, Virginia. Retrieved from McCluer, Forrest (artist). (2009) Wilco Virus [image of sculpture]. Falls Church, Virginia. Retrieved from McCluer, M. (2008). 30 Computers. Retrieved April 2, 2010, from

References McNeal, S.E., & Rice, R.W. (1990). Sketchbooks. Little, B.E. (Ed.), Secondary art education: An anthology of issues (pp ). The National Art Education Association. Moore, Frank (artist). ( ) Gulliver Awake [image of painting]. New York: Private Collection. Retrieved February 18, 2010, from Moore, Frank (artist). (1994) Wizard [image of painting]. New York: Private Collection. Retrieved February 18, 2010, from Natsoulas, Anthony (artist). (2009) Hephaestus sculpts Pandora [image of ceramic]. Sacramento California. Retrieved March 12, 2010, from Natsoulas, Anthony (artist). (2009) Lee Counts his Snails under the Bodi tree [image of ceramic]. Sacramento, California. Retrieved March 12, 2010, from Natsoulas, A. (2010). Anthony Natsoulas ceramic sculptures. Retrieved March 12, 2010, from Osterwold, T. (1999). Pop art. London: Taschen. Robertson, John (artist). (2007) Dine on Children [image of painting]. Los Angeles, California. Retrieved March 19,2010, from Robertson, John (artist). (2007) Now Cough [image of painting]. Los Angeles, California. Retrieved March 19, 2010, from Robertson, A. (2010). Street Credible Art. Retrieved March 19, 2010, from Strauss, E. & Strauss J. (2002). Viruses and human disease. (1 st ed.) Canada: Academic Press.