University of British Columbia
Table of Contents
Rationale...........................................................................................................................................3
Unit Breakdown................................................................................................................................4
Prescribed Learning Outcomes.........................................................................................................5
Considerations for Special Learners & English Language Learners...................................................6
Unit Overview...............................................................................................................................7-11
Scope and Sequence.........................................................................................................................12
Assessment Rubric...........................................................................................................................13
Lesson Plans
Mainstream Media: Whose Behind it?..................................................................................14-20
Disney: Happiest Place on Earth!...........................................................................................21-29
The "Selfie"............................................................................................................................ 30-40
Dove Sketches Real Beauty....................................................................................................41-46
Tattoos & Identity...................................................................................................................47-52
Rationale
Media and the Social Construction of Identity was developed out of a desire to push media literacy onto our youth. The media’s daily presence in our lives suggests that to properly coexist with it, we should understand the power they hold and the implications it has on its consumers. We can no longer stand by as a member of the passive audience. Instead, we need to first inform ourselves about the media’s influence so that we may help the younger generation.
It is a well-known fact that mainstream media is controlled by a small number of major conglomerates. Their strangle hold on the type of information that is being disseminated in the mass media is a cause for concern because much of it is a concoction of personal biases, truths, and untruths. One of the most predominant messages I see are the ones surrounding body image and the ideal that men and women need to strive to. Men must strive to achieve a muscular form with little to no body fat while women must strive to be thin and curvy in the right places. The pressure to look "perfect" is reinforced through television, magazines, radio, and the Internet. Meanwhile the accessibility of these mediums to young children is growing so it is important to begin educating them sooner than later. My entire unit will be broken down into smaller sub-units. These sub-units will explore the concepts of body image, identity, and the underlying influence of the media and the power it has in framing and shaping the way we perceive these issues. This unit has been designed to challenge the growing minds of Grade 10 to 12 students.
Unit Breakdown
Media and Social Construction of Identity
The mass media constructs ideas about the way we view ourselves and the way we view others.
1. Media Conglomerates
The consolidation of media ownership is in a small number of corporations. This results in ideas that are disseminated at a certain slant.
2. Disney
The Disney Corporation is one of the largest corporations in the world. Their products are marketed worldwide and their influence is strong, particularly on young children. They have been known to promote sexist and racist ideology with their famous, Disney cartoons.
3. Selfie
The selfie is a recent phenomenon and most popular amongst young women. The selfie often is taken at a suggestive angle or perspective that shall inform the viewer about the person behind the selfie.
4. Dove Sketches Real Beauty
Dove is known for their campaign on promoting natural and "real" beauty. This particular activity sees the students drawing facial features of their classmates based off of self descriptions and a fellow classmate's description. This will be done without names (to be revealed at the end) so as to test the differences in perception of how we see each other and how others see us.
5. Tattoos
Tattoos have traditionally been associated with negative stereotypes but today they are more main stream. Who has them and what does it say about a person? How do we judge people with tattoos today?
Prescribed Learning Outcomes
Grade 10
o Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy
o Develop and make images: for specific purpose
o Develop and make images: demonstrating a growth in understanding of a subject or theme demonstrate an awareness of the skills, training, and education needed to pursue a variety of art careers
o Create images based on an understanding of historical and contemporary images and issues
o Create images that reflect an understanding of responsibility to the context of a specific audience
o Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose
o Use a combination of elements and principles to create a particular mood in personally meaningful images
Grade 11 & Grade 12
o Analyze how particular elements and principles are used to create meaning and effect in images within a specific visual expression area
o Analyze how context influences the content and form of images
o Create images within a specific visual expression area: that reflect historical and contemporary themes
o Critique how particular elements and principles are used to create meaning and effect in images
o Demonstrate competent use of techniques specific to selected materials, technologies, and processes within a specific visual expression area
o Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose
o Demonstrate the appropriate preparation, clean-up, care, and storage of materials and artworks in all stages of development
o Use appropriate visual arts terminology in art criticism
Considerations for Special Learners & English Language Learners
• Attempt to learn their style of communication (hand gestures, keywords)
• Ask questions to the students regularly
• Be ready to make accommodations and modifications on the spot
• Encourage each student with positive feedback
• Explain with hand gestures and facial expressions wherever possible
• Learn each student's name and personality
• Pay close attention to visual, auditory, and tactile cues
• Provide visual aid such as handouts with descriptions
• Provide a vocabulary list
• Regular interaction and observation (formative assessment)
• Shorter, more focused activities
|Lesson |Outcomes |Activities |Resources |Vocabulary |
|Lesson 1 |Students to begin |Introduce them to the 6 | |
|Mainstream Media: |research on one of the |big American conglomerates|-control-90-of-the-media-in-america-2012-6 |media social construction |
|Who's Behind it? |big 6 American |Talk about alternative |newspapers, magazines |pop culture |
| |conglomerates |media sources |Time Warner | |
|Introduction & | | |Disney | |
|Research | | |General Electric | |
| | | |News Corporation | |
| | | |CBS | |
|Lesson 2 |Students will continue |Lead students as a group | |
|Mainstream media: |research in their |to the library/ computer |-control-90-of-the-media-in-america-2012-6 |media social construction |
|Who's Behind it? |sketchbooks in the |lab |newspapers, magazines |pop culture |
| |library/ computer lab |Assist students in the |Time Warner | |
|Continued Research | |research process |Disney | |
| | | |General Electric | |
| | | |News Corporation | |
| | | |CBS | |
|Lesson 3 |Students to begin their |Write criteria of project | |
|Mainstream media: |poster design with their |on board |-control-90-of-the-media-in-america-2012-6 |media social construction |
|Who's Behind it? |research |Assist in the start of the|newspapers, magazines |pop culture |
| |Students will learn how |poster design process |Time Warner | |
|Poster Design & |to write an artist |Give out Artist Statement |Disney | |
|Artist Statement |statement with a handout |hand out |General Electric | |
| | |Discuss how to write an |News Corporation | |
| | |artist statement |CBS | |
| | |Assist in choosing of | | |
| | |materials | | |
|End of conglomerate mini unit |
|Lesson 4 |Students to begin |Introduce the role of |David Trumble, artist |Conglomerate |
|Disney: The Happiest |thinking about a Disney |Disney and its portrayal |Haruki Godo, artist |Disney |
|Place on Earth! |character (or a favourite|of Disney Princesses |SFU gender studies on Disney |Media |
| |non-Disney character) to |Mention issues of race and|various websites that talk about Disney |Gender |
|Story Board & |reconfigure |gender by Disney |David Trumble, artist |Race |
|Character |They will begin research |History of Disney |Haruki Godo, artist |Identity |
|Reconfigured - Intro|in their | |SFU gender studies on Disney | |
|and research | | |various websites that talk about Disney | |
|Lesson 5 |Students to begin work on|Library |David Trumble, artist |Conglomerate |
|Disney: The Happiest |their character |Assist students in the |Haruki Godo, artist |Disney |
|Place on Earth! |development in |design process |SFU gender studies on Disney |Media |
| |sketchbooks | |various websites that talk about Disney |Gender |
|Story Board & |Students to begin design | |David Trumble, artist |Race |
|Character |on their storyboard | |Haruki Godo, artist |Identity |
|Reconfigured - | | |SFU gender studies on Disney | |
|Continued Research | | |various websites that talk about Disney | |
|Lesson 6 |Students to work on |Play video on SFU gender |David Trumble, artist |Conglomerate |
|Disney: The Happiest |storyboard design |studies on Disney |Haruki Godo, artist |Disney |
|Place on Earth! | |Assist students in the |SFU gender studies on Disney |Media |
| | |design process |various websites that talk about Disney |Gender |
|Story Board & | |Assist students in the |David Trumble, artist |Race |
|Character | |writing of their Artist |Haruki Godo, artist |Identity |
|Reconfigured - | |statement |SFU gender studies on Disney | |
|Design Story board | | |various websites that talk about Disney | |
|End of Disney mini unit |
|Lesson 7 |Students introduced to |Write criteria on board |Coco Layne - Queer Femme artist |Selfie |
|The Selfie |the Selfie |for the Selfie analysis | |Social media |
| |Students to begin looking|Introduce them to the | |Stereotype |
|Selfie Introduction |for 2 images of Selfies: |Selfie phenomenon | |Portrait |
|and Research |male and female |Facebook Project later | |Identity |
|Lesson 8 |Students to solidify |Overview of Facebook and |Coco Layne - Queer Femme artist |Selfie |
|The Selfie |their two Selfie images |social media | |Social media |
| |in their sketchbook |Assist students with their| |Stereotype |
|Selfie Analysis & |To begin writing a |profile analyses | |Portrait |
|Facebook Introduction|personality analysis on |Remind them we will need | |Identity |
| |each of the Selfies |these selfies for next | | |
| | |class | | |
| | |Possibly assist students | | |
| | |in printing out the | | |
| | |Selfies | | |
|Lesson 9 |Understand the dangers of|Play Facebook Psychic |Coco Layne - Queer Femme artist |Selfie |
|The Selfie |privacy issues when using|video | |Social media |
| |Facebook or any other |Play Facebook Follies (CBC| |Stereotype |
|Facebook Follies: |social media platform |Doc Zone) | |Portrait |
|Video |Jigsaw group activity 5 |Engage students in | |
| |per group |discussion after the |12/ID/2161490436/ Facebook Follies | |
| | |documentary is over | | |
|End of Selfie mini unit |
|Lesson 10 |Students to write |Play Dove video | - Dove |Social construction |
|Dove Sketches Real |descriptions of |Prepare 3 slips of paper |real beauty sketches |Media |
|Beauty |themselves on two slips |for each student to write:| |
| |of paper |1) their own facial |y-step-tutorial-for-drawing-a-face/proportions-of-t| |
|Classmate Portraits |Students to write a |features (no name) |he-face/ | |
|and Facial |facial description of a |2) their own facial | |
|proportions |pre-chosen classmate |features (name) |2/Proportions-of-the-Face-Information-Sheet- | |
| |(secretly) |3) classmates facial | - Face | |
| |Students to practice |description (pre-chosen by|drawing tutorial | |
| |drawing of facial |me) | | |
| |proportions |Demonstrate facial drawing|Slips of paper (3) per student x 60 | |
| | |proportions and give | | |
| | |handout for practice | | |
|Lesson 11 |Students begin their two |Play video to recap the | - Dove |Social construction |
|Dove Sketches Real |portraits of the same |Face drawing tutorial |real beauty sketches |Media |
|Beauty |person based on two |Assist students by | |
|Classmate Portraits |descriptions (their own |reminding them of facial |y-step-tutorial-for-drawing-a-face/proportions-of-t| |
| |and a classmate's) |proportions and dimensions|he-face/ | |
| |Students to record the | | |
| |two descriptions in their|Remind them to be |2/Proportions-of-the-Face-Information-Sheet- | |
| |sketchbooks in case they |secretive so they don't | - Face | |
| |lose the descriptions |spoil the surprise later |drawing tutorial | |
| | |Discussion of beauty | | |
| | | |Spreadsheet of all the names and descriptions | |
|End of Dove Sketches Real Beauty mini unit |
|Lesson 12 |Students will be |Introduce students to |Kat Von D - La Ink, Miami Ink |Tattoo |
|Tattoos and Identity |introduced to tattoo |tattoo history, | - |Stereotype |
| |history, stereotypes, and|stereotypes, and design |Celebrities and tattoos (Katie Hopkins vs Katie |Mainstream |
|Tattoo history and |design |Post questions to students|Waissel debate) |Identity |
|design |Students to start |about tattoos and society | Art |
| |research on different |Talk about my sleeve |titans-surprising-tattoos | |
| |tattoo artists and design|design process | |
| | |Introduce the sleeve |you-didnt-know-about-tattoos | |
| |Students to start |design project | | |
| |thinking about 3 sleeve | | | |
| |designs | | | |
|Lesson 13 |Students will begin |Will reference my own |Kat Von D - La Ink, Miami Ink |Tattoo |
|Tattoos and Identity |design process in their |tattoo design process | - |Stereotype |
| |sketchbooks of 3 sleeves |Assist students in their |Celebrities and tattoos (Katie Hopkins vs Katie |Mainstream |
|Tattoo sleeve design |Students must discuss in |design process |Waissel) |Identity |
| |their sketchbooks why | | Art |
| |they designed it that way| |titans-surprising-tattoos | |
| | | | |
| |One will be approved by | |you-didnt-know-about-tattoos | |
| |me to for a final large | | | |
| |piece | | | |
|Lessons |Media |Social Construction |Identity |
|Media Conglomerates |Media ownership is consolidated in a |Due to the centralization of media |The social construction of information|
| |small number of corporations. This |ownership, the information being |includes that of a person's identity |
| |results in a hegemonic and monopolized|produced and disseminated is undeniably |(sex, gender, age, race, ethnicity, |
| |dissemination of information. |constructed by those who are in charge. |culture, sexual orientation). |
|Disney Corporation |Largest media conglomerate in the |Wields a tremendous amount of social |Unbeknownst to many young children, |
| |world in terms of revenue. |influence and power in the world, |the repeated exposure to |
| | |especially to young children. Disney |discriminatory messages will influence|
| | |has been known to propagate sexist and |their views on identity and the self. |
| | |racist ideology through their cartoons. | |
|Selfie |Media continues to promote images and |A continued push towards |The belief that hyper-sexualized women|
| |messages of hyper-sexualized women and|hyper-sexualized women and |and overly-masculine men as the "norm"|
| |overly-masculine men. Selfies are |overly-masculine men as the "norm" as |results in skewed views of the body |
| |extremely popular on social media |opposed to the average male and female |and the self. |
| |sites. |bodies. | |
|Dove Sketches Real Beauty |Has a strong presence in the media |Seeks to promote healthy and natural |By subverting the commonly held |
| |promoting natural female beauty. |beauty. Opposes the common, socially |"norms" of what beauty is, Dove seeks |
| | |constructed, North American media "norm"|to re-visit the beauty of being |
| | |of using thin; tall; beautiful; and |"natural" and "yourself". An |
| | |Caucasian women by incorporating, "real"|embracement of different sizes, |
| | |women in their campaigns. |shapes, and skin colours of women is |
| | | |shown. |
|Tattoos |Increased presence in mainstream media|Vilified for its historical connections |Often seen in a positive and negative |
| |with the likes of tattoo reality |to criminals and sailors, tattoos are |light, the idea of permanence and |
| |shows, advertising, and on well-known |finding an acceptance in the mainstream |marking often transcends what is |
| |celebrities. |media with increasing popularity. |actually being tattooed. Is often |
| | | |seen as a form of self expression. |
Class
Block
Student
|Category |Good Effort |Satisfactory |Little to No Effort |
| |4 3.5 |2.5 2 |1 0.5 |
| |3 |1.5 |0 |
|Critical Thinking |Student employed a significant amount |Student has done a satisfactory amount |Student did not factor in any form of |
| |of research and thought into creating |of research into the creation of their |research into their piece. No effort is|
| |an original piece. This is |piece. Concept is not fully developed.|placed into developing an original |
| |demonstrated in their artist statement|The artist statement or journal is |concept. There is no documentation or |
| |and/or journal. |missing key points such as their |artist statement of the research and |
| | |concept, materials, and research. |thought process. |
|Execution of Concept |Student's choice and use of materials |Student's use and choice of materials |Student's choice and use of materials |
| |contributes and augments the |contributes to the work aesthetically |conflicts with the aesthetics and |
| |aesthetics and concept of the piece. |but does not contribute or augment the |concept of the piece. |
| | |concept of the piece. | |
|Participation |Student was engaged in class |Student was sometimes engaged in class |Student was not engaged in class |
| |discussions, critiques, and maintained|discussions, critiques, and maintained |discussions, critiques, and had poor |
| |regular attendance. |attendance but with some unexcused |attendance with multiple unexcused |
| | |absences. |absences. |
|Work Habits |Student regularly follows instructions|Student occasionally follows |Student regularly disregards |
| |and pays careful attention to details |instructions and sometimes pays careful|instructions and does not pay attention |
| |of construction. |attention to details. |to details of construction. |
|Self Assessment |Student completes and hands in all |Student completes and hands in most |Student does not hand in or complete any|
| |self assessment checklists provided. |self assessment checklists provided |of the self assessment checklists |
| | |and/ or some answers are incomplete. |provided. |
|Grand Total: |Total |Total |Total |
| | | | |
| | | | |
|/20 | | | |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 2 = 150 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Mainstream Media: Whose Behind it? |Lesson: 1 out of 3 |
|Final Product: |
|Research on one of the big 6 American conglomerates (Time Warner; Disney; General Electric, News Corporation; CBS |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Identify some of the companies that some of these corporations own- |
|people |especially the one they research |
|Media is socially constructed |Articulate the "dangers" of such media ownership concentration |
|Why do we believe the news and pop culture as junk? | |
|Identify alternative media outlets | |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Some of the companies owned by them |Social Construction |
| |Media |
| |Pop culture |
|Prescribed Learning Outcomes: |
| |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Set up projector for Powerpoint |
|Have extra paper for students without sketchbooks |
|Write the research activity guidelines on board |
|Conglomerate sign-up sheet |
|Hook: |
|5-10 min |
|Powerpoint |
|List a bunch of companies that are owned by Disney - ask the class what these companies have in common |
| |
| |
|Development: |
|15 min |
| |
| |
| |
| |
|55 min |
| |
|Powerpoint |
|Show the 6 big American conglomerates and what they own |
|Media Bias - Fox News, certain news is omitted |
|Alternative media - under-representation of certain groups |
| |
|Project |
|Will need to do research on one of the big 6 conglomerates (will create a sign-up sheet) - only 5 per corporation |
|Will do this research in their sketchbooks |
|must include a list of some of the major companies they own |
|their 2012 revenue |
|include images if possible |
|any connections they can draw - what are their thoughts? |
| |
|Working - research time |
|Start thinking about the corporation you want to research |
|Put ideas in your sketchbook - I want to see notes and images |
| |
|Closing |
|Next class we will be going to the library/ computer lab |
|Remind them to watch TV, look at newspapers, magazines and to see what they can find |
|Do as much research as possible- this will help your poster design |
| |
|Questions for the Class: |Questions for the Teacher: |
|What do think would happen if only one company owned all the |Can we trust anything we see and hear? - you can believe what you want |
|companies? |to but always take it with a grain of salt. See who is giving that |
|What would you do now that you are aware of this? |information |
|Is there one truth? Who do we believe? |Where can I assess alternative media? - Best place is to look online |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Paper |Class |
|Sign-up sheet |Me |
|Sketchbooks |Students |
|Teacher Resources: |
| |
| |
| |
|Assessment Plan: |
|Identify some of the companies that are owned by the corporation they choose |
|A brief write up on their thoughts - including the questions I posed |
|Examples of connections they found between the companies |
|To be completed in their sketchbook |
|Adaptations: |
|Many visuals will be used and teacher assistant to start the research will be in place. |
|Extensions: |
|Students can familiarize themselves with one of the companies owned by their conglomerate. What kind of views do they espouse? What is |
|missing from their dissemination of information? Do a brief presentation to the class in regards to this. |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Mainstream Media: Whose Behind it? |Lesson: 2 out of 3 |
|Final Product: |
|Research on one of the big 6 American conglomerates (Time Warner; Disney; General Electric, News Corporation; CBS |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Identify some of the companies that some of these corporations own- |
|people |especially the one they research |
|Media is socially constructed |Articulate the "dangers" of such media ownership concentration |
|Why do we believe the news and pop culture as junk? | |
|Identify alternative media outlets | |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Some of the companies owned by them |Social Construction |
| |Media |
| |Pop culture |
|Prescribed Learning Outcomes: |
| |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Conglomerate sign-up sheet |
|Book library/ computer room ahead of time |
|Hook: |
|5-10 min |
|I hope you've done a little bit of research and thinking about the corporation that you are interested in. If you want to change corporations|
|for some reason, tell me why. |
| |
|Development: |
|60 min |
|Project |
|Bring the students to the library or computer lab |
|Settle down to start research |
| |
|Closing |
|Do as much research as possible- this will help your poster design |
|Next class will be a working block |
| |
|Questions for the Class: |Questions for the Teacher: |
|What do think would happen if only one company owned all the |Can we trust anything we see and hear? - you can believe what you want |
|companies? |to but always take it with a grain of salt. See who is giving that |
|What would you do now that you are aware of this? |information |
|Is there one truth? Who do we believe? |Where can I assess alternative media? - Best place is to look online |
|Materials/ Equipment: |Access: |
|Sketchbooks |Students |
|Paper |Class |
|Sign-up sheet |Me |
| | |
|Teacher Resources: |
| |
| |
| |
|Assessment Plan: |
|Identify some of the companies that are owned by the corporation they choose |
|A brief write up on their thoughts - including the questions I posed |
|Examples of connections they found between the companies |
|To be completed in their sketchbook |
|Adaptations: |
|1. Many visuals will be used and teacher assistant to start the research will be in place. |
|Extensions: |
|Students can familiarize themselves with one of the companies owned by their conglomerate. What kind of views do they espouse? What is |
|missing from their dissemination of information? Do a brief presentation to the class in regards to this. |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Mainstream Media: Whose Behind it? |Lesson: 3 out of 3 |
|Final Product: |
|Media Conglomerates - Designing a poster & artist statement |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Identify some of the companies that some of these corporations own- |
|people |especially the one they research |
|Media is socially constructed |Incorporate aspects of the companies that are owned by the conglomerate|
|Why do we believe the news and pop culture as junk? |in the poster |
|Identify alternative media outlets |Write an artist statement about their work |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Some of the companies owned by them |Social Construction |
| |Media |
| |Pop culture |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Have extra paper for students without sketchbooks |
|Write the poster guidelines on the board |
|Artist statement handout |
|Hook: |
|5-10 min |
|How many people watched TV with a critical eye? |
|Do you find it hard to believe the things you hear and see? |
| |
|Development: |
|10 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|55 min |
| |
|Explain to the students the need to incorporate their research into their poster |
|Think about the different materials you want to use for your poster - encourage the use of mixed media (collage, drawing, colouring) |
|Explain how to write an artist statement (around 250 words) |
|Give the artist statement handout to the class |
|How their art piece addresses the concept |
|The materials used and how |
|Why is it important? |
| |
|Work Period |
| |
|Closing |
| |
|Next class will still be a working period. |
| |
|Questions for the Class: |Questions for the Teacher: |
|What do think would happen if only one company owned all the |Can we trust anything we see and hear? - you can believe what you want |
|companies? |to but always take it with a grain of salt. See who is giving that |
|What would you do now that you are aware of this? |information |
|Is there one truth? Who do we believe? |Where can I assess alternative media? - Best place is to look online |
|Materials/ Equipment: |Access: |
|Magazines |Class, me |
|Paper |Class |
|Poster paper |Class |
|Sketchbooks |Students |
|Artist statement handout |Me |
|Art materials - paint, coloured pencils |Class |
|Teacher Resources: |
| |
| |
| |
|Assessment Plan: |
|Poster is completed with elements of the conglomerate's ownership of companies |
|Artist statement - separate piece of paper - around 250 words |
|Adaptations: |
|1. Many visuals will be used and teacher assistant to start the research will be in place. |
|Extensions: |
|Students can familiarize themselves with one of the companies owned by their conglomerate. What kind of views do they espouse? What is |
|missing from their dissemination of information? Do a brief presentation to the class in regards to this. |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Disney: Happiest Place on Earth! |Lesson: 1 out of 3 |
|Final Product: |
|Research-Story board - Disney cartoon character re-configured |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Create a storyboard with a reconfigured Disney character based on |
|people |gender stereotypes |
|Media is socially constructed |Understand how changing the appearance/role of a character can suddenly|
|Why do we believe the news and pop culture as junk? |change the context, development, and interpretation of a narrative |
|Identify alternative media outlets |Alter a well-known Disney character in ways of their appearance, |
| |clothing, race, language, family, friends, weight etc. |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Disney |Social Construction |
| |Media |
| |Gender |
| |Race |
| |Identity |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Set up projector for Powerpoint |
|Prepare poster board |
|Hook: |
|5-10 min |
|Who grew up watching Disney films? |
|What's your favourite movie? |
|Do you have a favourite character and why? |
| |
|Development: |
|15 min |
| |
| |
| |
| |
| |
| |
|55 min |
| |
|Powerpoint |
|Talk about the different characters |
|Popularity, kids are impressionable |
|Inherent gender role stereotyping in the films |
|Artists working to subvert this: David Trumble & Haruki Godo |
|Other problems with Disney - theme parks, owns many companies |
|Project |
|Choose 1 Disney character and choose a scene from the original movie to recreate |
|The Disney character must be reconfigured by you to be a more "realistic version" - you can alter their appearance, clothes, race, language |
|they speak, their weight, their family, their friends, etc. |
|Rewrite a scene in 8 frames on a poster board |
|You have the option of writing a completely new story and alter other character as you see fit |
|All work should be done in your sketchbook |
|Sketchbook guidelines - must see 2-3 images of inspiration and notes |
| |
|Closing |
|Will be going to the library/computer lab next class. Will be a working class next block. Please bring all your images, materials |
| |
|Questions for the Class: |Questions for the Teacher: |
|Is there a favourite character you grew up loving? Why? |Can I do a non-Disney character? - Yes! |
|Why did you choose this particular scene/story to recreate or create? |Where can I find sources? - Anywhere! Internet, books, magazines, toys |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Paper |Class |
|Sketchbooks |Students |
| | |
| | |
|Teacher Resources: |
| - Gender roles |
| - SFU gender study |
| - costumes |
| |
| |
| |
| |
| |
| |
| - David Trumble artist |
|
|/ - Haruki Godo artist |
| - Disney & Westjet! |
|Assessment Plan: |
|Sufficient research is shown in their sketchbooks including 2-3 images and notes |
|Poster is completed with elements of the conglomerate's ownership of companies |
|Artist statement - separate piece of paper - around 250 words |
|Adaptations: |
|Students may use characters from other cartoons, books - anime, manga |
|Extensions: |
|Students can develop more than one character in their story recreation. Include the character in their storyline and explain why they chose |
|this scene to recreate and the particular character. How does this character change the way the story is viewed? Was this character |
|originally part of this scene or not? |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Disney: Happiest Place on Earth! |Lesson: 2 out of 3 |
|Final Product: |
|1. Research-Story board - Disney cartoon character re-configured |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Create a storyboard with a reconfigured Disney character based on |
|people |gender stereotypes |
|Media is socially constructed |Understand how changing the appearance/role of a character can |
|Why do we believe the news and pop culture as junk? |suddenly change the context, development, and interpretation of a |
|Identify alternative media outlets |narrative |
| |Alter a well-known Disney character in ways of their appearance, |
| |clothing, race, language, family, friends, weight etc. |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Disney |Social Construction |
| |Media |
| |Gender |
| |Race |
| |Identity |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Book times for the computer lab or library ahead of time |
|Hook: |
|5-10 min |
|Research day today - will go to the library/ computer lab |
| |
|Development: |
|5 min |
|5-10 min |
| |
|60 min |
|Settle down |
|Library/ computer lab & settling down |
| |
|Project - research time |
|Choose 1 Disney character and choose a scene from the original movie to recreate |
|The Disney character must be reconfigured by you to be a more "realistic version" - you can alter their appearance, clothes, race, language |
|they speak, their weight, their family, their friends, etc. |
|Rewrite a scene in 8 frames on a poster board |
|You have the option of writing a completely new story and alter other character as you see fit |
|Please note your research/pictures/sources in your sketchbook |
|Sketchbook guidelines - must see 2-3 images of inspiration and notes |
| |
| |
|Closing |
|1. Be prepared to work in class next day. Also do some research at |
|home. |
| |
|Questions for the Class: |Questions for the Teacher: |
|Is there a favourite character you grew up loving? Why? |Can I do a non-Disney character? - Yes! |
|Why did you choose this particular scene/story to recreate? |Where can I find sources? - Anywhere! Internet, books, magazines, toys|
|Materials/ Equipment: |Access: |
|White paper |Class |
|Sketchbooks |Students |
| | |
| | |
| | |
|Teacher Resources: |
| - Gender roles |
| - SFU gender study |
| - costumes |
| |
| |
| |
| |
| |
| |
| - David Trumble artist |
|
|/ - Haruki Godo artist |
| - Disney & Westjet! |
|Assessment Plan: |
|Poster is completed with elements of the conglomerate's ownership of companies |
|Artist statement - separate piece of paper - around 250 words |
|Adaptations: |
|Students may use characters from other cartoons, books - anime, manga |
|Extensions: |
|Students can develop more than one character in their story recreation. Include the character in their storyline and explain why they chose |
|this scene to recreate and the particular character. How does this character change the way the story is viewed? Was this character |
|originally part of this scene or not? |
|Grade: 10-12 |Themes: media ownership, social construction of gender and race |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Disney: Happiest Place on Earth! |Lesson: 3 out of 3 |
|Final Product: |
|1. Character Development & story board- Disney cartoon character re-configured |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Create a storyboard with a reconfigured Disney character based on |
|people |gender stereotypes |
|Media is socially constructed |Understand how changing the appearance/role of a character can suddenly|
|Why do we believe the news and pop culture as junk? |change the context, development, and interpretation of a narrative |
|Identify alternative media outlets |Alter a well-known Disney character in ways of their appearance, |
| |clothing, race, language, family, friends, weight etc. |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Conglomerate |
|Disney |Social Construction |
| |Media |
| |Gender |
| |Race |
| |Identity |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Create images based on an understanding of historical and contemporary images and issues |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology in art criticism |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyze how context influences the content and form of images |
|Create images within a specific visual expression area: that reflect historical and contemporary themes |
|Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose |
|critique how particular elements and principles are used to create meaning and effect in images |
|Preparation: |
|Set up projector for Powerpoint |
|Prepare poster board or large sheets of paper |
|Prepare artist statement worksheet - photocopy 60 copies |
|Write the project criteria on the board |
|Hook: |
|5-10 min |
|Play a video - SFU gender study |
| |
|Development: |
|10 min |
| |
| |
| |
| |
| |
|55 min |
| |
| |
| |
|Powerpoint |
|Remind them of their sketchbook work requirements - at least 2-3 images and some notes |
|Show project criteria and also write it on the board |
|Artist statement - brief recap |
|Project- Working period |
|Hand out sheets of large paper or poster board to those who are ready and after I've looked at their sketchbooks |
|Choose 1 Disney character and choose a scene from the original movie to recreate |
|The Disney character must be reconfigured by you to be a more "realistic version" - you can alter their appearance, clothes, race, language |
|they speak, their weight, their family, their friends, etc. |
|Rewrite a scene in 8 frames on a poster board |
|You have the option of writing a completely new story and alter other character as you see fit |
|All work should be done in your sketchbook |
|Sketchbook guidelines - must see 2-3 images of inspiration and notes |
| |
|Closing |
|The next few days will be working periods. Come prepared to work next class. |
| |
|Questions for the Class: |Questions for the Teacher: |
|Is there a favourite character you grew up loving? Why? |Can I do a non-Disney character? - Yes! |
|Why did you choose this particular scene/story to recreate or create?|Where can I find sources? - Anywhere! Internet, books, magazines, toys |
| |Can I do it in a 3-D format or in digital? - Yes only if you can depict|
| |a story with it as well as the reconfigured character |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Paper |Class |
|Poster paper or large sheets of paper |Class |
|Sketchbooks |Students |
| | |
|Teacher Resources: |
| - Gender roles |
| - SFU gender study |
| - costumes |
| |
| |
| |
| |
| |
| |
| - David Trumble artist |
|
|/ - Haruki Godo artist |
| - Disney & Westjet! |
|Assessment Plan: |
|Sufficient research is shown in their sketchbooks including 2-3 images and notes |
|Poster is completed with elements of the conglomerate's ownership of companies |
|Artist statement - separate piece of paper - around 250 words |
|Adaptations: |
|Students may use characters from other cartoons, books - anime, manga |
|Extensions: |
|Students can develop more than one character in their story recreation. Include the character in their storyline and explain why they chose |
|this scene to recreate and the particular character. How does this character change the way the story is viewed? Was this character |
|originally part of this scene or not? |
|Grade: 10-12 |Themes: media, social media, identity, stereotypes |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: The "Selfie" |Lesson: 1 out of 3 |
|Final Product: |
|Selfie Facebook Profile Part 1 |
|Learning Goals: |Objectives: SWBAT |
|Rise of the “selfie” in popular culture |Distinguish the differences between the male and female selfie |
|Influence of the “selfie” on social media |Provide explanations as to why selfies are so popular |
|Gender stereotypes |Articulate possible stereotypes in their chosen images |
|Body image |Answer the questions I posed |
|Prior Knowledge: |Vocabulary: |
|The “selfie” portrait |“Selfie” |
|The camera phone |Social media |
|Searching the Internet for “selfies” |Portrait |
|Social media sites: Facebook, MySpace, Snapchat, Instagram, Twitter |Stereotype |
| |Identity |
|Prescribed Learning Outcomes: |
| |
|Grade 10 |
|Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
|Select materials, technologies, and processes appropriate for a planned work or series of works |
|Create images that reflect an understanding of responsibility to the context of a specific audience |
| |
|Grade 11 & 12 |
|Identify particular techniques used in selected processes |
|Use appropriate visual arts terminology in art criticism |
|Demonstrate the appropriate preparation, clean-up, care, and storage of materials and artworks in all stages of development |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyse the impact of new technologies on image development within a specific visual expression area |
|evaluate ethical and legal implications of using existing images in personal image-making |
|Preparation: |
|Bring up the powerpoint onto the projector |
|Bring out magazines |
|Write down the requirements for the Selfie Analysis |
|1 male and 1 female selfie |
|They will have to attach them into their sketchbooks (tape) - if glue, they need to cut it out |
|Write in their sketchbooks about the 2 selfies they chose |
|Why did they choose those two images? |
|Describe the personality traits of each person |
|What type of job do they have? Are they a student? |
|What kind of family do they have? Do they have a family? |
|What type of friends do they have? Do they have friends? |
|What do they do in their spare time? |
|What are their goals in life? |
|Why do you think they took this selfie? |
|Write Due date: for next class bring 2 selfie images |
|Hook: |
|5-10 min |
|Who can tell me what the Oxford English Dictionary “word of 2013” is? – that word is “Selfie”! |
|Who can tell me what a “selfie” is? |
|Who has taken selfies? |
|Where can we find selfie pictures? |
| |
| |
|Development: |
|10-15 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|5-10 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|40 min |
|Powerpoint |
|Type of self-portrait and is typically taken with a hand-held camera or a camera phone |
|Associated with social networking – really increased the popularity |
|Typically taken in a tilted/angled manner |
|Who knows what apps or programs we can use to take and send selfies? |
|Samsung polls show that selfies make up 30% of the photos taken by people aged 18-24 |
|Very popular amongst young women and girls |
|Theories on the selfie |
|Sociologist, Ben Agger “male gaze gone viral” |
|Patrick Specchio, artist – MoMA “Art in Translation: Selfie. The 20/20 Experience” - 2013 |
|Facebook introduction |
| |
|Project explanation |
|Explain to the students that you would like them to find 2 examples of selfies of people they do not know. They can find them on the Internet|
|or in a magazine |
|1 male and 1 female selfie |
|They will have to do cut them out/ print them out for next class |
|Printing the image - they can come to me with their USB and I will print them in the library |
|Keep the images - do not lose them - they will be used for the Facebook project |
|Write in their sketchbooks about the 2 selfies they chose |
|Why did they choose those two images? |
|Describe the personality traits of each person |
|What type of job do they have? Are they a student? |
|What kind of family do they have? Do they have a family? |
|What type of friends do they have? Do they have friends? |
|What do they do in their spare time? |
|What are their goals in life? |
|Why do you think they took this selfie? |
| |
| |
|Working |
|Begin research on your 2 selfie images - Library or Ipad research |
| |
|Closing |
|Remind them to bring 2 selfie images for next class |
|Next period will be a work period - can begin the Facebook project |
| |
| |
|Questions for the Class: |Questions for the Teacher: |
|What have you learned about selfies? |Why are we making selfies? – Because this will teach you to think |
|Why do you take selfies if at all? |critically about people and why they take these pictures |
|Are selfies an accurate portrayal of the person taking it? |Can I just use a friend's selfie? - No you may not. The purpose of |
|Why did you take your selfie in the way you took it? – Consider angle, |this project is so that you decipher someone you don't know through |
|lighting, location, appearance, alone or with others |their selfie. |
| |Can there be topless or bikini photos? - Only at your discretion. |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Powerpoint |Me |
|Magazines |Class |
|Printer |Library |
|Sketchbooks |Students |
|Ipad cart |Office |
|Teacher Resources: |
| – real time feed of #selfies with Nicholas Cage face –satire |
| Coco Layne –Lesbian artist |
| |
| - Coco Layne transformation |
| |
| |
|Assessment Plan: |
|Provide 2 pictures of found selfies: male and female |
|Provide a detailed written personality analysis of the selfies |
|must answer questions I provide |
|To be completed in their sketchbooks |
|Adaptations: |
|For students who are unable to print out their own photos, they may save them on a USB and I can print them out. Will give them the option of|
|doing either. |
|Extensions: |
|Students wishing to do more than 2 selfie analysis may do so. They must include the pictures and the analysis in their sketchbook. |
|Grade: 10-12 |Themes: media, social media, identity, stereotypes |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: The "Selfie" |Lesson: 2 out of 3 |
|Final Product: |
|Selfie Facebook Profile Part 2 |
|Learning Goals: |Objectives: SWBAT |
|Rise of the “selfie” in popular culture |Will design a poster based on their judgements of the selfie based on |
|Influence of the “selfie” on social media |the guidelines |
|Gender stereotypes | |
|Body image | |
|Prior Knowledge: |Vocabulary: |
|The “selfie” portrait |“Selfie” |
|Searching the Internet for “selfies” |Social media |
|Social media sites: Facebook, MySpace, Snapchat, Instagram, Twitter |Portrait |
|The camera phone |Stereotype |
| |Identity |
|Prescribed Learning Outcomes: |
| |
|Grade 10 |
|Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
|Select materials, technologies, and processes appropriate for a planned work or series of works |
|Create images that reflect an understanding of responsibility to the context of a specific audience |
| |
|Grade 11 & 12 |
|Identify particular techniques used in selected processes |
|Use appropriate visual arts terminology in art criticism |
|Demonstrate the appropriate preparation, clean-up, care, and storage of materials and artworks in all stages of development |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyse the impact of new technologies on image development within a specific visual expression area |
|evaluate ethical and legal implications of using existing images in personal image-making |
|Preparation: |
|Bring up the powerpoint onto the projector |
|Bring out posterboard or large sheet of paper |
|Set out art materials |
|Write down the requirements for the Facebook project |
|1 male and 1 female selfie |
|Should have their analysis read |
|Choose one of the selfies and create a Facebook page for that person |
|Make sure to include the following: sex, age, school, work, relationship status, location, # of friends, 2 wall posts, hobbies and interests |
|Hook: |
|5-10 min |
|Powerpoint |
|Brief overview about Facebook |
| |
| |
|Development: |
| |
| |
|15 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|55 min |
| |
| |
| |
|Project explanation |
|They should have their analysis completed by now |
|Choose 1 of the 2 selfie images to create a fake "Facebook" profile for |
|This will be done physically on posterboard or large piece of paper |
|Remind them to include the following: |
|Selfie pic |
|sex, age, school, work, relationship status, location |
|number of friends |
|2 wall posts, hobbies and interests |
|Working |
|Using the analysis as a launching pad, begin to brainstorm the profile |
|Closing |
|Remind them to use their sketchbooks to start thinking |
|Explore their own Facebook profile for inspiration |
|Will be showing a video next class: Facebook Follies |
| |
|Questions for the Class: |Questions for the Teacher: |
|Are selfies an accurate portrayal of the person taking it? |Why are we making selfies? – Because this will teach you to think |
|Why did you take your selfie in the way you took it? – Consider angle, |critically about people and why they take these pictures |
|lighting, location, appearance, alone or with others |Can I create an actual Facebook profile for this image instead of |
| |doing it on paper? - NO. Identity theft will not be tolerated. You |
| |are NOT allowed to upload pictures of your project anywhere online |
| |either. This is a strict exploration that is to stay in the classroom|
| |and your portfolio. |
| |Can I create the profile based on a different site? - No. Only |
| |Facebook for consistency purposes |
| |Can I just use a friend's selfie? -No you may not. |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Powerpoint |Me |
|Magazines |Class |
|Printer |Library |
|Poster board |Class |
|Facebook layout example |Me |
|Sketchbooks |Students |
|Art materials |Class |
|Teacher Resources: |
| – real time feed of #selfies with Nicholas Cage face –satire |
| Coco Layne –Lesbian artist |
| |
| |
|Assessment Plan: |
|Completed Facebook profile for one of their chosen selfies including: |
|the selfie picture, sex, age, school, work, relationship status, location, number of friends, 2 wall posts, hobbies and interests |
|Adaptations: |
|For students who are unable to print out their own photos, they may save them on a USB and I can print them out. Will give them the option of|
|doing either. |
|Extensions: |
|Students may wish to add extra images onto the selfie Facebook profile |
|Students may wish to do a Facebook profile for their other selfie photo |
|Grade: 10-12 |Themes: media, social media, identity, stereotypes |
| | |
|Subject: Art |Time: 75 minutes (1) x 3 = 225 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: The "Selfie" |Lesson: 3 out of 3 |
|Final Product: |
|Selfie Facebook profile - video & group discussion, analysis (written piece) |
|Learning Goals: |Objectives: SWBAT |
|Rise of the “selfie” in popular culture |Understand the concerns with online privacy |
|Influence of the “selfie” on social media |Articulate what they learned from the video |
|Online privacy issues |Articulate what they would change (if any) to their partner's selfie |
|Gender stereotypes |Facebook profile and to their own and why |
|Body image | |
|Prior Knowledge: |Vocabulary: |
|The “selfie” portrait |“Selfie” |
|Use of the camera phone |Social media |
|Searching the Internet for “selfies” |Portrait |
|Social media sites: Facebook, MySpace, Snapchat, Instagram, Twitter |Stereotype |
| |Identity |
|Prescribed Learning Outcomes: |
| |
|Grade 10 |
|Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy |
|Use a combination of elements and principles to create a particular mood in personally meaningful images |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
|Select materials, technologies, and processes appropriate for a planned work or series of works |
|Create images that reflect an understanding of responsibility to the context of a specific audience |
| |
|Grade 11 & 12 |
|Identify particular techniques used in selected processes |
|Use appropriate visual arts terminology in art criticism |
|Demonstrate the appropriate preparation, clean-up, care, and storage of materials and artworks in all stages of development |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Analyse the impact of new technologies on image development within a specific visual expression area |
|Evaluate ethical and legal implications of using existing images in personal image-making |
|Preparation: |
|Bring up the powerpoint onto the projector |
|Set a due date on the chalk board for the selfie Facebook profile |
|Prepare the groups for discussion after the video - number off (1-5) |
|Hook: |
|5-10 min |
|Show video of Youtube psychic video |
|Talk about Facebook |
|Who has Facebook profile? |
|Who doesn't have Facebook? Why? |
|What do you normally post on Facebook? |
| |
| |
|Development: |
|15 min |
| |
| |
| |
| |
| |
|15 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|35 min |
|Powerpoint - Video day |
| |
| - Facebook Follies |
|Thoughts on the video: questions for the students |
| |
|Activity explanation |
|Group discussion - numbered off 1-5 |
|What should people use Facebook for? |
|What should people NOT be posting on Facebook? |
|Is there another way of sharing your information without Facebook or an online profile? |
|Should people be fired/ punished for the pictures that appear on Facebook? How about the things they say? |
|How can we encourage more people to be vigilant about what they share on Facebook? |
|Can you ever "delete" anything once it's been posted? |
|After seeing the video, you will exchange your piece with a partner's piece. Each of you will write a short 1-2 paragraph analysis on what |
|you have learned throughout this project and the things you would change to your partner's selfie Facebook profile as well as your own. |
| |
|Working |
|Begin to jot down notes |
| |
|Closing |
|Remind them of the assignment details and to think about these questions I posed for them. |
| |
|Questions for the Class: |Questions for the Teacher: |
|What have you learned about selfies? |I don't have Facebook so I can't analyze it- You can analyze it |
|Why do you take selfies if at all? |simply from a knowledge standpoint and from what you've viewed in the|
|Are selfies an accurate portrayal of the person taking it? |video |
|Why did you take your selfie in the way you took it? – Consider angle, |Can I type it or handwrite it? - Both are fine. |
|lighting, location, appearance, alone or with others | |
|Materials/ Equipment: |Access: |
|Projector |? |
|Powerpoint |Me |
|Magazines |Class |
|Paper for writing |Class |
|Sketchbooks |Students |
|Teacher Resources: |
| – real time feed of #selfies with Nicholas Cage face –satire |
| Coco Layne –Lesbian artist |
| - Facebook Follies |
| - Psychic using Facebook |
|Assessment Plan: |
|Provide a concise analysis on the following: what they learned, what changes would they make (if any) to their partner's selfie Facebook page,|
|what changes would they make to their own Facebook page (if any) and why. |
|Adaptations: |
|For students who are unable to write or document their analysis may have a one on one conversation with me about what they learned. |
|For students who are unable to view the video, I will speak to them about what the video documentary is about |
|Extensions: |
|Grade: 10-12 |Themes: media ownership, social construction of beauty |
| | |
|Subject: Art |Time: 75 minutes (1) x 2 days= minutes 150 |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Dove Sketches Real Beauty |Lesson: 1 out of 2 |
|Final Product: |
|Classmate portraits |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Understand the variability in responses to describing "beauty" on |
|people |themselves and someone else |
|Many people tend to be overly critical about their own appearances |Idea of what is beautiful is a socially constructed norm |
|People often see us differently than how we see ourselves |Interpret the description of facial features and translate them on |
|Creation of social "norms" about beauty |paper into a drawing |
| |Discuss how people view themselves versus how others see them |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Social Construction |
|Disney |Media |
|Media and its construction of identity |Gender |
| |Race |
| |Identity |
| |Beauty |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Develop and make images: for specific purpose |
|Develop and make images: demonstrating a growth in understanding of a subject or theme demonstrate an awareness of the skills, training, and |
|education needed to pursue a variety of art careers |
|Use the vocabulary of the visual elements and principles of art and design in discussion and art criticism |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
|Identify tools and equipment used to create images |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology |
|Demonstrate competent use of techniques specific to selected materials, technologies, and processes within a specific visual expression area |
|Create images within a specific visual expression area that demonstrate effective use of particular elements and principles |
|Identify personal bias in image development |
|Create images within a specific visual expression area for specific purposes |
|Compare the expressive and physical qualities of a selected visual element as used in a variety of images within a specific visual expression |
|area |
|Preparation: |
|Set up projector for Powerpoint |
|Prepare the 3 slips of paper |
|Prepare table or spreadsheet of all the students' names - for putting in their descriptions (both their own and classmate's description) |
|Proportions of Human face handout ready |
|Hook: |
|5-10 min |
|Who uses Dove products? What have they been known for the last few years? |
| |
|Development: |
|15 min |
| |
| |
| |
| |
| |
| |
|20-30 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|10 min |
| |
| |
| |
| |
| |
|Powerpoint |
|Show the Dove sketch real beauty video |
|Dove campaign is really pushing hard to promote real beauty |
|Body image - media construction |
|Facial proportions demonstration |
|Project |
|We will try this Dove activity with the class! |
|Hand out 3 slips of paper |
|Write your name on one slip of paper |
|Write a description of your facial features and hair on the other side of the paper (gender, hair, eyes, nose shape, face shape, glasses etc) |
|Now on another slip of paper - copy these exact descriptions onto here - DO NOT WRITE YOUR NAME ON THIS SLIP |
|Drop these slips of paper into a bucket (I will walk around) |
|Now I will hand out slips of paper with a classmates name on it - DO NOT SHOW ANYONE. You will need to write a description of this person's |
|features on the other side of the slip. - DO NOT PUT YOUR NAME ON IT EITHER |
|Now I will bring another bucket around and have the students drop in their students' descriptions |
| |
|Demonstration- Facial proportions |
|Gather around me for a demonstration - explain the proportions on facial drawing |
|Give handout of facial proportions |
| |
|Working |
|Work on facial proportions handout sheet |
|Put this into your sketchbook - glue/ tape/staple it |
|(Teacher will be filling in names on the spreadsheet with the descriptions written about them) |
| |
|Closing |
|Collect all the pencils, glue, tape |
|Anyone who has not handed in their slips of paper please hand them in |
|Next class we will begin the portrait project |
| |
|Questions for the Class: |Questions for the Teacher: |
|Whose standards of beauty are we using as the measuring stick? |What if I can't draw the features just as is described? - Don't |
|How exercise change your or make you think about beauty? |worry, do your best! |
|What do you think of the Dove campaign? | |
|Are all faces constructed the same? Proportions-wise? | |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Slips of paper (3) x 60 |Me |
|Spreadsheet/ Table with student names |Me |
|Facial proportions handout sheet x 60 |Me |
|Pencils x 30 |Class? |
|Stapler with stapes |Class |
|Tape |Class |
|Ziplock bags |Me |
|Teacher Resources: |
| - Dove sketch real beauty |
| |
|
|-campaigns-be.html |
| |
| |
| |
| |
| |
| - Face drawing tutorial |
|Assessment Plan: |
|Compose 2 portraits - one with a description that was written by the person being drawn and one with a description written by another |
|classmate of that person |
|These are to be drawn side by side |
|Engage in class discussion / group critique using appropriate vocabulary |
|Adaptations: |
|If a student isn't present for one of the classes, he or she will need to fill to watch the Dove video and draw two portaits of themselves. |
|One with their own self description and one with a friend's/ family member's description of them. Write an analysis and compare and contrast |
|the two. How are they different or similar? What does this say about perception of beauty from person to person? |
|Extensions: |
|Students may choose to explore this concept further by drawing family members or friends without telling them and having them guess who they |
|drew. |
|Grade: 10-12 |Themes: media ownership, social construction of beauty |
| | |
|Subject: Art |Time: 75 minutes (1) x 2 days = 150 minutes |
| | |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Dove Sketches Real Beauty |Lesson: 2 out of 2 |
|Final Product: |
|Classmate portraits continued |
|Learning Goals: |Objectives: SWBAT |
|Understand that media is biased and controlled by a small number of |Understand the variability in responses to describing "beauty" on |
|people |themselves and someone else |
|Many people tend to be overly critical about their own appearances |Idea of what is beautiful is a socially constructed norm |
|People often see us differently than how we see ourselves |Interpret the description of facial features and translate them on |
|Creation of social "norms" about beauty |paper into a drawing |
| |Discuss how people view themselves versus how others see them |
|Prior Knowledge: |Vocabulary: |
|The 6 conglomerates |Social Construction |
|Disney |Media |
|Media and its construction of identity |Gender |
| |Race |
| |Identity |
| |Beauty |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Develop and make images: for specific purpose |
|Develop and make images: demonstrating a growth in understanding of a subject or theme demonstrate an awareness of the skills, training, and |
|education needed to pursue a variety of art careers |
|Use the vocabulary of the visual elements and principles of art and design in discussion and art criticism |
|Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to|
|conveying meaning and achieving purpose |
|Identify tools and equipment used to create images |
| |
|Grade 11 & 12 |
|Use appropriate visual arts terminology |
|Demonstrate competent use of techniques specific to selected materials, technologies, and processes within a specific visual expression area |
|Create images within a specific visual expression area that demonstrate effective use of particular elements and principles |
|Identify personal bias in image development |
|Create images within a specific visual expression area for specific purposes |
|Compare the expressive and physical qualities of a selected visual element as used in a variety of images within a specific visual expression |
|area |
|Preparation: |
|Set up projector for Powerpoint |
|Have the spreadsheet of names & descriptions ready |
|Paper ready for handout |
|Pencils sharpened |
|Have two descriptions ready to hand out (1 the student wrote about himself/herself and 1 someone else wrote about him/her) - these are to be |
|handed out to each student |
|Hook: |
|5 min |
|What did you think of facial drawing proportions last class? Was is challenging? Fun? More scientific than you would like it to be? |
| |
|Development: |
|10 min |
| |
| |
| |
|60 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Powerpoint |
|Face drawing tutorial - recap from last class |
|Project |
|Pull your sketchbooks for reference the facial proportions guidelines |
|Copy down the information of the 2 descriptions I will give you (will be 2 descriptions for one student) in your sketchbook so you won't lose |
|it! |
|Hand out the 2 descriptions (of each student) to everyone in the class. They should have the following: |
|- 1 slip describing facial characteristics written by Student A |
|- 1 slip describing facial characteristics written by Student B about |
|Student A |
|Write down these descriptions in your sketchbook so you won't lose them! |
|Handout paper and pencils to students |
|Divide paper in half and draw 2 portraits - using both descriptions |
|You cannot tell anyone WHO you are drawing. |
|At the end of the project, I will reveal who you drew. |
|Class discussion on what they thought about the project and perception of beauty in the media. |
| |
|Closing |
|Hand back your pencils |
|Store your art work in the cabinet |
|Next class will be a working class |
| |
|Questions for the Class: |Questions for the Teacher: |
|Whose standards of beauty are we using as the measuring stick? |What if I can't draw the features just as is described? - Don't |
|How exercise change your or make you think about beauty? |worry, do your best! |
|What do you think of the Dove campaign? | |
|Are all faces constructed the same? Proportions-wise? | |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Slips of paper (3) x 60 |Me |
|Spreadsheet/ Table with student names |Me |
|Facial proportions handout sheet |Me |
|Pencils x 30 |Class? |
|Teacher Resources: |
| - Dove sketch real beauty |
| |
|
|-campaigns-be.html |
| |
| |
| |
| |
| - Face drawing tutorial |
|Assessment Plan: |
|Compose 2 portraits - one with a description that was written by the person being drawn and one with a description written by another |
|classmate of that person |
|These are to be drawn side by side |
|Engage in class discussion / group critique using appropriate vocabulary |
|Adaptations: |
|If a student isn't present for one of the classes, he or she will need to fill to watch the Dove video and draw two portraits of themselves. |
|One with their own self description and one with a friend's/ family member's description of them. Write an analysis and compare and contrast |
|the two. How are they different or similar? What does this say about perception of beauty from person to person? |
|Extensions: |
|Students may choose to explore this concept further by drawing family members or friends without telling them and having them guess who they |
|drew. |
|Grade: 10-12 |Themes: tattoos, identity, stereotypes |
|Subject: Art |Time: 75 minutes (1) x 2 = 150 minutes |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Tattoos & Identity |Lesson: 1 out of 2 |
|Final Product: |
|Tattoo design- Exploration of ideas and designs |
|Learning Goals: |Objectives: SWBAT |
|Who has Tattoos? |Design their own tattoo sleeve (s) |
|Stereotypes and tattoos |Explain the elements on their sleeve and why they chose them |
|Tattoos as representative of identity |Explain why they represent him/her |
| |Incorporate a variety of different elements- colours, images |
| |Find examples of inspiration (Internet, books, magazines, newspapers)|
| |Articulate the common stereotypes of tattooed people |
|Prior Knowledge: |Vocabulary: |
|Tattoos |Tattoo |
| |Stereotype |
| |Mainstream |
| |Identity |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Develop and make images demonstrating an understanding of a variety of styles |
|Develop and make images that deliberately engage varied combinations of the senses at once |
|Using a combination of image-development techniques and strategies |
|Demonstrate an awareness of the qualities of particular elements and principles of art and design |
|Grade 11 & 12 |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Create images within a specific visual expression area: using a variety of image sources to achieve a specific purpose |
|Create images within a specific visual expression area: that reflects personal contexts |
|Justify selection of elements and principles within a specific visual expression area |
|Preparation: |
|Set up projector for Powerpoint |
|Write the project on the board - Design 3 versions of your sleeve in sketchbook |
|Set out art materials |
|Prepare discussion group questions (number 1-5) |
|Hook: |
|15 min |
|Powerpoint |
|Show a clip - show |
|Talk about the project they will be doing |
| |
|Development: |
|15 min |
| |
|15 min |
| |
| |
| |
| |
|30 min |
| |
|Powerpoint |
|Continue showing the powerpoint: history, who has them |
|Where to look for inspiration |
|Pose questions of stereotypes and identity to the class (Group discussion) |
|Why are tattoos so taboo in society? |
|Are tattoos about self-expression? |
|Why do people get tattoos nowadays? |
|Which Katie do you agree with and why? |
|Will there be a time when tattoos are widely accepted? Is it main stream now? |
|It's about tolerance and accepting diversity of appearances |
| |
|Project |
|Will work in your sketchbooks |
|You need to design 3 sleeve tattoos |
|They must include a small write up about each of the sleeves (1-2 paragraphs or bullet points) |
|Must look for sources of inspiration (Internet, books, magazines, newspapers) |
|I will need to approve the sleeve you choose to do your final sleeve project on |
|I can also talk about my tattoo and my design process |
|Closing |
|Remind the class to start looking online for inspiration. I'd like to see some images by next class. |
| |
|Questions for the Class: |Questions for the Teacher: |
|What are your impressions of tattooed people now? |What if my parents disapprove of this project? Do I still have to do|
|Will tattoos affect your employability? |it? - Yes you do because it's an exploration of identity and visual |
| |representation of who you are. If it were inked permanently, what |
| |aspects would you include and what would you exclude? I am in no way|
| |encouraging tattooing yourself. 1. Too young 2. Requires a lot of |
| |research and time 3. Very expensive 4. Make the decision when you are|
| |mature |
| |Can I design a tattoo for another body part instead? - Yes, but it |
| |should be a big piece. I am not looking for a tiny symbol. You |
| |would need to come up with the template yourself |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Sketchbook |students |
|Art materials |Class |
|Arm template |Me |
|Magazines |Class |
|Teacher Resources: |
| - Celebrities and tattoos (Katie Hopkins vs Katie Waissel) |
| |
| |
|Assessment Plan: |
|Students have incorporated a variety of different elements into their three designs including use of colour and a variety of imagery |
|Explanation of the elements on their sleeve and why they chose them |
|Have sources of inspiration in their sketchbook |
|Adaptations: |
|Students may wish to design a tattoo piece for another part of their body. They will need to design the body template though. |
|Extensions: |
|Students can challenge themselves by designing another part of their body or even a full body suit. They may add other accessories or |
|apparel in their drawing! |
|Grade: 10-12 |Themes: tattoos, identity, stereotypes |
|Subject: Art |Time: 75 minutes (1) x 2 = 150 minutes |
|Unit: Media and the Social Construction of Identity | |
|Title of Activity: Tattoos & Identity |Lesson: 2 out of 2 |
|Final Product: |
|Tattoo design- Designing the sleeve |
|Learning Goals: |Objectives: SWBAT |
|Who has Tattoos? |Design their own tattoo sleeve |
|Stereotypes and tattoos |Include elements of colour and visuals that work together |
|Tattoos as representative of identity |Find examples of inspiration (Internet, books, magazines, newspapers)|
|Prior Knowledge: |Vocabulary: |
|Tattoos |Tattoo |
| |Stereotype |
| |Mainstream |
| |Identity |
|Prescribed Learning Outcomes: |
|Grade 10 |
|Develop and make images demonstrating an understanding of a variety of styles |
|Develop and make images that deliberately engage varied combinations of the senses at once |
|Using a combination of image-development techniques and strategies |
|Demonstrate an awareness of the qualities of particular elements and principles of art and design |
|Grade 11 & 12 |
|Analyse how particular elements and principles are used to create meaning and effect in images within a specific visual expression area |
|Create images within a specific visual expression area: using a variety of image sources to achieve a specific purpose |
|Create images within a specific visual expression area: that reflects personal contexts |
|Justify selection of elements and principles within a specific visual expression area |
|Preparation: |
|Set up projector for Powerpoint |
|Write the project on the board - the final project |
|Have the template prepared for the class |
|Hook: |
|5 min |
|Powerpoint |
|Talk about my tattoo and how I designed it |
| |
|Development: |
|20 min |
| |
| |
|50 min |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Powerpoint |
|Show images of my thought process and the steps |
|Encourage them to really explore ideas of representation, images and meanings, colour, the narrative of the pictures together |
|Project |
|Each student will talk to me one on one to discuss which sleeve they want to use for their final project - any changes they want to |
|incorporate and why |
|Will hand out the sleeve template |
|Students to begin work on their final sleeve project |
|Think about the materials, colours, shading you want to use and how they work with your idea |
|Closing |
|Ask the class to return all their borrowed materials |
|Remind the class to work on their ideas and drawings at home |
|Critique or class discussion will be done after the projects are handed in |
| |
|Questions for the Class: |Questions for the Teacher: |
|What are your impressions of tattooed people now? |What if my parents disapprove of this project? Do I still have to do|
|Will tattoos affect your employability? |it? - Yes you do because it's an exploration of identity and visual |
| |representation of who you are. If it were inked permanently, what |
| |aspects would you include and what would you exclude? I am in no way|
| |encouraging tattooing yourself. 1. Too young 2. Requires a lot of |
| |research and time 3. Very expensive 4. Make the decision when you are|
| |mature |
| |Can I design a tattoo for another body part instead? - Yes, but it |
| |should be a big piece. I am not looking for a tiny symbol. You |
| |would need to come up with the template yourself |
|Materials/ Equipment: |Access: |
|Projector |Class |
|Sketchbook |Students |
|Art materials |Class |
|Arm template |Me |
|Magazines |Class |
|Teacher Resources: |
| - Celebrities and tattoos |
| |
| |
| |
|Assessment Plan: |
|Design a sleeve that incorporates elements of colour and visuals |
|Explanation of the elements on their sleeve and why they chose them should be in their sketchbook |
|Adaptations: |
|Students may wish to design a tattoo piece for another part of their body. They will need to design the body template though. |
|Extensions: |
|Students can challenge themselves by designing another part of their body or even a full body suit. They may add other accessories or |
|apparel in their drawing! |
-----------------------
Media and the Social Construction of Identity
Art Foundations 10-12
Cindy Yap
................
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