lauren


 * Title:** Advertising Self Portrait
 * Grade Level:** High School


 * Introduction:** Advertisers utilize many techniques to sway readers in their favor. They follow rules of graphic design to visually capture an audience as well as carefully selecting words and phrases that they perceive as impactful in the most subtle ways. In this project, students will create a self portrait in the guise of an advertisement for themselves. They will use advertising techniques and the elements and principles of design to convince their viewer that this is a product they need. This advertisement may take any form they wish: a commercial, an ad for a magazine or newspaper, a radio ad, a poster, a t-shirt, etc. but must be appropriate to the medium.

VA.A.1.4.1 Uses two dimensional and three dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, personal experience, observation, or imagination. VA.A.1.4.3 Knows how the elements of art and principles of design can be used to solve specific art problems. VA.B.1.4.3 Understands some of the implications of intentions and purposes in particular works of art.
 * Standards:** The student:

By the end of this lesson, students will be able to: (1) recognize, describe, and apply techniques used in advertising to persuade viewers to buy a product; and (2) create a work of art that takes the form of a self portrait and an advertisement. Paper Pencils (graphite and colored pencils) Markers Magazines and newspapers (for cutting) Glue
 * Objectives:**
 * Tools and Materials:**


 * Process:**
 * 1) After exploring advertising techniques students will brainstorm how to advertise themselves; e.g. whether it takes the form of a service or a product.
 * 2) They will create sketches keeping in mind layout and considering text and image elements. Students will generate a rough draft to self and peer review for grammatical, design, or other errors and effectiveness of the advertisement on the viewer.
 * 3) After re-drafting the advertisement students will create a final draft.

A visually impaired student might have a very difficult time with this project depending on the severity of the impairment. Some students might have heightened sensitivity to light while others may not be able to see what they are doing. This assignment could be adapted to suit each individual whether it is by giving the student a larger 'canvas' to work from or placing their workspace in an appropriately lit area or even translating it into a sculptural advertisement.
 * Adaptations:**

Students will be graded on (1) their usage of at least 3 advertising techniques or elements and principles of design; (2) creative and original approach to self portrait (what and how they advertise themselves); (3) sketches and other proof of planning and/or self/peer review; and (4) completion of project. These items should be placed into a rubric.
 * Assessment:**

Ashley Bickerton- corporate logo stickers on cases and crates(?)
 * Artists and Resources/References:**

[|Advertisement]
 * Example:**


 * Title:** Making An Impact with Zines
 * Grade Level:** Middle or High School


 * Introduction:** In this project, students will be exposed to advertising techniques and will use them in their own artwork to bring attention to a contemporary issue. They will be shown magazines, newspapers, and zines and discuss the different approaches each take to conveying ideas about an issue. As a class the students will research and explore one contemporary issue and work individually to examine specific ideas surrounding the issue. They will create a collaborative art zine, each student working on one or two spreads, and distribute the zine in an appropriate environment- whether it is the school campus, at home, the community, etc.

VA.A.1.4.1 Uses two dimensional and three dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, personal experience, observation, or imagination. VA.A.1.4.3 Knows how the elements of art and principles of design can be used to solve specific art problems. VA.B.1.4.1 Applies various subjects, symbols, and ideas in works of art. VA.C.1.4.1 Understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art. VA.E.1.4.1 Knows and participates in community-based art experiences as an artist or observer
 * Standards:**The student:

By the end of this lesson, students will be able to: (1) research and discuss a contemporary issue using their own personal opinions and knowledge; (2) create and contruct a zine individually and collaboratively; and (3) recognize, describe, and apply methods used by magazines, newspapers, and zines to discuss and sway readers' decisions about certain topics.
 * Objectives:**

Scissors Glue Magazines and newspapers for cutting Classroom computer Pencils (graphite and colored) Pens Markers Stapler (with staples) or craft needles and string Paper: 5 1/2 in x 8 in or 4 in x 11 in (Keep in mind the dimensions when considering photocopying and binding the zines. These sizes will allow for one piece of 8 1/2 x 11 in paper to be a spread and make binding simpler.)
 * Tools and Materials:**


 * Process:**
 * 1) Individually students will research contemporary issues- they can be either global or local or set in a particular community. As a class they will discuss them and vote on one issue to devote the zine to.
 * 2) Each student will select one or two ideas surrounding the issue chosen. They will design a spread for each idea following this process: First, they will brainstorm and do some research. Second, they will make sketches and general layout decisions based on methods of swaying a viewer' opinion. This includes selectively applying any text or image to their layout and creating a rough draft. Third, they will self and peer review the rough draft of the spread to determine the accuracy of the message and any design flaws or grammatical errors. And finally, they will create a final ("polished") draft.
 * 3) Each spread will be photocopied 'x' amount of times. The zine pages could be photocopied enough times to distribute throughout the school or the community or just enough times to give one to each student, at the instructor's discretion.
 * 4) The students will then rearrange pages and select an order for the spreads. Then they will bind the zines together either by stapling the paper or by stitching the pages together.

An emotionally disturbed student should have a well structured plan on how to use time in order to keep them focused. They should be seated next to a positively influential student and if necessary allowed to work in a small group on the spreads. If working independently, make sure to structure the creation of the spread into smaller activities. 1. Pick a topic. 2. Think about what your message will be. 3. Decide what you want to visually state the message. 4. Arrange the elements on the page. etc. Its important to get to know your students and their limits and indicators, this will help to individualize your teaching through the emotional disability.
 * Adaptations:**

Students will be assessed on: (1) Completion of assigned zine spreads; (2) Creative and/or original approach to spread development; (3) Proof of planning and/or research on the topic; (4) Coherency of message in zine spreads; and (5) Participation in collaborative elements of lesson (such as initial brainstorming discussion and final assemblage of zine spreads).
 * Assessment:**

[|List of Altered Art Zines]
 * Artists and Resources/References:**


 * Title:** Internet Information Visualization
 * Grade Level:** High School


 * Introduction:** In this lesson students will explore the internet as a form of the media and as an art making tool. The internet is relatively new and has grown exponentially and continues that growth today. It has become an integral part of most cultural and political systems. Many newspapers and forums and knowledge bases are now founded online where anyone with a connection may find them. Artists have in turn adapted their art-making to include internet methods. Such artists include Nancy Paterson, Peter Horvath, Michael Mandiberg, et al. They all take different approaches to utilizing the internet in their work. Students will begin to explore different possibilities of such a far-reaching element of media.

VA.A.1.4.2 Uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner. VA.B.1.4.2 Understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques and processes. VA.B.1.4.3 Understands some of the implications of intentions and purposes in particular works of art. VA.C.1.4.1 Understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art.
 * Standards:**The student:

By the end of this lesson, students will be able to: (1) Recognize different methods of internet usage; (2) Identify some artists who use the internet in their work; (3) Create a work of art utilizing the internet or some aspect of the internet; (4) Create a work of art revolving around a creative approach to visualizing information.
 * Objectives:**

Paper Pencils Computers
 * Tools and Materials:**


 * Process:**
 * 1) Introduce some internet artists and their work. Explain how this work can be effective or less effective because of the internet usage and reliance. Get students to start thinking about different aspects of the internet and different internet communities in which they might consider infiltrating their work.
 * 2) Students will choose a topic for information visualization. This might be a global issue, a reinterpretation of the information in a 'family tree', etc. They will also brainstorm areas of the internet to interface with (minimum of three approaches).
 * 3) Then they will sketch out their ideas graphically and create a mock-up or exemplary work. This will undergo self and peer evaluation to decipher feasibility and help reinforce the idea with improvements and other comments.
 * 4) Students will create the work and publicize it to the appropriate venue.

An ESL student might not be comfortable enough with English as a language to understand this assignment or how to deal with it. Students could thus work in small groups to create the projects. Group activities help ESL students to feel more comfortable and to integrate with native English speaking students. It's important to try to individualize some attention toward them for comprehension of vocabulary and activities.
 * Adaptations:**

Students will be assess on: (1) Completion of assignment; (2) Research and sketches to demonstrate thought relating to assignment; (3) Creative and original approach to visualization and internet usage.
 * Assessment:**

[|Stock Market Skirt] [|michael mandiberg's oil standard] [|jodi.org] [|peter horvath]
 * Artists and Resources/References:**

[|Facebook Quilting Pattern]
 * Example:**