jen

Jen's Projects and Activities go here


 * Project Title**: Who is the "I" in Media?


 * Targeted Grade Levels** - High School


 * Introduction**:What is the //media//? How can //media// be used to influence people's thinking and behavior? Students will be asked to write down a list of 10-20 words that describe the //media// they encounter on a day to day basis. Students will be asked how those words affect them, what they buy, how they think. Students will find images to best represent these words and their affects on them personally and create one singular image with the 10-20 images that are found. Students with be able to explain the image choices and how they work together to create one cohesive piece of work. They will present the work knowing that it will be viewed and interpreted by others.

VA.A.1.4.1 uses two-and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based o research, environment, personal experience, oberservation, or imagination VA.B.1.4.1 applies various subjects, symbols, and ideas in works of art 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
 * Sunshine Standards:**


 * Project Objectives:** Students will (1) create a sophisticated collage that conveys intentional meaning by using various images based on personal influences of the //media//; and (2) describe the affects of //media// on them personally as consumers as well as the affects of art on the viewer.

 **Tools and Materials:** Pen, paper, //media// examples, newspapers, magazines, actual products, teacher example, scissors, glue sticks, xacto knives, cutting board


 * Process:** Students will begin by thinking about the big questions, what is media and how can //media// be used to influence people's thinking and behavior? They will write down 10-20 words that relate to the //media// they encounter on a day-to-day basis. They will take these images and make one single image that will reflect not only what they see on a regular basis, but also an image that will reflect them as individuals. Students will describe in writing how this image will be viewed by others, similar to how the media was viewed by themselves.
 * Adaptations:** For students with Intellectual Disability (Formerly Mental Retardation)
 * Students will be placed near students who are good support peers.
 * The focus will be kept on one concept at a time.
 * Rules and procedures will be kept short and simple and repeated periodically.
 * Students will be given small goals to achieve, one at a time


 * Assessment:** Students will be asked the big questions, what is //media// and how can media be used to influence people's thinking and behavior? These questions will be followed up with questions such as, what //media// do you encounter on a day-to-day basis? What is it about this //media// that is interesting to you? How is this media interesting? What can/should be changed on this media? If there were a form of media that described you, what would it look like? If you took all the products in the media you saw on a day-to-day basis, what could you make it look like? How would you make it express you as a person? How can some product may have more than one meaning or symbol? Students work should reflect a solid idea of the media mixed into one singular image. The image will represent both the artist and the media influencing the artist.


 * Artists:** Students will be introduced to artists and the art work of Barbara Kruger, Ellen Gallagher, Michel Keck, Eve Composite, and Alicia Pellon. The book, __Collage, Assemblage, and Altered Art__, by Diane Maurer-Mathison will be introduced. While artists like Barbara Kruger strongly exemplifies works incorporating media influence, artists such as Michel Keck and Eve Composite are examples of portraits done with collage. All of these artists are great examples of how art can be a narrative or have a deeper meaning when images are combined.


 * References:** [] Ellen Gallagher, [] Barbra Kruger, C__ollage, Assemblage, and Altered Art__ by Diane Maurer-Mathison, flickr.com, globalgallery.com


 * Example:**


 * Project Title -** Printmaking Advertisement


 * Target Grade Level -** High School


 * Introduction -** What is it in //media// that is appealing to you? Students will create a design that incorporates the ideas and knowledge they learned from the previous lesson, (Who is the "I" in Media), in making a successful advertisement with printmaking techniques. The students work will reflect understanding of techniques such as as chiaroscuro, self-imagery, and foreground/background placement. Students will review how other artists have used and mastered these techniques and learn to use similar tools to accomplish their creation. Students will have an artists statement prepared for final critique.

VA.A.1.4.2 - uses tools, media, processes, and techniques proficiently, ,knowledgeably, and in a safe and responsible manner VA.B.1.4.4 - knows how elements of art and the principles of design can be used and solves specific visual-art problems at a proficient level VA.D.1.4.2 - understands critical and aesthetic statements in terms of historical reference while researching works of art
 * Sunshine Standards -

Project Objectives - Students will create a design that will incorporate the use of chiaroscuro, self-imagery, and foreground/background placement. The design will show knowledge and understanding in basic principles of design as well as the historical aspect of printmaking in art and advertisements. Students will understand how to use printmaking tools and techniques in a safe, responsible way to create a successful piece of work. Tools and Materials - pencil, black permanent markers, paper, rives bfk white paper, powerpoint presentation on historical references, printing press, speedballs, ink, rollers, linoleum board, newsprint, ruler, paper towel, gloves, palette knife. Process - After viewing ideas from artists about chiaroscuro and printmaking, students will review their previous project involving advertisement. They will take these new ideas and information from chiaroscuro, printmaking, and advertisements and create a design that will represent themselves and show knowledge in principles of design as well as printmaking skills. Students will (1) draw their designs on linoleum, (2) carve them out, (3) and print them on paper. Students will present their work with an artist statement. Adaptations -** Student with Speech or Language Impairment
 * Place student within easy view of the teacher
 * Interpreter (if possible)
 * Use a storyboard for student/s
 * Use more visual examples and instructions


 * Assessment - Students' work should show a design with a thoughtful process which will incorporate basic principles of design, personal experiences, and historic reference. Students' work will be printed on rives bfk paper, signed and dated, and presented completed as well as organized. Students will have one final print to present and four others practice prints available to be viewed.

Artists - Artists such as Caravaggio, Artemisia Gentileschi, Albrecht Durer, Andy Warhol will be introduced as well as artwork that shows examples of printmaking, chiaroscuro, pop art, and advertisement.

References - [] / Carravaggio, [] Artemisia Gentileschi, [] Albrecht Durer, [] Andy Warhol,[|http://en.wikipedia.org/wiki/Chiaroscur].

**Examples -

Targeted Grade Level: High School
 * Project Title: Artist Ads

**Introduction: **What are the ways //media// enters your life? What do you find effective about the way you view it? How is it ineffective? Students will focus on the way //media// is translated through digital media. Students will discuss //media// and how it they can create it. Examples of commercials, art, and advertisement will be viewed and critiqued using design elements as well as artistic translations. Students will be asked to view these examples as both a consumer and artist. WIth these ideas and information in mind, students will be put into small groups of two to three to create a form of //media// using one of the following forms of digital media: voice thread, podcast, or animation. Students will pick an art-related subject to create a story line that will be presented and critiqued with the same ideas that were used when the examples were critiqued.

Sunshine State Standards: 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 process VA.C.1.4.2 understands how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context VA.D.1.4.3 knows the difference between the intentions of artists in the creation of original works of art and the intentions of those who appropriate and parody those works

Project Objectives: Students will (1) create a commercial that shows an artists and a series of his or her work; (2) create a story line that will create a reaction from the viewers, while maintaining an appropriate approach for the artists and his or her work; (3) will present the work in groups of 2-3 students who all fully participate. Tools and Materials: Computers, paper, pen, cds. Process: Students will be re-introduced to the affects of //media// and the different forms it comes in. There will be a discussion on what role advertisement and commercials play in //media.// Students will be shown examples of former University of Florida student examples. Students will be assigned to create an advertisement using digital media in the forms of one of the following: voicethread, podcast, or animation. They will them be split into groups of 2-3 students who will decide on three things, (1) an artist and artworks to do their project on, (2) a story line for the project, and (3) the digital media they want to use. Students will present an appropriate, complete, and informative commercial. Adaptations: ESL Students 1. Students will be grouped together with students who have a strong knowledge in the English language. 2. Students will be shown many visual examples 3. Instructions will be repeated multiple times 4. Allow for extra time if neccessary

Assessment:** Students work will have a understanding not only for the artist and the artist works that are presented, but also for the way the students present the works. Students have prior experiences with the types of digital media that is allowed, so execution of the projects will be completed on due dates (with adaptation exceptions), and students work will be understandable and clear in both its message and presentation.


 * Artists:** Meredith Coen, Jennifer Link, Tracy Workmen, Kyle Wolf


 * References:** Personal CD,[]