meridith


 * Project Title:** Uncovering Media Perspectives
 * Targeted Grade Levels**: 9-12


 * Introduction** : There are at least two sides to every story. The media can be very convincing and it is important to be a smart consumer of the information it addresses. It is important to be informed and critical of the media because not everything you hear is true. Some artists comment on the influence of popular media in our lives and want the viewer to be more responsible. In this lesson students will choose a contemporary issue or current event represented in the media. They will research different opinions on the subject and take a stance. Then in teams of two, they will create a zine (using text, photos, magazines, and drawings) that reflects the issue in terms of media. Zines are short for fanzine or magazine. Zines are a form of media that usually have a limited topic and are distributed by means of self-publication to a small circulation of people. After the pages are completed, they will be photo copied and distributed.

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, environment, personal experience, observation, or imagination. 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**: The student:


 * Project Objectives**: By the end of this lesson, students will be able to: (1) research and think critically about a contemporary issue and take a stance (2) Create a zine using various materials (3) incorporate elements of satire and show an understanding of multiple perspectives

Pencils Pens Scissors Glue Magazines, Newspapers, scrap material 8 1/2 x 11 sheets of paper stapler photo copier
 * Tools, Materials and Resources**:

2. Break the students into teams of two. Let the students brainstorm and agree upon an idea for their zine. 3. Review examples of how to make an appealing page layout. http://www.openzine.com/aspx/UserPage.aspx As well as items that can go in a zine. 4. Distribute materials. Hand at least 8 sheets of paper per team. Students can fold the paper in half once or fold once, cut and fold again. This will make it easier to photocopy later. Have the students decide on spreads for the zine and make thumbnail sketches on a separate sheet of paper. 5. Let them explore using different materials, drawings, and text in their layouts collaboratively as well as individually 6. Have the teams combine their spreads and have them photocopied so they can disperse them. 7. Extension- scan in spreads and make first digital zine using http://www.openzine.com/aspx/UserPage.aspx
 * Process:**1. Start with introduction, ask students to name examples of contemporary issues that have more than one perspective. List these ideas on the board. Then ask students what types of media inform us of these issues. Have the students think about issues that they have seen in the media or in advertisements that they felt did not give the most honest message. Review the ideas of juxtaposition and satire in art. Show examples of artists who use satire in their work, Michael Ray Charles and how his deals race stereotype, adbusters and their comments on consumer culture as well as contemporary issues, and Barbara Kruger and her mock advertising dealing with feminists issues.

Explain an activity before it begins with simple, concise instructions, use worksheets that have picture and work diagrams of the instructions.
 * Adaptations:** Students with academic skills disorders are often behind their classmates in developing reading, writing, or arithmetic skills, make sure the students desk is close to the teacher so they can communicate easily. Have a vocabulary chart for the words that are introduced in this lesson.


 * Assessment**: Students will be assessed on: (1) The completion of six spreads and a cover as a zine (2) Visually appealing designs and creative approach (3) Record of researching topic, brainstorming, and sketches ect. (4) Facilitation and communication of idea (5) ability to work cooperatively in a team

Michael Ray Charles deals with race stereotype- http://www.pbs.org/art21/artists/charles/index.html adbusters use satire to poke fun at advertisements and culture- http://www.adbusters.org/gallery/spoofads Barbara Kruger uses bold text and contradicting image to comment on culture- http://www.pbs.org/art21/artists/kruger/index.html#
 * Artists:**

http://www.openzine.com/aspx/UserPage.aspx http://www.pbs.org/art21/artists/charles/clip1.html# Strickland, Carol. "The New Breed: Post-Modern Art." The Annotated Mona Lisa: A Crash Course in Art History. Kansas City:Universal Press Syndicate Company, 1992. http://keyarts.wikispaces.com/Specific+Learning+Disability+VA
 * References**:


 * Project Title**: Altered Newspaper
 * Targeted Grade Levels**: 6-8


 * Introduction**: In this lesson students will use a current newspaper spread as the ground for a drawing and alter it to enhance the message or make a comment. The media is a widespread term that can include newspapers, television, radio, broadcasting, Internet including blogs, message boards, podcasts, and video sharing. The media can be used to raise awareness about public issues or comment on society. By using a newspaper article as starting point to create a theme it encourages students to connect media and their daily lives. Students will investigate emphasizing significant texts and images as well as eliminating unnecessary ones.

VA.B.1.3.1 knows how different subjects, themes, and symbols (through context, value, and aesthetics) convey intended meaning or ideas in works of art. VA.C.1.3.1 understands and uses information from historical and cultural thems, trends, styles, periods of art and artists.
 * Sunshine Standards**: The student:

By the end of this lesson, students will be able to: (1) to transform a newspaper spread into a creative work of art that has a cohesive theme (2) utilize a variety of media and technique. (3) Use symbols to represent their idea (4) make conscious decisions about aesthetics (5) understand art historical context for this project.
 * Project Objectives**:

Newspapers Large black paper to mount the newspaper Gesso, or white acrylic paint Acrylic medium Black and white oil pastels Charcoal sticks Tempera paint Pencils, markers, and pens Colored pencils and pastels Sand paper Glue or glue sticks Scissors Brushes Erasers Xerox machine
 * Tools, Materials and Resources**:

1. Discuss the Dadaist movement and their relationship to media and collage; show examples Max Ernst and Kurt Schwitters. Then show contemporary artists that use altered media in their work for example Daniel Don’s Sketch books. Discuss how an article’s meaning can be enhanced or how it could create a new meaning all together by altering it. 2. The teacher will collect various newspaper pages and mount them on sturdy black paper. Then let the students look through and choice one they want to work with. 3. Next have students eliminate most of the text and some of the imagery with a black pastel. As they are narrowing down the text, have them start thinking of what they want to express in their altered drawing. Keep some text untouched. Talk to the students and discuss their ideas about the final product. In small groups discuss how the meaning behind the idea can be enhanced. 4. Let the students experiment with materials. Draw, paint, illustrate, and collage on the newspaper. 5. Next add drawings, or collage images using juxtaposition. 6. Have the students write an artist statement about the meaning they are trying to convey, the process of their work.
 * Process:**

For students who are deaf make sure the steps to the lesson are on the board, use story boards that outline the steps in process, situate the student close to the teacher to pick up on visual clues.
 * Adaptations:**


 * Assessment**: (1) The completion of the altered newspaper drawing (2) the visual considerations of the design (3) Facilitation and communication of their idea through use of symbols (4) willingness to experiment with different media and techniques (5) an artist statement that explains their idea, process and whether or not they thought it was successful.

Danel Don uses text and images from his local newspaper in South Africa to comment on the current events. http://www.daneldon.org/journals/index.html Dada artist used collage to comment on WWI http://www.nga.gov/exhibitions/2006/dada/techniques/collage.shtm http://www.nga.gov/exhibitions/2006/dada/techniques/overpainting.shtm Barbara Kruger http://www.eng.fju.edu.tw/Literary_Criticism/feminism/kruger/kruger.htm#male%20power
 * Artists:**

http://www.uic.edu/classes/ad/ad382/sites/Projects/P015/P015_Process.html http://keyarts.wikispaces.com/Hearing+Impairment+VA
 * References**:


 * Project Title**: Appropriating Media
 * Targeted Grade Levels:** 9-12


 * Introduction**: The media is all around us and consequently influences the way we think. The media can be a very powerful tool, but we must be careful that the values embedded by the media really have merit. Many artists have been fascinated by stereotypes and how it is related to identity. In this lesson students will dissect the idea of identity and stereotypes portrayed by the media. In this project students will take an icon from pop culture whether that be a famous character, product, advertisement and insert yourself in.

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


 * Project Objectives**: By the end of this lesson, students will be able to: (1) identity common stereotypes in the media (2) use appropriation to make a new image (3) Use symbols to represent their idea (4) make conscious decisions about aesthetics

Camera Paper for sketching Magazine for referencing Color pencils Scissors Acrylic paint 18 x 24 sheets of paper
 * Tools, Materials and Resources**:

1. Introduce the idea of stereotypes in the media. Ask them to give examples of the families portrayed in popular culture. Then have them compare that ideal to their own family. How is it similar or different? Show contemporary advertisements versus ads from the past. http://library.duke.edu/digitalcollections/adaccess/ How does the time period reflect popular culture. 2. Introduce artisits like Laylah Ali, Michael Ray Charles, and Cindy Sherman all deal with identity and stereotypes in their artwork. How do these artists react to the media? Think of ways different people are portrayed in the media or in popular culture. Talk about how Cindy Sherman commented on issues of feminism by putting herself into the scene and mock it. “The artist Michael Ray Charles investigates racial stereotypes drawn from the history of American advertising, product packaging, billboards, radio jingles, and television commercials. Charles draws comparisons between Sambo, Mammy, and minstrel images of an earlier era and those of contemporary mass media portrayals of black youths, celebrities, and athletes—images he sees as a constant in the American subconscious.” (http://www.pbs.org/art21/education/technology/lesson2.html) How does Charles use and critique stereotypes? How is that related to the media he chooses? 3. Instructor will have a variety of iconic symbols characters and advertisements to help students start thinking about stereotypes are embedded in visual culture. 4. Think about an issue involving stereotypes that you would like to address. Brainstorm with the class. (family, gender, culture, race, age, beauty ideals, ect.) Are any of the examples part of your identity? 5. Write down or sketch several ideas or ways to use your appropriation idea. Then decide the best way to research a topic and the materials needed to make your project. Meet with students to find out their ideas. 6. Let students work on project with various materials including photo editing if desired. 7. When the students are finished, display the artwork in classroom and discuss the use of appropriation.
 * Process:**


 * Adaptations:**For students with mental retardation or intellectual disability, make the classroom rules should be short and simple, teach tasks one step at a time, Explain the primary goal of the lesson before you start teaching, have easy to use materials like crayons available, place students in the classroom near the teacher and supportive peers, give positive reinforcement when they complete small tasks.

Does the artist show evidence of thinking through an idea? Does the artist use the iconic symbol in a way that is creative and meaningful? Is the reference to popular culture recognizable?
 * Assessment**: Students will be assessed on: (1) Record of investigating the topic, brainstorming, and sketches ect. (2) ability to use appropriation to talk about a different issue (3) Facilitation and communication of idea

Layla Ali- http://www.pbs.org/art21/artists/ali/ Cindy Sherman- http://www.moma.org/interactives/exhibitions/1997/sherman/ Michael Ray Charles - http://www.pbs.org/art21/artists/charles/index.html
 * Artists:**

Strickland, Carol. "The New Breed: Post-Modern Art." The Annotated Mona Lisa: A Crash Course in Art History. Kansas City:Universal Press Syndicate Company, 1992. http://www.pbs.org/art21/education/technology/lesson2.html http://www.moma.org/interactives/exhibitions http://www.pbs.org/art21/artists/ali//1997/sherman/
 * References**: