Lesson #1: A Scrap/Book Journal
Content Standard #5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others. (
National Standards for Arts Education
)
Content Standard #6:
Making connections between visual arts and other disciplines.
Goal
Create an ongoing personal repository for ideas, reflection and information.
Objectives
The student will be able to:
-
Create and maintain a scapbook/journal in class.
-
Make a variety of periodic written entries.
-
Read and save movie reviews.
-
Materials
-
ruled paper
-
stapler
-
construction paper
-
markers
Activities
Each student creates a scrapbook/journal.
Teacher defines the uses of the book. Student input is requested. Entry ideas are listed on the inside cover.
Each student makes entries over the course of the unit as prompted.
Journal/scrapbook ideas
-
Movie reviews from the newspaper such as: “Taking the Children”
-
in the Sunday
New York Times
and regular film reviews in the
New York Times
.
-
Student written movie reviews.
-
Personal reflection on class work.
-
Personal reflection and examples of stereotype in art, film, television, advertising, comic books, textbooks.
-
Personal experience with stereotype.
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Project ideas.
-
Definitions.
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Class notes and classroom writing assignments.
Evaluation
Creation of a journal/scapbook.
Entries made by student and checked by the teacher at regular intervals.
Lesson #2: Stereotype Defined
Content Standard # 4:
Understanding the visual arts in relation to history and cultures.
Goal
Create a definition and rubric for identifying and interpreting stereotype.
Objectives
The student will be able to:
Participate in group brainstorming activities.
Identify stereotypes in everyday life.
Write a definition of stereotype.
Participate in group activities leading to producing a list of questions or statements which can be applied to identifying and interpreting stereotype in art and film.
Look at and analyze stereotype in an artwork or film excerpt by applying rubric.
Materials
large paper and markers for recording ideas (save)
magazines
scrap paper
box
ruled paper or journal scrapbook
Activities
Each student writes an occupation on a piece of paper which is folded and placed in a box. Each student selects a paper and writes a detailed physical description of an imaginary person whose occupation they have selected. Each student reads his/her description aloud, not revealing the occupation. Classmates guess the occupation. Discuss how stereotypes were used or not used in this exercise.
By means of group discussion, students respond to the question: In what positive and negative ways can stereotyping people be used?
By means of large and small group discussion, students generate words, phrases and ideas that define stereotype until the group decides on a definition to be used in class. The definition can be subject to change by the class at a later date. Each student should record the definition in his/her journal/scrapbook
By means of group discussion, students respond to the question: How can you tell if you are looking at a stereotype in art or film. List answers in journal/scrapbook.
Each student finds an advertisement in a magazine which uses a person to sell a product. Applying the answers to the question in #4, the student decides if, and specifically how, stereotype is being used in their selected advertisement. Share with whole group or in small groups.
Evaluation
Participation in discussions and brainstorming activities.
Application of concepts and elementary rubric to understanding stereotype in an advertisement by writing a brief analysis.
Lesson #3: The One and Only Real Me
A Self-Portrait
Content Standard #3:
Choosing and evaluating a range of subject matter, symbols and ideas.
Goal
Interpret meaning in a portrait and express unique, individual qualities through a self-portrait.
Objectives
The student will be able to:
Describe a person in depth based on clues in a portrait by a well-known artist.
Draw a realistic frontal rendering of his/her face.
Create montage of personality “clues.”
Create a collage using a face drawing and montage items.
Materials
-
reproductions of portraits by well-known artists
-
paper
-
pencil
-
mirror, or photograph of student
-
colored pencils
-
scissors
-
glue
-
construction paper or other paper for backing collage
Activities
Using a portrait by a well known artist, the teacher asks the students to describe the personal characteristics of the subject of the portrait by completing the sentence: This person is _____________. The students should then provide a rationale for the statement. Characteristics and rationales are charted. For example:
Characteristic
|
Rationale
|
a marrid woman
|
ring on the left finger
|
wealthy fancy dress, smooth skin, pearl earrings
Each student selects a portrait and repeats the exercise independently using paper which is divided in half, one side reading “characteristic” and the other side “rationale.” Each student shares his/her portrait and interpretation with the a small group or whole class.
Each student creates a realistic rendering in pencil of his/her face using a mirror or photograph. (Students can make mirrors using mylar stretched over paper.)
Each student lists objects, ideas, thoughts, dreams, people, places which have personal meaning. Using the list, each student makes separate drawings in pencil and colored pencil which depict several of the themes.
Each student cuts out his/her self-portrait and other drawings and these elements are combined into a composition by gluing them onto colored construction paper or other backing (wall paper, marbled paper, fabric).
Evaluation
Participation in discussion.
Share analysis of a portrait.
Creation of a self-portrait which describes unique personal qualities.
Lesson #4: Get a Life! Rewriting and Redrawing the Lives of Well-Know Stereotype Characters in Advertising
Content Standard #2:
Using knowledge of structures and functions.
Content Standard # 4:
Understanding the visual arts in relation to history and cultures.
Goal
Undo a familiar stereotype.
Objectives
The student will be able to:
Identify stereotypes and how they are used in advertising.
Acknowledge the history of Aunt Jemima’s use in advertising (film and collectable figurines).
Rewrite and redraw a character from advertising as a person free of stereotype.
Describe how African-American artists Faith Ringgold and Betye Saar transformed the Aunt Jemima stereotype.
Materials
-
Food packages or advertisements displaying stereotypes
-
Faith Ringgold, The Last Story Quilt
video tape
-
reproduction of “The Liberation of Aunt Jemima” (Saar)
-
paper
-
pencils
-
markers, crayons, colored pencils
-
fabric scraps
-
scissors
-
glue
-
(optional: illustrations of collectibles/figurines and excerpts from films depicted mammy/Aunt Jemima characters)
Activities
Teacher-led discussion and examples about the history of the Aunt Jemima figure.
View
Faith Ringgold, The Last Story Quilt
. Focus on quilt techniques and storytelling. Lead students in a discussion of how Ringgold transformed Aunt Jemima in her quilt, “Who’s Afraid of Aunt Jemima?”
Teacher-facilitated discussion (use quotes written about the work to generate dialogue) and student analysis of symbols and images in Saar’s “The Liberation of Aunt Jemima.”
Teacher-facilitated student discussion comparing Ringgold’s transformation of Aunt Jemima to Betye Saar’s, “The Liberation of Aunt Jemima.”
Using a collection of stereotypes from food labels and other products images gathered by students or teacher ahead of time, teacher leads students in a discussion of the intended stereotypes.
Employing Ringgold’s story quilt example as a model, each student selects a stereotype character from the collection and rewrites and redraws the character’s life as a non-stereotype person.
Each student’s text, collages, and drawings are assembled on squares of paper and arranged into a grid as a quilt.
Stereotype character ideas from food and household products:
-
Aunt Millie
-
Uncle Ben
-
Mr. Clean
-
Mrs. Butterworth
-
Betty Crocker
-
Tio Sancho
-
Sun Maid
-
Campbell’s Soup
-
kids
Evaluation
Participation in discussion.
Creation of a story quilt using text and graphics which dispel a familiar stereotype.
Lesson #5: Using Stereotypes to Confront Stereotypes: Robert Colescott Recontextualization Photocollage
Content Standard #4:
Understanding the visual arts in relation to history and cultures.
Goal
Critically examine ideas about stereotype by recontextualizing, reversing and manipulating appropriated images.
Objectives
The student will be able to:
Describe and analyze the recontextualizing, reversing and manipulation of stereotypes employed by Robert Colescott after viewing selected excerpts from
Robert Colescott
videotape.
Manipulate an appropriated image from the history of art which challenges ideas about stereotype.
Materials:
-
Robert Colescott
videotape
-
Littlest Rebel
videotape
-
art history books and photocopies of selected images
-
markers
-
pencil
-
ruled paper or journal/scrapbook
Activities
View selected excerpts from
Robert Colescott
videotape. The sensitive material contained in this videotape must be carefully introduced. Students should be warned that the work contains stereotype vulgarly depicted. While viewing the videotape and pausing frequently, students identify the ways in which Colescott uses stereotype and list the negative stereotypes employed. Give particular attention to images of Shirley Temple and Bill Robinson. View excerpts from
Littlest Rebel
to contextualize Colescott’s interpretation.
The teacher facilitates a student discussion about Colescott’s controversial style.
Each student selects a well-known portrait or figure group painting from the history of art from the resources provided to transform using one of Colescott’s methods: race reversal as seen in “Shirley Temple Black and Bill Robinson White.”
Using an enlarged photocopy of the art work each student alters the original by coloring it with markers, changing the complextions of the subjects.
Each student writes a paragraph explaining how their original ideas about the well-known work of art changed. Students should refer to notes on stereotype in their journal/scrapbook.
Evaluation
-
Participation in discussions.
-
Effective artwork.
-
Paragraph demonstrating understanding.
Lesson #6: Heritage Shadow Box Betye Saar, African-American Artist
Content Standard #2:
Using knowledge of structures and functions.
Content Standard #3:
Choosing and evaluating a range of subject matter, symbols, and ideas.
Content Standard #4:
Understanding the visual arts in relation to history and cultures.
Goal
Select and utilize culturally significant objects and symbols in an artwork.
Objectives
Student will be able to:
Identify his/her heritage.
Identify and select objects and symbols representing his/her heritage.
Create a shadow box which honors his/her heritage.
Use principals of composition.
Materials
-
Betye and Alison Saar, Conjure Women of the Arts
videotape
-
cigar boxes and boxes-all sizes
-
cardboard tubes
-
cool melt glue
-
fabric, yarn, jute
-
old jewelry, beads
-
magazines
-
spools, wood pieces, twigs
-
acrylic paint
Activities
View
Betye and Alison Saar, Conjure Women of the Arts
videotape. Discussion: How does Betye Saar celebrate her complex personal heritage? How is the art process depicted in the videotape?
Each student identify personal heritage and compile a list of objects and symbols which communicate aspects of his/her heritage. Record information in scrapbook/journal.
Each student gathers materials which best match his/her list. Materials are collected from supplies provided in the classroom and brought from home, especially family photographs.
Using a composition which makes use of at least three planes of a box (back, middle and front), each student creates a shadow box employing the objects and symbols.
Evaluation
Creation of a list of objects and symbols which have cultural significance.
Creation of a shadow box utilizing appropriate materials and a composition of several planes.
Lesson #7: Film Evaluation/Posters
Content Standard #1:
Understanding and applying media, techniques, and processes.
Content Standard #5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Content Standard #6
: Making connections between visual arts and other disciplines.
Goal
Reflect upon stereotype VS authentic film characters.
Objectives
The student will be able to:
Identify stereotype VS authentic characters in film, excerpts and personal selection from TV or film.
Apply a rationale for arguments.
Demonstrate knowledge through a poster using a slogan and illustration.
Demonstrate effective poster design.
Materials:
Crooklyn
Do the Right Thing
film reviews for
Crooklyn
18”x24” and 9”x12” white paper
markers
tempera paint
pencils
pictures of movie posters, video boxes and movies advertisements
Spike Lee, Filmmaker
(Hardy) [optional]
Activities
View
Crooklyn
in its entirety and excerpts from selected films including
Do The Right Thing
.
Review
stereotype
and
authentic
as they apply to characters. In journals, students list characters and their attributes and qualities. Determine which characters demonstrate stereotype or are authentic and provide rationale.
Each student chooses a character from
Crooklyn
as the central focus of a film poster.
Each student collects more specific information about
Crooklyn
and character by reading film reviews and excerpts from books and discussing with other students.
Each students creates a slogan for his/her poster which states clearly the essence of the character. An additional slogan about the film can be utilized.
Teacher leads review of elements of poster design (optional: by reviewing a poster chapter in an art text).
Look at and analyze movie posters, video boxes and advertisements.
Each student creates several small sketches employing effective poster design, slogan(s) and illustrations. Color with markers.
Students choose one design and create a 18”x24” poster using tempera paint.
Using the same process, each student creates a poster based on a film or television show character of his/her choice seen outside school.
Optional
Read
Spike Lee, Filmmaker
.
Evaluation
Participation in discussions.
Posters demonstrate knowledge.