Tiger

Artist Lesson Plan Tiger Team #4 STUDENT NAMES REMOVED Title of Lesson: Dont Judge a Book by its Cover Show-Me Visual Arts Standards Goal 2- Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. -Exchange information, questions and ideas while recognizing the perspectives of others -Present perceptions and ideas regarding works of the arts, humanities and sciences -Perform or produce works in the fine and practical arts Goal 4- Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. -Explain reasoning and identify information used to support decisions -Identify tasks that require a coordinated effort and work with others to complete those tasks National visual Arts Standards Content Standards: -Reflecting upon and *assessing the characteristics and merits of their work and the work of others -Understanding the visual arts in relation to history and cultures -Understanding and applying media, techniques, and processes Achievement standards: -Select and use subject matter, symbols, and ideas to communicate meaning -Describe how different materials, techniques, and processes cause different responses -Use different media, techniques, and processes to communicate ideas, experiences, and stories -Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Grade Level Expectations -Strand I- Communicate ideas about subject matter and themes in artworks created for various purposes -Strand V (HC) -Compare and contrast artworks from different historical time periods and/or cultures -Strand III (AP) -Analyze and evaluate art using art vocabulary Rationale and Goals for this Lesson Lesson 4 continues the big idea of story with an examination of point of view. Students will be asked to stretch their thinking and challenge their assumptions about archetypes in familiar stories. Looking at how the same story could be seen differently through another characters eyes, students will explore how the artists perspective can influence which story is being told

and develop an understanding of how and why artists make choices in their work to express their viewpoint. The students will then use this understanding to create a puppet and present their own re-telling of a well-known fairytale from a different perspective. Big Idea Students will examine the role of point of view in a story and explore their own power as artists to make choices about which stories are told and why. Students will consider the variety of unique possibilities for interpretation of an idea or sequence of events and how characters are often responsible for revealing the story through a particular lens. Essential Questions How does the storyteller/artist's point of view impact the meaning of a story/image? Key Concepts Point of view is about Motive-Why is the story being told Plasticity- the ability to change one's view's, assumptions, or opinions in light of new information. Empathy- multiple points of view increase our understanding of people and situations Stereotypes/archetypes- going deeper Characterization- visual tools or symbols we use to convey traits Objectives Viewing/Discussing Art Students will identify choices made by the artist/author which indicate the point of view they wish to portray. Students will contemplate and discuss motive, or why an artist or author might choose to present a particular point of view. Whos stories usually get told and why? Why are multiple points of view important? How does background knowledge affect the story? What are archetypes and stereotypes? How do these concepts reflect the prevailing point of view of our culture? How might it change the story when characters defy stereotypes? What kinds of stories might be told if someone other than the main character tells them?

Students will consider prevailing narratives and archetypes in our culture, whose stories are being told and why, and the power of the artist to give voice to untold stories. Students will explain how background knowledge of a story can affect how we read a piece of artwork and interpret meaning. Students will exhibit knowledge of stereotypes and archetypes and how these constructs influence our interpretation of stories. After reading the story The True Story of the Three Little Pigs, watching the video clips and viewing artwork students will demonstrate the ability to identify with multiple interpretations of social constructs and archetypes.

In lieu of going to the museum, students will be presented with examples form literature, Early Renaissance painting, pop culture, and contemporary art to illustrate the significance of creative point of view and the profound impact it has on our culture and our worldview. Students will interpret this concept at a variety of levels ranging from the basic understanding that there are two sides to every story (as demonstrated by the reinterpretation of The Three Little Pigs), to the probing of stereotypes and archetypal characters for greater depth (shown through the comparison of St. George Slaying the Dragon and a scene from Shrek in which the dragon displays unexpected characteristics), and finally, the ways in which art can be used as a tool for challenging our assumptions about things we take for granted such as prevailing cultural narratives and our own behaviors and identity (examining Banksy's divergent point of view on the role of art in culture). This allows for multiple points of entry into the discussion and activities, depending on age and experience level. Making Art Students will demonstrate cognitive and emotional plasticity in their ability to see multiple points of view by creating and interpreting a new character's role. Students will create a puppet to step into another character's shoes and show how perspective influences storytelling. Students will make artistic choices about how their character looks in order to communicate ideas about point of view and personality. Students will use story to explain how their character might have a different viewpoint and therefore a different story from that of the main character or narrator. Students will use their character's voice to justify divergent possibilities. Students will demonstrate their authority to make choices about how their character, and the story as a whole, is interpreted by the viewer.

Vocabulary Perspective Lesson Vignette: In this lesson students will explore the idea of perspective by thinking about how a story might be different depending on who is telling it. To build this idea we will first identify stereotypes of characters in introductory character drawing activity. Next we will get the students to think about whos stories are told and why by first reading the book The True Story of the Three Little Pigs and then by examining perspective in various artworks. Students will also examine the choices that artist make in order to communicate a particular perspective. Next the students will view exemplar puppets acting out an exemplar story so that they can see what their art-making activity is for the day. The students will then dive into their own puppet and story making by creating a puppet of a character that is not the main character or narrator of the story. Lastly the students will celebrate their learning and creation by sharing performances of their stories using their puppets. 9:30-12:00 Timing Break down: 9:15-9:35 As students begin to arrive, teachers meet and greet with parents and students. A large roll of paper and drawing materials will have already been laid out. Instruct students to draw their interpretation of a hero and a villain on the paper. They will work as students are arriving. 9:35-9:40-Introductions 9:40-9:45 Read The True Story of the Three Little Pigs (Sholanda) 9:45-10:00 Prezi viewing including VTSesque discussions and video clips (Karen and Bertie) 10:00-10:05 Sharing of exemplar puppets and story (Allyson, Lauren and Lauren) 10:05-10:10 Explain basics of puppet making and material use (?) 10:10-10:15 Break into small groups by fairytale (Jack and the Beanstalk, The Three Little Pigs, Billy Goats Gruff, Little Red Riding Hood). Check for knowledge of the story and read a short Stereotype Archetype Narrator Misrepresentation Visual cues Main character Supporting character Personality

version of the story. (One undergrad per story and the two graduate students will float between all groups?) 10:15-11:20 Puppet making and story writing (just a couple of sentences per character). 11:20-11:30 Clean up art making materials. 11:30-12:00 Story sharing performance with puppets. Assessments/ Rubrics The assessment will take the form of a final performance during which the students will use their puppets and group created story to act out their fairytale from the perspective of characters that are not usually included in the story. A rubric that assesses the students attitude and use of class time as well as their puppet and story has been attached. To ensure constant engagement by all students We hope that by giving the students many entry points which they will have some background knowledge of already they will find interest and motivation in their art making. By relating perspective in storytelling to stories and movies that they are already familiar with they will be able to tie their exploration of perspective to their life. By having an element of group work we hope that students will feed off of and motivate one another. We feel that this lesson is very rich in engaging learning activities. To challenge highly talented students. By having art making that is somewhat flexible the most talented students can choose to make their characters and stories more elaborate. The group work element will create a chance for highly talented students to mentor other students. For those who finish early If a student finishes early they can use the butcher paper and markers to create a backdrop for their groups story. In order to tie this activity into the idea of perspective we will ask them to think of how this scene would be different form the scene where this story is typically told. For example in the retelling of Little Red Riding Hood maybe we would hear the story sitting in the wolfs very comfy living room den, complete with family pictures, books, etc. Materials The True Story of the Three Little Pigs Butcher Paper Markers Lined writing paper Pencils Felt Other puppet making materials (to be determined by those members of the group responsible for exemplars)

 Teaching Resources/References Scieszka, Jon and Lane Smith. The True Story of the Three Little Pigs. City of Publication: Viking Press, 1989. Walker, Sydney R. Teaching Meaning in Artmaking. Worcester, Massachusettes: Davis Publications Inc., 2001. http://www.lovethesepics.com/2011/08/banksy-graffiti-superhero-45-great-photos- quotes/ http://www.artic.edu/aic/collections/exhibitions/Renaissance/Dragon