Raising Social Awareness T-Shirts

A lesson plan for 4th grade

Alaiyha Bryant

Task 1 Part B: Lesson Plans for Learning Segment

LESSON PLAN #1
Date / Week: October 4th, October 11th, October 18th,
October 25th, November 1st, and November 8th
Student Teacher: Alaiyha Bryant
Lesson Title: Raising Social Awareness T-shirts
Grade Level: 4th grade
Number of Students: 9
Time available for this lesson: Six 40- minute sessions
Central Focus (Big Idea): Students will explore different social issues and learn that there are
different ways to express how they feel about an issue or topic and advocate for it using text,
transferred imagery, symbolism, and fabric paint to create social awareness t-shirts.
Social Issues / Concepts of the Lesson
Social Awareness
Advocating for Change
Personal Views on Social Issues
Values & Life Lessons
Essential Questions

What is a social issue?

What is social awareness?
What are some personal connections you can make to different social issues?
How can you communicate social issues through text, imagery, and symbolism?
How can you use the elements and principles of design to effectively communicate a
social issue?

What are some ways contemporary artists use symbolism, text, and imagery to
communicate a social issue?

What are some images, symbols, and text you can use to communicate your chosen
social issue?

How can clothing be used as a medium to make a statement or raise awareness?

State Goals:
Goal #25: Know the Language of the Arts
IL 25.A.3e Analyze how the elements and principles can be organized to convey
meaning through a variety of media and technology.
In this lesson: Students will explore how to convey concepts about the social issue of
their choice and how to advocate for it using the elements and

principles of design to showcase their ideas. Students will then be

videotaped with their t-shirts, explaining how their artistic decisions
conveyed their intended meaning.
Goal #27: Understand the role of the arts in civilization, past, and present
IL27.B.3 Know and describe how artists and their works shape culture and increase
understanding of societies past and present.
In this lesson: Students will explore how artists used different media to express and
communicate various social issues using symbols, text, and imagery
across different cultures. Students will then consider their work and
how it uses those elements to portray the past and future ways of
using various artistic expressions to advocate or raise social
awareness.

1. Objectives:
1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: Given a video, list of various social issues, and
class discussion, students will engage in a group mapping activity
to successfully demonstrate their previous understanding of what
a social issue is and the different types of social issues out there.
OBJECTIVE II: Given images of various artworks and class
discussion, students will clearly explain how the famous artwork
conveys various social issues and raises awareness through the
use of symbolism, text, imagery and the elements and principles
of design.
OBJECTIVE III: Given a think sheet and class discussion,
students will convincingly demonstrate their understanding of
connecting social issues with their personal experiences by
successfully completing the think sheet and engaging in
discussion through mapping.
1.2 Artistic Skill Objectives:
OBJECTIVE IV: Given a list of social issues, 3 t-shirt outlines and
a pencil, students will carefully choose one issue that resonates

State Goal Codes

IL 26. B. 3d

IL 25.B.3

IL 25.A.3e

with them and effectively create 3 sketches (front and back of tshirt) that includes symbols, desired imagery, and text.
OBJECTIVE V: Given one big t-shirt outline (front and back)
students will carefully choose one of their sketches and use
colored markers to effectively convey their social issue through
the use of drawn text, symbols and imagery.
OBJECTIVE VI: Given access to computers students will
successfully collect and print at least 2 images from the computer
(or bring in one personal image that connects them to their social
issue for front of shirt and one image that represents their social
issue on back of shirt) on transfer paper that clearly represents
their social issue.
OBJECTIVE VII: Given a demonstration on iron-on transfers,
students will appropriately position their collected images where
they would like them to be and with teacher assistance carry out
the transfer of the image that clearly represent their chosen social
issue.
OBJECTIVE VIII: Given fabric, paint, various brushes and white tshirts or fabric students will successfully add to the transferred
image by putting together their image, symbols, and text to
convey their chosen social issue.
OBJECTIVE IX: Given paper and pencil, students will accurately
compose an artist statement which successfully incorporates why
they chose the social issue, how it connects to them, and why
they chose the iconography, symbolism, and text to depict the
issue to be read during the fashion show.

IL 26.B.3d

IL 26.B 3d

IL 25.A.3e

26.A.3e, 25.A.3e

26.A.3e

26.A.3e & 26.B.3d

2. Assessment Criteria:
OBJECTIVE I: The student successfully demonstrated their previous understanding of
what a social issue is and the different types of social issues out there.
OBJECTIVE II: The student clearly explained how the famous artwork conveys various
social issues and raises awareness through the use of symbolism, text, imagery and the
elements and principles of design.
OBJECTIVE III: The student convincingly demonstrated their understanding of connecting
social issues with their personal experiences by successfully completing the think sheet
and engaging in discussion through mapping.
OBJECTIVE IV: The student carefully chose a social issue that resonated with them. The
student effectively created 3 sketches (front and back) of a t-shirt template that includes
symbols, desired imagery, and text.

OBJECTIVE V: The student effectively chose one of their sketches. The student used color
markers to appropriately convey their social issue through the use of drawn text, symbols
and imagery.
OBJECTIVE VI: The student knowledgably selected and printed at least 2 images from the
computer (or brought in one personal image that connects them to their social issue for the
front and one representative image for the back) on transfer paper which clearly conveyed
their social issue.
OBJECTIVE VII: The student appropriately positioned their collected images where they
would like them to be and with teacher assistance carried out the transfer of the image that
clearly represented their chosen social issue.
OBEJECTIVE VIII: The student effectively added to the transferred images by successfully
putting together their image, symbols, and text to convey their chosen social issue.
OBJECTIVE XI: The student accurately composed an artist statement that successfully
incorporated why they chose the social issue, how it connected to them, and why they
chose the iconography, symbolism, and text to depict the issue, which was read during the
fashion show

3. Learner Characteristics:
3.1 Developmental Rationale
The theme of social awareness and learning how to express feelings and advocate for
something they believe is right or wrong relates to the curiosity, worry, and the idea that
everything needs to be fair 4th graders experience. 4th grade is the time where students are
learning what equality is, why things are the way they are, and how to accurately depict their
feelings about different issues or concerns going on around them. Wood (1994) mentions that
nine and ten year olds worry about events going on in the world and about experiences going
on around them such as: divorce, moving away, losing friends, etc. By having the students
choose a social issue and add images, text, and symbols to represent that issue, they are
connecting their personal experiences with whats going on in the world that concerns them
and exploring different ways they could use different techniques to express their feelings
about the issue. Not only are they expressing their feelings, but theyre also teaching
someone else what they want them to know about this social issue and how it connects to
them. Wood also goes on to explain how the exploration of social concerns students have in
4th grade can help them become more invested in the project, by providing us an example of
a girl who worked really hard on a Saturday on her poster project advocating for the
elephants. This shows how invested 4th graders can get into this project if its something they
choose and can connect a personal experience with.
This lesson also includes reflections, which Pennisi (2013) encourages in order to get
students thinking about what theyve just learned and connecting it with meaning. The

students doing think sheets, playing games, interacting in meaningful discussions, sketching
their t-shirt design on templates, then finally creating artist statements to be said while they
model for the fashion show at the end are all forms of reflecting on what theyve learned.
Lastly this lesson also focuses on the problem-posing questions and concerns model that
Pennisi encourages. Pennisi says, This problem-posing stance encouraged students to see
the content of their curriculum as means to use art to confront real-life issues, not as simply
manipulating art materials to solve pre-set visual design problems (p.132). In this lesson
students are looking and exploring real life social issues and using different techniques such
as image, text, and symbols to confront and raise awareness about these issues from a
personal viewpoint. By creating t-shirts students are learning that there are different ways to
be expressive and manipulate artistic media. They will have something they made and can
wear to advocate for something they believe or dont believe in which can be seen wherever
they go. Overall this lesson will require the students to explore the issues around them and
how on a personal level they connect to these issues and can advocate for them through
raising awareness and teaching others valuable lessons to be taken away.
3.2 Students with Special Needs
Students that have special needs could be paired with either my helpers or a student that
is able to help the special needs student out. If the student is physically disabled, working
more digitally to create their t-shirt could be an option and if the student is mentally
disabled, working more from visuals and observation could be an option for that student
as well.
4. Literature and References
4.1 Rationale of this lesson
This lesson allows students to take a look at the world around them and the social issues
out there and connect them to their personal life. Social awareness is a topic that surrounds our
everyday lives and makes you question the concept of equality and fairness. 4th graders are all
about equality and constantly questioning things trying to make sense of the world and this
project allows them to do so through the visual representation and analysis of their chosen
social issue. Wood (2007) says, " Nothing is fair to a nine-year-old, who is also struggling with
the cognitive task of understanding ethical behavior at a new level (p.97). Although things in life
may not be fair, this lesson teaches 4th graders how to advocate for something they may think is
unfair and would like to change, while also relating it to their life. Also at this age they begin to
worry about many personal things going on in their lives and this lesson allows them to bring
those personal issues into art and connect them to an even bigger social issue. Students who
may have a lot going on and are having a hard time dealing with it can express themselves on a
broader scale, by connecting it with something like a social issue that relates to whats going on
in their lives.
This lesson also allows students to experiment with new media, which in this lesson were tshirts. Most of the 4th graders I taught had never painted on t-shirts before and this pushed them

to take risks, which is a characteristic 4th graders shy away from. Wood says, The best test
takers are the risk takers in the world; nines are anything but good risk takers (p.97). It is good
to expose students to a variety of media and push them to take risks and by introducing them to
something theyve never done and encourage them to try new things and take risks by trying
various techniques on their t-shirts. Freedman (2003) says, Students must simultaneously be
helped to deepen their ideas as they develop their media skills and these ideas may need to
cross media in their development. Contemporary fine artists and other visual culture producers
do not work in a single medium as much artists did in the past (p.119).
4.2 Background of the topic
The use of fabric to make a statement dates back to the Classical and Hellenistic periods
of Greek art. Clothing during that time was particularly made tight and clingy to accentuate the
female body making a statement on how females were viewed during that period.
(http://www.metmuseum.org/). Moving into more contemporary art, artists like, clothing designer
Jae Jarrell, used fabric also to make a statement about African American culture and Feminism.
She describes her work as such, It's an important work, and represents the extension of the
AfriCOBRA ideas in to the street, where one can represent in public, and not just in visual arts
venues like museums and galleries" (http://blackthreads.blogspot.com). Not only is the lesson
teaching students about creating a voice and advocating for something, but it is also teaching
students that only work displayed in museums and galleries are considered art, but that there
are different types of art out there that are just as worthy as those in museums and galleries.
Freedman (2003) says, From an educational standpoint, we can conceptualize quality not as
great (inherent) value, but as powerful (social) influence (p.54). Therefore using clothing as a
means to make a statement publically rather than making a piece to be contained to just a
museum or gallery showcases quality as a social influence and conveys a powerful message.
Clothing is also a good way to incorporate the concept of identity and how we design, match,
and wear our clothes showcases our own individuality. It is something that we can all relate to
and have personal meanings and associations with.
4.3 Information about related artists, styles, movement or cultures

Jae Jarrell
o Born in Cleveland, Ohio and attended The Art Institute of Chicago, Howard
University, and Parsons School of Design in New York. She was a clothing
designer and made handmade pieces for the AfriCOBRA, exhibits in the 60s and
early 70s. AfriCOBRA African Commune of Bad Relevant Artists) was an
organization created in 1968 by African American artists who celebrated black
culture in the visual arts. One of her famous garments was titled Urban Wall

Suit, and deals with Feminism and the Civil Rights Movement. Her Afro-centric
garments were featured in museums as well as magazines. She also owned a
mens clothing shop in New York. One of her insightful and inspirational quotes
says, You speak through your work. We can all do something. You speak
through your medium.
Source: http://africobra.tumblr.com/post/372761140/jae-jarrell

Jean Michael Basquiato Born December 1960-August 1988 and was a neo-expressionist painter and
graffiti artist. His artwork focused on various social issues such as wealth and
poverty, integration versus segregation, and inner versus outer experience. He
used social commentary in his images to discuss serious issues such as racism
and power and social class struggles. He used text and various symbolism in his
paintings, which mostly focused on a head to represent the intellectual
knowledge and potential an African American male has compared to the outer
physical appearance society most often judges. His paintings show the process
of creating and mimic a childlike painting or drawing.
o Source: http://www.basquiat.com/artist.htm#

Barbara Krugero Born in New Jersey in 1945 and had an interest in graphic design, poetry, and
writing. She was an editor, art director, and designer. She eventually fell in love
with text and photography. Her artwork deals with various social issues such as
feminism, racial and gender stereotypes, consumerism, greed, and power. She
emphasizes the relationship between art and commerce as well as the role art
and design plays into advertisement.
o
Source: http://www.arthistoryarchive.com/arthistory/feminist/BarbaraKruger.html
Benon Lutaayao Born in Uganda and is known for collaged portraits. He was unable to buy art
supplies, but was determined to still make art and therefore he used found
recycled scraps on the streets and used that to create collages. The paper he
uses represents how vulnerable human life can be. Some big ideas in his work
include social adversity, identity, and other fluctuations that occur in life. He uses
layering, exploration, approximations, and manipulations with the media in his
work to represent the construction of identity. Everything in his artwork is
purposeful and allows for discovery and the release of energy.
o Source: http://www.benonlutaaya.com/artist-statement
Karin Millero Grew up in South Africa and used digital collage to raise awareness about

different social, political, and historical issues. Some big ideas in her work include
war, AIDS, slavery, and diversity. Living in South Africa she uses those
experiences in her work and often depicts a lot of African Americans in her work
to show the beauty and appreciation for them.
o Source: http://www.karinmiller.co.za/survival-lies-in-choice/
Alberto Sevesoo Born in Milan but now resides in the United Kingdom. He is an illustrator and
Digital Photographer. Hes worked with many famous brands such as Adobe,
MTV, Sony and Nikon. He was also featured in many magazines, books, and
blogs. His work is inspired by his childhood interest, which were the graphics on
skate decks, and covers of metal band music CDs. He created a bullying piece
to add to the mural for The Bully Project that took the character Alex from the
movie Bully, and added some graphic effects with text to add to the meaning of
the piece and the mural. Along with the image he made for the mural, he does a
lot of advertising and graphic design for music artist, different phones, editorials,
and amongst many other things.
o Source: http://www.burdu976.com/phs/about/
Bjargey Olafsdottiro Born in Iceland in 1972. She works with photography, multimedia, drawing, and
watercolor. Her big ideas include reality, fiction, and the environment. She is
known for participating in the 350.org project titled Earth as Canvas. This
project was to raise awareness about climate change and environmental issues
and to encourage others to protect the environment. She did this by creating an
80 meter by 50 meter polar bear in the snow using organic red watercolor. It was
meant to blow away, which it did bit by bit and within a week was gone. This
added to the meaning of polar bears becoming extinct due to the drastic climate
change and ice caps melting away.
o Source: file:///C:/Users/Owner/Downloads/Bjargey-portfolio-2011.pdf and
http://www.artprice.com/artist/236922/bjargey-olafsdottir/biography
Contemporary Artists- Artists known in the 21st century. Includes a variety of
expressive media and content.
Social Awareness- Being able to understand, respect, and even respond to various
issues surrounding you and our world. Whether you agree or disagree, being aware of
different issues and how you could possible help or hurt the issue is important to know
as a citizen and human being. Those who arent aware become less knowledgeable on
the issue or topic and tend to form biased judgement or opinions, which comes from the
lack of knowing. Making ourselves aware as individuals and as a community can create
a sense of respect and care for issues that surround us and our world.
4.4 Art Terms/Vocabulary

Symbolism- Something that represent or stands for something else such as a quality.
Text- Printed words and letters
Iconography- The study of images and symbols used in art to create meaning
Emphasis- Drawing attention to certain areas or objects in an art piece using different
sizes, color, and shapes.
Overlapping- Stacking elements on top of one another. Objects appear closer when
overlapped and can be used to show perspective.
Layering- Arranging something in a specific way
Collage- Gluing various media such as paper, fabric, photographs etc. to a surface
Placement - The way you arrange shapes, colors, images, text etc. in a cohesive,
pleasing, and expressive way for the viewer
Composition- Arranging shapes, colors, images, text etc. in a cohesive, pleasing, and
expressive way for the viewer
Design- Elements and principles working together to create a whole piece
Appropriation- Taking something for your own use
Representation- Portraying or describing something in a particular way, portraying a
likeness of something
Lesson- Learning or teaching something, a form of instruction
Advocate- To support or recommend something
Experience- To come in contact with or observe an event, person, or object
Memory- An event or something that is recollected from the past
Message- A form of communication that contains information
Social- Relating to society or an organization
Awareness- Knowledge or perception of something
Repetition- The reoccurrence of something, constantly doing something over and over
again. Its a way to emphasize something.
Represent- Act or speak for someone or something
Convey- To make an idea, impression, or feeling known to someone so they understand
it
Portray- To describe someone or something in a certain way

4.5 Description of visual examples

Visual Board: Used as a visual aid and teaching tool for students during the lesson. This
includes the big idea, artists, vocabulary, and examples.

PowerPoint: Used as a visual aid and teaching tool for students to understand academic
language as well as various Contemporary artists dealing with social issues.
See Attached: Raising Social Awareness through visual culture PowerPoint.pptx
Teacher Example: Used as a benchmark and model for students to understand and visually
see the requirement and expectations.
See Attached: Teacher T-Shirt Example.docx

Jae Jarrell:
This piece uses pattern,
repletion, and symbols to
convey issues about feminism
and the civil rights movement.
The garment itself would cover up
a womans body and the use of
green, yellow, and red represents
the colors used in the African
Flag.

Jae Jarrell, Urban Wall Suit, circa 1969

Questions:
What social issue do you think
she is trying to convey? How

does the use of material, text,

and pattern add to the meaning
of this piece? What clothing do
you wear that makes you proud of
who you are? How does the text
emphasize the meaning of this
piece

Jae Jarrell Continued

This piece uses symbolism with
the different figures at the top of
the dress as well as text that
reads, Black Prince, This piece
is raising awareness about race
and how African Americans can
be appreciated in the arts.

Jae Jarrell, Urban Wall Suit, circa 1969

Questions: What social issue do

you think she is trying to convey?
How does the use of material,
text, and pattern add to the
meaning of this piece? What
clothing do you wear that makes
you proud of who you are? How
does the text emphasize the
meaning of this piece?

The Nile 1983

Jean Michael Basquiat

Basquiat uses a variety of
symbols in this piece to represent
the slave trade. There is a boat,
African masks that read as faces,
and also text that correlates to the
events happening during the slave
trade. The word sickle below the
boat is referring to the pile of
African people that were put on
the boat to be sold off. The words
Memphis and Thebes are present
because they were important
places in Egypt. His work is a
sense of decoding.
Questions:
What do you think is being
depicted here? How does his
style affect the mood of the
painting? How is iconography,
symbolism, and text used here
to emphasize the meaning?
Barbara Kruger
Kruger uses a hand and inside
that hand reads, I shop therefore
I am. This is one of her most
famous pieces, and it deals with
consumerism and the idea that
we as humans are materialistic,
and like to shop. The idea of the
hand and the red square with
white text, reminds me of a person
holding a credit card or some type
of card, which adds to the
symbolism of the hand and text
overlapping it.

Questions: What is she

portraying about shopping? How
is emphasis used here to help the
viewer understand the meaning?
How does text, image, and
symbolism work together in this
image?

Untitled (I shop therefore I am)

Karin Miller
This image showcases harmony
and unity with different cultures.
The use of the flower represents
unity and it is held by both women.
Both women have on dresses,
lipstick, and no shoes on. This
shows how we are all the same
but just different shades and
shows an appreciation for
diversity.

Survival lies in choice

Em And Estelle Fynbos
2014

Questions: How is symbolism

used here? What issue do you
think she is capturing? How is the
composition composed? What is
the mood of the overall piece?
How do you think she captures
that?

Alberto Seveso

This image was done to add to a

mural that was dedicated to
raising awareness about bullying.
The character is well known from
the movie Bully and with added
graphics and text advocates for
those who may be dealing with the
same issue. The use of color pops
out amongst the background and
the image becomes hazier with
the added effects.

The Bully Project

Questions: Why do you think he

chose to blur the image? What is

emphasized here? How does the

image, text, and use of color
work together to add to the
meaning?

Bjargey Olafsdottir

Red Polar Bear

Bjargey created this piece with

organic red watercolor for the 305
project. This project was intended
to raise awareness about
environmental issues. Bjargey and
her team created this massive
polar bear in the snow with
organic watercolor that eventually
was blown away by the wind in a
week, which added to the
meaning of her piece, which was
climate change and polar bear
extinctions.

Questions:
How did the use of media add to
the meaning of her piece? How
does size play an important role in
emphasis? What issue was she
depicting and how do you know?

Benon Lutaaya
In this piece Benon uses
metaphoric symbolism. The
abandoned car represents the
abandonment and overlooked
tragedies going on in Africa. The
car is being engulfed by multiple
things and will eventually be
covered and abandoned.

Abandoned To Its Fate

Questions: How does the use of

the car represent the importance
of symbolism in a piece? How
does the use of overlapping and
layering add to the meaning of
this piece? What are some
potential big ideas conveyed in
this piece?

4.6 List of references

Artist References
Benon Lutaaya: http://www.benonlutaaya.com/2011--2010?lightbox=dataItem-if9wo77z1
Bjargey Olafsdottir: file:///C:/Users/Owner/Downloads/Bjargey-portfolio-2011.pdf
Alberto Seveso: http://www.burdu976.com/phs/about/
Barbara Kruger: https://www.accaonline.org.au/event/icons-barbara-kruger-i-shoptherefore-i-am

Karin Miller: http://www.karinmiller.co.za/survival-lies-in-choice/

Jean Michael Basquiat: http://www.widewalls.ch/street-art-legends-best-of-basquiatart/the-nile-1983/

Jae Jarrell- http://www.mocacleveland.org/jae-jarrell

Article References

Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and

the social life of art. New York, NY: Teachers College Press.
Pennisi, A.C. (2013). Negotiating to engagement: Creating an art curriculum
with eighth-graders. Studies in Art Education, 54(2), 127-140.
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Turner Falls,

MA: Northeast Foundation for Children.

Website References
http://blackthreads.blogspot.com/2010/08/jae-jarrells-urban-wall-suit-ca-1969.html
http://www.metmuseum.org/toah/hd/god2/hd_god2.htm
http://www.mocacleveland.org/jae-jarrell
https://www.theguardian.com/artanddesign/2003/jul/13/art.artsfeatures1
5. Integration/Connecting Links
5.1 Idea Mapping

Endangered
Animals

Climate
Change

Outcast
Siblings

Animal
Rights
Family

Bullying

Skin Color

Parents

Social Issues
Gender

Environment
Social Groups

Recycling

Looks
Size

Pollution
Cliques

Friends

5.2 Instructional Resources and Materials:

Video- I Am More. View Link: https://www.youtube.com/watch?v=MBMt0xatNeM and
Think Sheet- Choosing Your Social Issue.docx

Introduces students to different social issues and gets them thinking about how
to portray them in their t-shirt designs.

Think Sheet- Social Issues Brainstorming Worksheet. See Attached: Social Issue
Brainstorming Worksheet.docx
o Allows students to dissect their issue and connect it with personal experiences
and how to clearly show that using text, imagery, and symbolism.

Artists PowerPoint:
o Shows a list of artists along with questions that help the students put content,
media, and meaning together along with artist big ideas so that it makes sense
and they can take whats learned here and transfer it to their designs.

Social Issues List: Social Issues List for 4th graders.docx

o List for the student to choose from, which will be modified and made appropriate
choices for 4th grade to make.
Artist Statement Worksheet: Artist Statement wkst.docx
o Helps students know what to include as well as reflect on why they made the
decisions they made and how it helped emphasize the meaning and importance
of their social issue.

T-Shirt Sketches Worksheet: T-Shirt Sketches Templates.docx

o Helps students organize their brainstorming worksheet visually and how to take
that and organize it to create a comprehensive and visually meaningful t-shirt
design.
Symbols Think Sheet: symbols thinksheet.docx
o Allows students to visualize and understand symbolism, while creating their own
symbols, which they will then transfer to their t-shirts.

5.3 Art Materials for the Lesson:

Day 1: Icebreaker, Video, Projector, Choosing Social Issue Think Sheet, List of
Social Issues, Discussion Questions
Day 2: PowerPoint with guided questions, Projector, Brainstorming think sheet, tshirt templates for sketches, pencils, markers
Day 3: Students brought in images, Access to computers, iron, cardboard, sheet
to iron on, printer, transfer paper, fabric paint, brushes, water, Butcher paper to
paint on, cups for paint, stencils, t-shirts
Day 4: Demo, Iron, T-shirts, Fabric Paint, paint cups, Brushes, Cups, Water,
Butcher and Paper to paint on, cardboard, sheet to iron on, stencils
Day 5: Iron, T-shirts, Fabric Paint, Extra Fabric, Brushes, Cups, Water, Butcher
and Paper to paint on, Sheet or ironing board (Back of the T-shirt)
Day 6: Finished T-shirts, Paper and Pen for artist statements, red butcher paper
for runway for the fashion show, IPad to record

6. Management and Safety Issues:

The use of the iron to transfer images is a management and safety issue.
Teachers will assist the students when using an iron to avoid burns or accidents.
Image content for t-shirts will also be monitored by the instructor to be
considered appropriate or not. The teacher will also have a discussion on what is
appropriate for students to include on their t-shirts.
6.1 Organization of Supplies
Day 1: Nametags will be placed on desks by the teacher. The video will be ready to play and
the list of social issues to choose from will be written on the board by the teacher, as well as
the mapping outline for discussion after the video. Worksheet will be placed on their desk
along with a pencil.
Day 2: Think sheets, pencils, markers, and pencil sharpeners will be on each students desk,
and PowerPoint will be set up and ready to go by the teacher. After PowerPoint then J.T will
pass out the T-shirt templates for sketches.
Day 3: Discussion on whats appropriate for image searching on computer. Students will go
into computer lab if needed. Transfer paper will be in printers. Approval of images will be
required upon final print. If time I will start the demo and begin ironing on students images.
Day 4: (Work on the front of shirt) Station for ironing transfer images on shirts will be set up.
Butcher paper will be laid out across tables to paint on and for easy clean up. T-shirts will
have cardboard in between each and will be sitting on desks for students. Paint cups,
brushes, and water will be on each students desk. Butcher paper will be laid out for shirts to
dry on when done.
Day 5: (Work on the back of shirt) Station for ironing transfer images on shirts will be set up.
Butcher paper will be laid out across tables to paint on and for easy clean up. T-shirts will
have cardboard in between each and will be sitting on desks for students. Paint cups,
brushes, and water will be on each students desk. Butcher paper will be laid out for shirts to
dry on when done.
Day 6: Shirts should be dry. Paper and pencils/pens will be on each students desk. Shirts
will be organized and ready for the students to wear. The red butcher paper will be rolled out
for their runway for the fashion show. Once all students are done with their statements Ill
have students go change. One student will walk down the runway at a time while the rest will
support, clap, and cheer them on as Im reading their artist statements. My helper will be
recording the fashion show.

Order for Fashion Show:

Emma
Reid
Ciara
Antonio
JT
Desiree
Kevin
Jonah
Jaden
Nick

6.2 Clean-Up of Supplies

Day 1: Teacher will collect the sheet of paper where they wrote down their social issue and how
it connects to them.
Day 2: Emma collect all think sheets, Jonah will collect all sketches, and Antonio will collect all
pencils and markers.
Day 3: Ciara and Kevin will be responsible for picking up the stencils and washing those. Reid
and Nick will be responsible for picking up and cleaning the brushes. Emma and Jaden will be
responsible for emptying and cleaning out the water tubs. Antonio, Jonah, and JT will be
responsible for disposing of washing out the paint trays/cups and disposing of the butcher
paper.
Day 4: Reid and Nick will be responsible for picking up the stencils and washing those. Ciara
and Kevin will be responsible for picking up and cleaning the brushes. Antonio, Jonah, and JT
will be responsible for emptying and cleaning out the water tubs. Emma and Jaden will be
responsible for disposing of or washing out the paint trays/cups and disposing of the butcher
paper.
Day 5: Antonio, Jonah, and JT will be responsible for picking up the stencils and washing
those. Emma and Jaden will be responsible for picking up and cleaning the brushes. Reid and
Nick will be responsible for emptying and cleaning out the water tubs. Ciara and Kevin will be
responsible for disposing of or washing out the paint trays/cups and disposing of the butcher

paper.
Day 6: Ciara will be responsible for collecting all t-shirts, Kevin will be responsible for picking
up the runway, and Reid will be responsible for collecting all pens and pencils.
7. Vocabulary:
Symbolism- Something that represent or stands for something else such as a quality.
Text- Printed words and letters
Iconography- The study of images and symbols used in art to create meaning
Emphasis- Drawing attention to certain areas or objects in an art piece using different
sizes, color, and shapes.

Overlapping- Stacking elements on top of one another. Objects appear closer when
overlapped and can be used to show perspective.
Layering- Arranging something in a specific way
Collage- Gluing various media such as paper, fabric, photographs etc. to a surface
Placement- The way you arrange shapes, colors, images, text etc. in a cohesive,
pleasing, and expressive way for the viewer
Composition- Arranging shapes, colors, images, text etc. in a cohesive, pleasing, and
expressive way for the viewer.
Design- Elements and principles working together to create a whole piece
Appropriation- Taking something for your own use
Representation- Portraying or describing something in a particular way, portraying a
likeness of something

Lesson- Learning or teaching something, a form of instruction

Advocate- To support or recommend something
Experience- To come in contact with or observe an event, person, or object
Memory- An event or something that is recollected from the past
Message- A form of communication that contains information
Social- Relating to society or an organization
Awareness- Knowledge or perception of something
Repetition- The reoccurrence of something, constantly doing something over and over
again. Its a way to emphasize something.

Represent- Act or speak for someone or something

Convey- To make an idea, impression, or feeling known to someone so they understand
it

Portray- To describe someone or something in a certain way

8. In-Class Activities:

Class 1
Time

Learning Activities

Purpose

10 min

Orientation/Engagement/Motivation:
Introduction between teacher and
students

To get to know the students

passions and interests, while
also learning their names.

Topic Question:
Who can tell me what a social issue is?
(something that concerns us, a problem in
the world, something bad)

Get the students discussing

different social issues? Also
gives the teacher an idea on
what they know and dont know
about social issues.

Gets students thinking about

different issues and how it can
relate to them. Also gets
students thinking about how to
represent different issues, which
carries over to how they could
represent them on their t-shirts.

Gets the students thinking

critically about how they can
relate personal experiences or
encounters with social issues
as well as how to portray
different issues visually.

Presentation/Explicit Instruction
Teacher will show a 4 minute video that
explains different social issues in visual
form.
Association Questions:

10 min

Students will participate in class

discussion and their answers will be
written on the board in mapping format
by teacher.
Who can name some examples of social
issues represented in the video or ones
you know of? If chosen from the video
how were they represented? (inequality,
animals being treated badly, cultures
separating, bullying)
What are some things in your life that you
can relate to any of these social issues
listed on the board? (Friends, Family,
School)

What are some problems that other

people youre surrounded by have that
you wish you could help with? (fights,
arguments, disagreements, family in the
hospital, cooking dinner, pass a test)

10 min

If you could or had the chance to help how

you could use different experiences
youve encountered or learned to help the
situation? (had arguments with friends so
tips on how to solve it, had parents
separate so tips on how to cope)

Structured Practice/Exploration:
Teacher will provide think sheets to

students, in which they will write down

their chosen social issue and explain why
they chose it and how it connects to them
personally.

Transition Question: Who can name a

social issue you chose and tell me how
you think you could use text, image,
color, or symbols to represent that
issue? (Inequality, I could use the words
unity and harmony with an image of my
sister and me and the color purple and red
because those are our favorite colors.)

Getting students to think about

how to help or advocate for
different issues or problems.

The think sheet will help

students think about how they
can relate to their social issue,
which will prepare them for next
class when they sketch out
different symbols, text, and
desired imagery.

Gets students thinking about how

they can potentially represent
their own social issue with text,
symbols, and imagery. This also
give the teacher and idea on what
they already know about
symbols, imagery, text, and
color.

10 min

Closure
Do a quick share with the class on what
they wrote down as far as the social
issue they chose and why. Then review
what we discussed and what to look
forward to for next class.
What social issue did you choose?
( I chose the environment, bullying,
growing up, elderly)
Why did you choose that social
issue?
(I chose elderly because it made
me think of my grandma and how
she is in a home and treated badly,
I chose the environment because I
really care about keeping the earth
clean.)

Has students discussing and

thinking out loud about their
issue and getting feedback
from their peers and the
teacher. Also has students
reflecting on what we did
today and gets them excited
for what we will do the next
class.

Encourages students to
reflect on last class and think
about meaning in relation to
their chosen social issue.

Class 2
10 min

Orientation/Engagement/Motivation:
Review social issues discussed last class
and the importance of meaning in relation
to the social issue.

Topic Question:
Who can name some different symbols,
text, or images theyve seen on t-shirts?
(I saw a NIKE symbol, ADIDAS symbol,
Dog, Cat, swoosh image, Just do it. Got
milk?)

Bringing in prior knowledge

of the students and get them
talking about different
designs with imagery, text,
and symbols on t-shirts and
how it relates to different
elements and principles
before showing them the
PowerPoint.

Students begin relating

different issues that the
various Contemporary
artists the teacher has
shown to the meaning and
media. Also gets students
thinking about how they can
represent their own social
issue with text, symbols,
and imagery based on the
style of the various artists.

Allows students to use visual

evidence to describe what
they see and to help prove
their perceptions on what the
artwork means. Also gets
students using academic
language, which will transfer
into their t-shirt designs.

Were the symbols, text, images big or

small? (big, very small, medium size)
What were the colors that stood out to
you? (white, red, blue, orange) Patterns?
(stripes, circles, rectangles)
Presentation/Explicit Instruction:
Show students PowerPoint showcasing
various contemporary artists. We will
discuss how the artist uses symbolism,
iconography, text, emphasis,
repetition, overlapping etc. Then we will
continue the discussion by connecting
think sheets with guided questions from
PowerPoint.
Visualization Questions:
Who can tell me the social issue the
artist is trying to convey? (Racism,
gender, bullying, environment).
Who can tell me what you see that proves
the social issue that was said? (Text,
logo/image, color)
Who can tell me what the artist is trying to
say about the social issue? (stop racism,
clean up the environment) How do you
know? (the text says recycle, the hand
has the words stop on it, the color,

pattern)

Transition Questions:
Who can tell me how you will use
imagery, text, and symbolism along with
the elements and principles to emphasize
the meaning of your social issue? (I will
use a picture of my mom and dad to
represent family and separation within my
family, I will use a tree to represent family
and the words family will always be there
no matter what to emphasize even
though we are separate they will always
be there.)
Who can tell me how the correct use of
imagery, text, and symbolism adds to the
meaning of a piece? (It makes it pop out, it
makes it darker or brighter, it makes us
want to go out and make a difference)

15 min

Allows students to bounce

ideas off each other and
discuss outload what they
are thinking and receive
feedback. Also gets the
students using academic
language.

Gets the students thinking

about how these elements
and principles of design add
to the meaning of an artwork.

This allows students to see

and understand the process
of making and creating the tshirt. Also puts together the
expectations of how imagery,
text, and symbolism along
with elements and principles

Teacher Demonstration:
Teacher will have students gather
around the table where fabric paint,
stencils, imagery, and the teachers tshirt example is set up. There will also
be a separate supervised station for
iron- on transfers.
We took a look at imagery, symbolism,
and text along with different elements and
principles such as color, repetition,
emphasis, placement, and overlapping.
By looking at this t-shirt example who can
tell me how I used emphasis, repetition,

imagery, symbolism, and text to

communicate my message about
inequality?( you used red only on some
parts, you used a symbol, you used an
image of you and your sister, and you
used another symbol to represent
separation)

need to work together to

create meaning.

Teacher will have another example

halfway done.
Teacher will talk out loud step by step
about stenciling, fabric paint, creating
symbols, and adding the elements and
principles to create meaning. Teacher will
ask students to participate in helping the
teacher add different text, symbols, and
imagery to the almost finished t-shirt.

10 min

Students will begin

discussing and using
academic language to help
the teacher create an
example. This helps the
students understand the
expectations and how to go
about creating and designing
their shirts.

Allows the teacher to make

sure the students understand
what they should be doing
and where materials are.

Guided Feedback/Practice
Students will review the steps for starting
on their shirts and then begin painting with
the laid out supplies on their desks. There
will be a transfer station, and the rest of
the materials such as brushes, stencils,
paint, water buckets, butcher paper, and
napkins will already be laid out on the art
materials table and ready for them to pickup after the demo.

5 min

Closure: Students will clean up based on

assignments and then lay out their t-shirt
designs and everyone will do a walk
around and discuss the following:
How did one of your peers use
emphasis, repetition, and
overlapping in their design?
(Emma used a really big symbol
and different colors to emphasize
an important word. JT used text
over his image, which is called
overlapping.)
Clean Up Assignments:
(Will change each week. Refer to clean up
assignments under 6.2 Clean-Up of
Supplies)
Ciara and Kevin will be responsible for
picking up the stencils and washing those.
Reid and Nick will be responsible for
picking up and cleaning the brushes.
Emma and Jaden will be responsible for
emptying and cleaning out the water tubs.
Antonio, Jonah, and JT will be
responsible for disposing or washing out
the paint trays/cups and disposing the
butcher paper.
Clean supplies will be put back on the
supply table where the students retrieved
their materials from. There will be a pile
for stencils, paint cups, water buckets, and
brushes.

Class 3

This allows students to see

what others are working on,
as well as gets them thinking
about their design and using
academic language.

5 min

Orientation/Engagement/Motivation:
Review academic language such as
repetition, symbolism, emphasis, text, and
imagery.
Topic Question:
Who can tell me the overall purpose of
this social awareness lesson?
Association Question:
Who can tell me what an artist statement
is and how it can be used? ( about your
work, tells someone about you, can be
used to tell someone why you did
something)
Has anyone ever participated in a fashion
show or has seen a fashion show on TV?
(seen Americas next top model or project
runway, life-size, movies, other TV shows,
or actually participated)

5 min

Presentation/Explicit Instruction:
Teacher explains the requirements for the
artist statement and how it will be used in
the fashion show. Teacher will also
explain how the fashion show will go and
be recorded.
Teacher will explain directions for the
artist statement.
Make sure to include at least two of the
vocabulary words listed and really think
about the meaning of your design.
Fashion show:
Students not on the runway will be the

Allows students to reflect on

the academic language
introduced in the previous
classes.
Allows the teacher to see if
students understood the
lesson and what the teacher
should do to improve the
lesson more.
Teachers way of knowing
how much the students know
about reflections and how
detailed the teacher should
be when explaining it.
Also gets students thinking
about the purpose behind
artist statements and the idea
of a fashion show and how
they want to walk down their
runway later in the class
period.

Helps students understand

the requirements, purpose,
and overall closure for this
project.

audience.
Everyone should be supportive of each
other and cheering each other on.
Students will walk the runway one at a
time and artist statements will be read as
they are walking down.
Make sure to have fun with it and pose.
Order for Fashion Show:

Emma
Reid
Ciara
Antonio
JT
Kevin
Jonah
Jaden
Nick

Each student will get 2 minutes each and

teacher will have a timer going.

10 min

Visualization Question:
Who can remind the class the role of
students not walking down the runway and
how much time each student gets? (2
minutes each and to be supportive of our
classmates)

Allows students to review

and know whats expected of
them. Also allows the teacher
to gage if the students
understand whats expected.

Structured Practice/Exploration:
Give the students the artist statement
worksheet and have them describe the
process on making the t-shirt and the
meaning behind it. Then students will get
ready for the fashion show.

Students are reflecting on

their work and experience.
This also gives the teacher
feedback on whether the
students actually learned
what the teacher wanted
them to learn.

As students finish their artist statements

they will be allowed to go and change into
their t-shirts.

Guided Practice:
Encourage students to follow directions
listed on the worksheet and really think
about the meaning and how anyone
walking past could recognize what the
project was about.

25 min

Closure:
Students will clean up: Reid will collect
pencils, and Kevin and Emma will clean
up the runway when the fashion show is
over.
Students will then participate in the final
fashion show while teacher reads off their
artist statements as they walk down the
runway. Teachers helper will videotape
them for the final exhibition.
Each student will get 2 min and teacher
will have a timer going for each.

Helps students understand

the requirements, purpose,
and overall closure for this
project.

Allows students to model and

appreciate their final product, while
engaging in role play.

9. Critical Comments and Reflections

Surprises
Coming in to teach this lesson, my first thoughts were that the students werent going to
understand the concept and lesson right away. I thought it would take a lot of discussion and
explicit presentation to get the lesson to click with them, because it was so content heavy.
Starting from day one, the students clearly understood the overall concept of the lesson and were

excited about it, which caught me by surprise. When coming up with the lesson, I thought it may
be challenging for them to really connect a social issue to their personal lives and then
communicate that effectively through symbols, text, and imagery. I was definitely
underestimating them and they proved me wrong. They already knew the definitions for some of
the academic language, but just didnt know the correct vocabulary word for that term. When
discussing various social issues and mapping them out, the students really went for it and
contributed great ideas. The t-shirts also came out better than expected as well. Students were
able to learn multiple skills such as: using Microsoft word to print and flip images, print them on
transfer paper, transferring to t-shirts, using fabric paint on fabric with various techniques, and
using a Sharpie marker to enhance their details. The students really enjoyed the process, concept
and, outcome which was amazing to see.
Best Student Responses
The student responses were excellent starting off and ending. When starting off the
lesson, the students were very interested and focused on the social issue video and when the
video ended they were all saying, That was actually really good. The video was a visual story
map of various social issues. I chose to show this because it helped the students begin to
visualize how to represent different social issues using imagery, text, and symbolism. I think by
showing this video the students had a better understanding about different social issues out there
and how to visually represent them on their t-shirts. After the video the students responses to
their chosen social issue and why they chose it were amazing. They all connected back to their

personal life in some way. Some I didnt find out until the end when they wrote their artist
statements and some I knew from the very beginning. A student opened up to me on the first day
about their personal life and from then on, I began building a connection and relationship with
that student and weve had some challenging days, but also great days. The students were using
the academic language well when presenting their t-shirts to the class and in their artist
statements. This revealed to me as the teacher their understanding of what the words meant and
the correct way to use them. During our closure and reflection of the last class, one student said
he never knew there were vocabulary words for art and now he does and really enjoyed learning
about them. This was amazing to hear and most of the students said they enjoyed picking a social
issue of their choice and learning about different techniques to convey that issue
Ideas for Improvement Student Responses
Some student responses were off task or sarcastic remarks, which is typical for this age
range, especially when they start to test you and get comfortable. I had some students off task
and talking about other things and becoming distracted during discussions. I think establishing
rules at the beginning of each class wouldve helped and addressing the issue more rather than
trying to ignore or glaze over it, so we could finish the project wouldve been a good thing to do.
Every child isnt going to be perfect, but taking the time to address those issues is important and
if allowed more time, I would definitely have gotten that together and worked with those
students more on their remarks and responses. Some rules I would want to establish a little more
would be to respect others and materials at all time unless they can and will be taken away. I

would also want to implement the rule that if you arent respectful at the demo table you will be
sent back to your desk until you are ready to be respectful and participate accordingly. I think
this would help those students who are anxious and have a hard time listening and being
respectful to do so, because they would have structure and consequences in place.
Best Problem Solving
The first couple of sessions were me problem solving as the teacher. Some technical
difficulties came up, so I chose to have an on the spot discussion about social issues. Another
chance for me to problem solve was in the computer lab when we were planning on using
Microsoft Word and Id assumed they knew how to use the program, but in reality they didnt. I
took this chance with the help of the computer lab teacher, my professor, and colleagues to use
this as a learning opportunity to teach the students how to paste and flip images in Microsoft
Word. Some challenges the students problem solved were turning what they considered mistakes
into symbols or something to represent their personal life or social issue. Some needed help
doing this, but others automatically turned it into something else.
Ideas for Improvement Problem Solving
Problem solving as the teacher, I would make sure I am more prepared and to always
have a plan B or C if something were to come up. Im learning as teachers you can be as
prepared as you think and anything can come up that you werent expecting and you have to
think on your toes; so having a plan B and C are great tools to have. As far as the students
problem solving, I would work more with those students who were frustrated when they thought

they made a mistake or messed up and provide suggestions on what they are able to create from
their mistake. I did work with some students, but showing all of them in a demo wouldve
worked out better so everyone knew. I will definitely make sure to keep that in mind for future
teaching practices, because it is so important especially for middle level to show students how to
create from their mistakes.
Best Organization
Organization-wise I thought I had it figured out but had to do a lot of adjusting as the
lesson progressed. The original strategy was passing out their think sheets and name tags before
class started, but sometimes I didnt have enough time to do that, so therefore to save time I used
manila file folders to hold their think sheets, name tags, and any other materials they would use
to help keep the tables organized and orderly. I came up with a clean-up system where I had a
sheet in their table folders with their names and a job, but students werent paying close attention
to that. I then decided verbally tell the students what their job was as well as still have the sheets
if they forgot they could look back and see, but verbally telling them worked better. In order to
get the students to follow directions and remain respectful, instead of providing warnings and
constantly repeating myself, I found out the students really enjoy competition so I implemented a
table chart and whichever tables were following directions and listening would get a tally and
tallies could also be taken away. The students held each other accountable and the class ran
much better. This allowed me to regain control and allowed students to hold each other
accountable. My days were sequential and led into the other, which was also a good part of my

organization. I also had the t-shirts sorted out, all the supplies ready to go, and the computer lab
day set up and ready to begin. Overall the organization improved as time went on, which greatly
contributed to the amazing outcome of the lesson.
Ideas for Improvement Organization
Next time I will probably have all of the painting supplies for each table in a container of
some sort. I had a lot of materials to work with and keeping them organized separately was
challenging. This would make clean-up a lot easier and as far as clean up goes verbally telling
the students compared to having the sheets worked a lot better. Also making sure I stick to my
plan as far as the tally and table system went would be something I improve on as well. As I was
teaching on the last day I kind of forgot about the tallies and the students reminded me, so
making sure I keep track so that it will keep working in the class. Lastly work on scanning the
room as Im working with other students that way I can keep everyone on task and following
directions helps keep the atmosphere safe and organized.

Best Quality of Students Work

Overall the t-shirts were created really well both conceptually and skillfully. The students
who were hardworking and focused throughout the lesson had the best end result. There were
great uses of symbolism, text, and imagery on a lot of the shirts. I had the students I thought were
working really well and developing really comprehensive t-shirts present theirs in the beginning
of class to inspire and motivate those students who may have been behind or lacking in some

areas. I think this really helped those students kick into gear and the results were vastly improved
by the end of classes. As far as the artist statements and think sheets, most of the students were
really thoughtful about their decisions and why they made the choices they did. They were great
to read and look at, because it showed me their understanding and allowed me to personally
connect with their artwork and them as a student.
Ideas for Improvement Quality of Students Work
Some students couldve worked a lot more and added some more detail to their t-shirts if
they focused and stayed on task throughout the whole art class. Going into more detail about
what I expected on the t-shirts and spending a little more time on explicitly going over that
wouldve helped those students. I also think separating some students away from each other
couldve helped keep them on task. Some of the students work better when worked with one on
one on extra days; or before class sessions they work way better one on one away from everyone.
Some of the t-shirts couldve definitely benefited from representing some of those elements and
principles we discussed a little more to really communicate their personal connection to their
social issue. Providing more group examples and demonstrating more could have definitely
helped those who did struggle.

Conclusion
Overall I really enjoyed getting to know these students for six weeks and will definitely
miss them after the art show. This experience did challenge me as a teacher and as a student,

because I had to adapt constantly and figure out how to handle different students behavior or
learning difficulties, which is all a part of differentiated instruction and learning. This lesson
really meant a lot to me and, because it meant a lot to me, I think it meant a lot to most of the
students in the class. Raising awareness about something you are passionate about gives you a
voice and allows you to advocate and make a change within the community and having that
voice is important to me. When closing out this lesson a lot of the students really enjoyed the
process and outcome. Learning about what is going on in the world and connecting it to your
own life can really help you become an advocate for these issues. Some students really needed
this experience to help them express what is going on or has gone on in their lives. The highlight
for them all was the fashion show and thinking back to my experience in art I never had anything
like this. As an educator you will face some challenges with different students and unexpected
moments, but the reward is seeing that child walking out of your class feeling accomplished and
a part of something meaningful to them. I am glad I had an opportunity to work with every single
one of the kids I had and got to experience how to conduct differentiated learning and deal with
challenges that may arise by watching how my professor would lead or handle different
situations. The t-shirts turned out really well and they are all excited to see them in the exhibition
and then take them home. I hope they hold on and cherish these art experiences, because they
really are valuable and thinking back I wish I had the opportunity to experience a visual culture
teaching approach from my past art teachers. Making and meaning go hand and hand and these
students excelled in both. I am proud of them and know they are proud of their products and

have learned a lot, and thats what matters to me as their educator.

Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools
Objectives

Excellent

Expected

Below Expected

I: Successfully demonstrated
their previous understanding
of what a social issue is and
the different types of social
issues out there.

Student successfully
articulated through
explanation and
discussion their previous
understanding of the
different types of social
issues out there.

Student adequately
explained through
explanation and
discussion their previous
understanding of the
different types of social
issues out there.

Student was unable to

explain through
explanation and discussion
their previous
understanding of the
different types of social
issues out there.

II: Clearly explained how the

famous artwork conveys
various social issues and
used symbolism, text,
imagery.

Student clearly articulates

through explanation and
discussion how the
famous artwork conveys
various social issues and
used elements and
principles.

Student adequately
explains through
explanation and
discussion how the
famous artwork conveys
various social issues and
used elements and
principles.

Student is unable to
explain through
explanation and discussion
how the famous artwork
conveys various social
issues and used elements
and principles.

III: Convincingly
demonstrated their
understanding of connecting
social issues with personal
meaning by completing think
sheet and discussion.

Student completed the

think sheet fully and
actively participated in
discussion.

Student completed the

think sheet partially and
somewhat engaged in
discussion.

Student was unable to

complete the think sheet
and was not engaged in
discussion.

Carefully chose a social

issues that resonated with
the and effectively created 3
sketches (front and back of tshirt) that included symbols,
desired imagery, and text.

Student carefully chose a

social issue that fully
resonated with them and
created 3 sketches that
included symbols, desired
imagery, and text.

Student chose a social

issue that partially
resonated with them and
created less than 3
sketches.

Student was unable to

carefully choose a social
issue that fully resonated
with them and created no
sketches.

Carefully chose one of their

sketches and used colored
markers to effectively convey

Student carefully chose

one of their sketches and
used colored markers to

Student randomly chose

one of their sketches and
used colored markers to

Student was unable to

choose one of their
sketches and didnt use

their social issue through the

use of drawn text, symbols
and imagery.

convey their social issue

using elements and
principles.

effectively convey their

social issue using
elements and principles.

colored markers to convey

their social issue using
elements and principles.

Knowledgeably selected at
least 2 images to be printed
on transfer paper that clearly
represented their social
issue.

Student knowledgably
selected at least 2 images
that represented their
social issue.

Student somewhat
knowledgably chose only
1 image that adequately
represented their social
issue.

Student was unable to

choose any images that
represented their social
issue.

Appropriately positioned their

collected images on the tshirt with teacher assistance
carried out the transfer of the
image that clearly
represented their chosen
social issue.

Student appropriately
positioned their collected
images on the t-shirt and
transferred the image that
clearly represented their
chosen social issue.

Student adequately
positioned their collected
images on the t-shirt and
transferred the image
somewhat represented
their chosen social issue.

Student was unable to

positon their collected
images on the t-shirt and
transferred the image that
inadequately represented
their chosen social issue.

Effectively added to the

transferred image by
successfully putting together
their image, symbols, and
text to convey their chosen
social issue.

Student effectively added

to the transferred image
by combining elements
and principles that
conveyed their chosen
social issue.

Student somewhat
added to the transferred
image by adequately
combining elements and
principles that somewhat
conveyed their chosen
social issue.

Student was unable to

carefully add to the
transferred image, didnt
combine elements and
principles to convey their
chosen social issue.

Accurately composed an
artist statement that
successfully incorporated the
requirements listed on the
worksheet.

Student accurately
composed an artist
statement that
successfully included
requirements.

Student partially
composed an artist
statement that
adequately included
requirements.

Students was unable to

compose an accurate artist
statement that
inadequately included
requirements.

2. Handouts- Social Issues List for 4th graders.docx, Choosing Your Social Issue.docx,
Video Link: https://www.youtube.com/watch?v=MBMt0xatNeM , T-Shirt Sketches
Templates.docx, Social Issue Brainstorming Worksheet.docx, Artist Statement wkst.docx,
symbols thinksheet.docx

Social Issues List

Inequality (race, family, education,
jobs, social classes)
Environment (climate change,
pollution, global warming, recycling)
Animal Rights (animals being treated
badly, animal extinction)
Bullying (judging other, picking on
others, cyberbullying, talking down or
about others)
Family (divorce, separation, conflict)
Poverty/Homelessness (no place to
go, no family, no money or food, jobs
etc.)

 Beauty (inner beauty and outer

beauty, what the media and world
defines as beautiful, how you feel
about yourself)
Growing up (pressure, size, features
that you like or dislike about yourself)
Friends (friend groups, conflicts etc.)
Identity (judgement on personality,
clothing, values, morals)
Moving (away from friends, family,
etc.)
Power (abuse of power, authoritarian)
Equality/Fairness (favoritism, letting
you do something, friends)

 Social Media/Technology
(communication,)
Success/Failure (grades, tests, do
good in school, life, etc.)
Peer Pressure
Social Groups (cliques/friend groups)
Gender (inequalities)
Disabilities (judgement)
Elderly (treatment)

Name:
Choosing Your Social Issue

Social Issue:

(Example: Inequality)

Why you chose the issue? How can you connect to the issue?
(Example: I chose this issue because I am very passionate about
inequality and had problems within my family. I can connect to
the issue, because there is inequality in my family dealing with
favoritism. My sister thinks my dad favors me more and we
dont talk anymore because of it.)

Directions:

On the following page think about your social issue

and how you relate to it and draw or write down at
least two images you are thinking about bringing in
or searching for online, at least four symbols, and at
least two statements or quotes you are thinking
about putting on your t-shirt design. Make sure the
images, symbols, and text relate to you and sends
your message to the viewer. This will help you with
the sketches you will do later on so make them as
detailed as possible.
Name
Social Issue

Name:

Symbols Think Sheet

Draw the symbol that first comes to mind when you
think of the following words in the first box. Next to
it in the second box draw your own symbol to
represent each of these words.
Love:

Stop:

Family:

Inequality:

Environment:
Freedom:

Animal Rights

Name:
T-Shirt Sketches

Name:
Social Issue:
Artist Statement
Please write 5-8 sentences explaining why you chose your social issue,
how you used your chosen imagery, text, and symbols to represent the
issue, (Give specific examples from your finished t-shirt) and one thing
you like and wish you could change about the lesson or your t-shirt
design. Include at least 2 elements and principles of design from the
following list in your description. (Repetition, Overlapping, Emphasis,
Layering, Placement, Color.)

3.

Visual examples for instruction

** The vocabulary and text filled slides have animations attached where the sentences and
words come up one by one so students arent overwhelmed. **

The front of my example

The back of my example

Selected Student Examples and Artists Statements

Tylers T-Shirt

Jonahs T-Shirt

Artist Statement
I chose gender and bullying because my middle name is
Addison and it is a girl name. I chose bullying because I
would get made fun of my middle name. On the front

picture it is people holding hands, because other people

are getting bullied and we are like brothers and sisters. On
the back there is a Cubs symbol. It might sound weird but I
like the Cubs and in front of the Cubs stadium there is a
street named Addison St. I am also named after a player
named Addison Russel. My words on the front were, You
are not alone, because it doesnt matter about
differences, because that make you unique. My words on
the back are Stop bullying, because a lot of people are
bullied. We need to stop letting people just bullying us and
people being mean to one another. Stop bullying!"
-Jonah

Artist Statement
I chose my social issue because sometimes I have trouble
breathing and trees help you breathe. I chose this image
because it shows her love for trees and I emphasized it by
outlining it. I used a lot of repetition the front and back, by
putting smiley faces and different symbols repeatedly on my

shirt. I didnt use overlapping that much. I used a lot of text

and I even repeated my words which are, Support trees!
This describes my t-shirt and lastly Environment is life!
-Tyler

Artist Statement
I chose inequality because inequality makes people
feel sad and alone. I chose repetition because it
consistently happens. The symbols that I chose to use
were a sad face with a no symbol over it. This
represent that you shouldnt be upset, because you
can always find new friends.
-Antonio

Day 1 Teaching Photos

Students were shown a social

awareness visual narrative video and
asked to contribute to mapping on the
board of what social issues they saw
or knew of.

Students engaging in
discussion about various
social issues and how they
plan on depicting those using
imagery, text, and
symbolism.

Day 2 Teaching Photos

Students were learning about

different contemporary artists
that used imagery, symbolism,
and text to represent various
social issues.

Students were about to

begin sketching their
ideas on the t-shirt
think-sheets with pencil
then outlining the one
they like best in marker.

Day 3 Teaching Photos

Students were learning how

flip and drag an image into
Microsoft word, which would
later be transferred to their tshirts.

We were discussing how

to properly choose images
to represent their social
issues.

Day 4 & 5 Teaching Photos

Students are working on their t-shirts

using stencils, fabric paint, rulers, and
permanent markers for details and
emphasis.

Helping a student gather

materials and thoughts for
project.

Day 6 Teaching Photos

Students working on their artist

statement which will be read as
they walk down the runway for
their fashion show.

Students working on their artist

statements and checking in with
me after they are done.

Day 6 Teaching Photos Continued..

A student getting ready

to walk down the runway
and model his t-shirt off.

Students getting settled into their

chairs to be an audience and
cheer on their peers as they walk
down the runway.

Final Exhibition