BIG IDEA:Students will understand that public artwork can be used to raise awareness about social issues through designing their own public art piece which reflects a social issue that is personal to them using at least 1 element and 1 principle of design.
Overall ExperienceBefore the COVID-19 outbreak this late March, my colleagues and I were doing our clinical teaching experience at St. Mary's School in Dekalb, IL. We planned an entire extended lesson that was planned for six sessions and then concluding with a final art show. However, because of the outbreak, we were only able to teach three out of the six lessons we planned for. During my clinicals, I was teaching sixteen seventh grade students. My entire project was based around social issues. Students were to research and find a social issue that was personal to them and then design a public artwork that would tell a message about their social issue. They would have researched their social issue, draw several designs, pick the most effective one and then use masking tape and acrylic paint in order to create a final design on 11x15 watercolor paper. Then, we would have created a copy of their artwork as well as the public location they wanted to put it in and collage it together before writing a final artist statement.
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Above: Various student thumbnails and final drafts in progress, as well as a picture of my most effective feedback showing an example of public artwork that deals with social issues. These artworks remained unfinished as St. Mary's was closed down due to COVID-19.
Right: Leading a discussion about today's agenda. My Teacher Example |
Main Objectives1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I Given a PowerPoint presentation on artists tackling social/global issues such as Ai Wei Wei, Tatyana Fazlalizadeh, Christo and Jeanne-Claude, students will clearly identify what social issues are being communicated through the artwork. OBJECTIVE II Given a PowerPoint of site-specific artworks by Alfredo Jaar, Patricia Cronin, and Doris Salcedo students will attentively consider how public art interacts with the viewer in context of its location through class discussion. OBJECTIVE III Given a discussion of public spaces and buildings, students will thoughtfully choose a space that is appropriate for their public art design and rationalize why in their artist statement. 1.2 Artistic Skill Objectives OBJECTIVE IV Given definitions on the elements and principles of design, students will choose at least 1 element and 1 principle to meaningfully incorporate into their design. OBJECTIVE V Given acrylic paint, paper and tape, students will creatively design a public artwork that addresses their social issue appropriate to their chosen public space. OBJECTIVE VI Given a printout of an environment, glue and X-Acto knife, students will neatly cut and paste a small scale model of their public artwork into said space. OBJECTIVE VII Given a handout for reflection, students will thoughtfully write and type up a final artist statement reflecting upon their project and the meaning of their work. OBJECTIVE VIII Given their artist statements and final artworks, students will take a gallery tour of their peers’ work and write give feedback and comment on each other’s work, giving feedback to at least two other students. |