Unit One

Personal and Public Awareness

Lesson #1 What is Awareness
Intro to Journaling On the first day of class students will be introduced to Journal Making and the big idea Art can raise awareness. This lesson will last over about 5 classes as students play with different journaling techniques. Students will be required to complete at least six pages during this lesson. They will be instructed to create a story about themselves using text, images and any other choice of medium. In class, samples of exemplary journals will be shown, and students will have time to practice different journaling techniques. Journals entries will be required throughout the remainder of the year so that students are reminded of the importance of selfreflection and self-exploration. The introduction to the big idea will also take place. Students will brain storm as a class and on their own, using their journals about different ways artists raise awareness and why. Students will be required to research an artist that uses his/her art to raise awareness on any topic of their choice.

Lesson #2 How Art Heals

Personal Project Tattoos

In this lesson, students will explore personal awareness and how artists create art as a process of healing. Students will be introduced to several artists similar to the artist Ted Meyer, who has collaborated with patients who have experience some sort of trauma that resulted in scarring, to create an ongoing exhibition called Scarred for Life. Students will explore their own personal obstacles, physical, psychologicaletc. Students will also explore the topic of scarring and body modifications through different cultures, while designing a personal tattoo in relation to their obstacle. Hopefully from this, students will gain an understanding of how art can help over come those obstacles.

Unit One
Lesson #3 Public Awareness
Peace Paper Project (www.peacepaperproject.org) Using Text in Art Poverty Students will explore different ways artists create public awareness. They will research different artists and topics brought to the publics awareness through the use of art. As a class we will then focus on the topic of poverty as they create pages for their journal using techniques similar to what can be found within the Peace Paper Project. The class will also collaborate a fund/food gathering project and present it to the school. Funds will be donated to a local food pantry. Students will learn about the different roles they as artists can play in our society. Thomas B. Kennington, 1889 The pinch of poverty Oil on canvas

Lesson #4 Political Art

Julie Greens The Last Supper Ceramic Plates

Students will be introduced to the artist Julie Green and her project, The Last Supper. Students will research their own politically based topic and create a series of artworks, in their own choice of materials that raises awareness. (See Fully Developed Lesson Plan)

Unit Two Materials and Techniques

Lesson #1 Evolution of Painting
Egg Tempera In this lesson, students will be introduced to new forms of painting that have evolved throughout history as Artists manipulated mediums to better meet their needs. Students will create a painting using egg tempera paints after learning about the process of making paint by using natural materials. From this students will gain a better understanding of how and why painting processes evolved. This lesson will introduce Unit two and function as a platform of comparison for the lessons throughout the remainder of the unit. Jae-Hyo Lee, 2008 (See Fully Developed Lesson) Title=0121-1110=1080815

Lesson #2 Man made vs. Natural

Value of the material

Material/ Stone 2008

In this lesson students will develop a consciousness toward the value of the materials artists use to communicate their ideas. Students will be introduced to various artists that use natural materials such as sand, dirt, wax, egg, fabricetc. Students will also learn about artists who explore similar topics by using non-natural materials. Students will complete research and write an argumentative/ proposal paper describing their feelings toward the use of natural vs. non-natural materials and what values certain said materials add to an artwork. In the proposal, students will present a topic they wish to represent. The student will have to create two pieces representing that topic. One piece will use natural materials and the other will use non-natural materials.

Unit Two
Lesson #3 Expressive Lines
Melting Art Students will learn about different ways artists use expressive lines to create emotions within their art. Students will be exposed to several performance tasks that will help them learn about different drawing and painting techniques using line. The focus artist for this lesson will be Hung Liu. Students will also research other artists and artworks that use the dripping/ melting method to create emotions. Students will then create their own painting using similar techniques.

Lesson #4 Printmaking
Card Project In this lesson, students will be introduced to the process of printmaking. Students will learn about the history of printmaking and how it has evolved throughout history. Each student will select a playing card that they will have to redesign in larger format. The conceptualized card will have to relate to the number or image on the original card, but will also have to form a new topic of inquiry. Students will use a form of printmaking to create an image.

Unit Three Cultural Awareness

Lesson #1 Age of Faith
Religious Symbols in Conceptual Art Forms In this unit students will explore how different cultures over time have used art to raise awareness. In this lesson, students will learn about different ancient religions and the artwork that has evolved from them. Students will create a conceptual piece of artwork using religious symbols to create an animal. (See fully Developed Lesson)

Lesson #2 Women in Culture

Peace Baskets During this lesson students will be exposed to several different cultures and the ways women are portrayed and treated. They will also learn about the way women represent themselves across cultures. Students will then focus on a specific event, research what role women played during the event. An example given would be how women reacted to the genocide in Rwanda in 1994. Afterwards, about 30 women got together and started weaving baskets to sell as way of creating jobs. The baskets became popular and were soon named peace baskets. The women gained new respect in their culture as a result. After researching an event students will be instructed to complete an art assignment that tells the story about the women of that culture.

Unit Three
Lesson #3 Ethnicity, Gender & Class
Photo Transfers In this lesson students will explore an issue related to Gender, Ethnicity, Race or Class. They will be exposed to several artists that have presented similar issues within their artwork. Students will create 6-12 photo transfers that depict a story related to their topic of choice. Students will learn the process of photo transferring while story telling throughout this lesson.

Kerry James Marshall, De Style, 1993, acrylic and collage on canvas, 8' 8" x 10' 2".

Lesson #4 Identity
Thumbprints In this lesson, students will explore their own identity and uniqueness as they create an artwork based off of their own fingerprints. Students will learn that even though each individual is different, we as humans relate in many ways. Students will learn about different artists that use the big idea of Identity throughout their artwork. From this, students will hopefully become aware of each others culture identities, differences and similarities.

Maria Khan, "Craving for Love", 2012, charcoal on canvas, 4.5 x 3 feet.

Unit #4 Environmental Awareness

Lesson #1 Adaptations
Aquatic Life and Adaptations Mechanical animals
Sculpture by Sebastian Carpenter Age: 14 Grade: 8th

In this unit, students will be submerged in environmental awareness. Students will create artwork from observation and research that evokes environmental consciousness. In this lesson students will explore fresh water communities while on a field trip to a local stream. Students will take their sketchbooks with and document adaptations of aquatic life. In the classroom, students will explore the effects of water pollution on aquatic animals. They will then create drawings and a 3-Demensional animal using recycled and/or natural materials that explore possible adaptations that will help the animal survive in the ever-depleting conditions of our planet. From this integrated performance task, students will combine environmental science and art. Students will gain hands on experience while conducting a stream study that will bring them closer to nature in hopes of creating deeper feelings towards the preservation of our natural world. (See fully developed lesson)

Lesson #2 Making a Big Statement

Earth Works In this lesson, students will explore different artists and the influence of their enormously scaled earth sculptures. Students will select an actual location suffering from some type of environmental hazard and conceptualize a large-scale plan to raise public awareness. Students will develop their idea through sketches, a painting and a small-scale 3Demensional model. 7

Unit #4
Lesson #3 Energy
3-D light sculpture Students will discuss the topic of sustainable energy and the conflicts of interest that surround the topic. Students will look at artists who use actual energy to create sculptures. Students will then explore their own personal feelings towards environmental awareness while creating a sculpture using some type of energy source, such as light or movement.

Forms in Nature.
Thyra Hilden and Pio Diaz,

Lesson #4 Carbon Footprint

Campaign Task In this lesson, students will focus on their individual carbon footprint. Using creative games, such as Carbon Cycle Jenga, students will learn about the cause and effects of climate change. From this knowledge, students will develop a campaign task. Students will use creative advertising techniques to gain votes from their fellow non-artist peers. Advertisements will seek votes, but also depict images and information about the cause and effects of climate change. Students will understand that the poster/ non-poster Ad that receives the most votes ultimately spread awareness to more people. Students will be encouraged to think outside of the box during this campaign. During this project, they will be introduced to performance artists and ideas. Students will be required to use realistic data to create their campaigns.