Professional Documents
Culture Documents
amegasam@dukes.jmu.edu
Nov 20, 2014
Lesson Theme: Expressive Street Art
Grade Level: Grade Five
Time: Five 50-minute class periods
Lesson Overview:
Students will learn how certain colors can represent human emotion and express that to
their audience. Using this knew knowledge, students will be assigned one dominating emotion and be instructed to convey their emotion through expressive art. Students will also be
given a brief history lesson on famous city street artists, and be shown relevant examples of
their expressionistic work.
Visual Culture Component/RELEVANCE:
Students will prove how well they comprehend the connections between color, emotion, and
expressionism by planning and creating an individual work of art. Their art will be available for judgement by their peers and myself.
Virginia Standards of Learning:
Visual Arts
Visual Communication and Production:
5.1 The student will use steps of the art-making process, including brainstorming,
preliminary sketching, planning, reflecting, and refining, to synthesize ideas for and
create works of art.
5.3 The student will express personal ideas, images, and themes through artistic
choices of media, techniques, and subject matter.
5.5 The student will use color to express meaning in works of art.
Analysis, Evaluation, and Critique:
5.18 The student will analyze and interpret works of art based on visual properties
and context.
Aesthetics:
5.22 The student will select a preferred work of art and defend the selection.
English
5.7 The student will write for a variety of purposes: to describe, to inform, and to explain.
Lesson Objectives:
- Students will sketch out ideas before completing specific installation site.
- Students will construct expressionist artwork with subject matter of their choosing in
their designated site using applied knowledge of color and emotion.
- Students will be assigned one other students artwork to analyze and describe in one paragraph
why they like their work and what they could do to better it using examples.
- Students will prepare a one page document for submission regarding how their assigned
color and emotion is exemplified through their final product.
Vocabulary Words for Visual Analysis:
Expressionism: Art that communicates feeling based on color, pattern choice, and subject
matter. Artists using this technique put their own emotions into their work.
Street Art: Artworks expressed on building walls and/or sidewalks, usually telling stories
and expressing feelings or ideas for the world to see.
Historical/Cultural/Artist Information:
The lesson will teach students about the history of expressionism and its relation to mood
and tone. Students will be given examples of living expressionist street artists. Educator
will need to be knowledgeable on artists Maya Hayuk, Mike Ming, Jef Aerosol, Eduardo
Kobra, and Kosby.
Image Descriptions:
The asymmetrical patterns, unpredictable directions, and complex color combination cause
the viewer to not be able to focus on one single point. This image will be an example of confusion.
Questioning Strategies:
Leading Response Questions [Examples]:
1.) This image makes you feel happy/sad/angry, right?
2.) Does it make you feel anymore complex? Such as joyful/depressed/enraged?
3.) Why do you think this image makes you feel that emotion?
4.) How does the color in this image show that emotion?
Information Process Questions:
1.) Where do you see two of the six elements of art?
2.) What purpose do these two elements serve?
3.) Do these two elements add to or take away from the mood of the image? Why?
4.) Is the entire image simple or complex? Explain.
Productive Questions:
1.) What emotion does each color in the image represent?
2.) How did the artist use expressionism?
3.) How did the artists use of color and emotion add to the expressionism?
4.) What story do you think this image is trying to tell? Use your previous historical
knowledge
5.) Have you previously seen any other images that remind you of this one? Or that made
you feel the same way?
Lesson Procedure:
1.) [10 mins] Copy down vocabulary terms to refer back to when drawing their sketches
and final artwork.
2.) [5 mins] Based on what they have learned about expression and the emotions related to
color, pick one emotion that relates to their assigned color.
3.) [25 mins] Begin sketching ideas for their final piece using colored pencils and come to
the next class with a finished sketch and any questions.
4. [5 mins] Put pencils and colored pencils away back at front desk.
Days 2-4
1.) [40 mins] Put sketch in assigned 4x4 space on blacktop and perfect it for evaluation
day.
2.) [10 mins] Bring materials back inside classroom and place them in designated areas at
the front desk.
Day 5
1.) [35-40 mins] Review and evaluate their assigned students artwork and write a paragraph about what emotions they felt it portrayed.
2.) [10-15 mins] Go back to the classroom and complete as much of the final paper as they
can. If it doesnt get finished in class, it will be assigned for homework and due the next
class.
Evaluation:
OBJECTIVES
Time/Effort
Worked most of
the 3 allotted
blacktop days,
completed preliminary sketch
OBJECTIVES
Peer Analysis
Final Paper
1 page long, no
spelling/grammatic
al errors, detailed
defense of how
their assigned
emotion is depicted
Materials:
- Chalk
- Pastels
- Pencils
- Colored Pencils
- Water (to blend colors on blacktop)
- Plastic bags (if inclement weather occurs)
Resources:
Crochet Mood Blanket 2014. (2008, January 1). The Purple Poncho. Retrieved April 20,
2014,
from http://www.thepurpleponcho.com/crochet-mood-blanket-2014/
MDID - Welcome. (n.d.). MDID - Welcome. Retrieved April 20, 2014, from
https://mdid.cit.jmu.edu
Street Art Utopia: We Declare the World As Our Canvas. (2008, January 1). Street Art
Utopia.
These students specific handicaps will vary how the procedure outdoors will change. Students will only be working in a 4x4 area so any students will leg handicap(s) should be able
to reach most of their area from one point on the pavement. If they need to move to detail
certain areas, educator will assist them accordingly. (Helping them in/out of a wheelchair,
assisting them with crutches, etc.)