Lesson Plan: 7th Grade Compassion Project, Round One
Contact Info: Student: [email protected]; Professor L. Lovelace: [email protected]
Created By
Grade
Level
Unit
Time Frame
Dates
Micayla Irmiter &
Jenna Darsee,
Luther College Art
Education Students
7th Grade
Compassion Project
3 45 minute Class
Periods
April 22 - May 6
Content Standards
#1-Understand and applying media, techniques, and process.
#2-Using Knowledge of Structures and Functions
#3-Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
#4-Understanding the Visual Arts in Relation to History and Cultures
ICC
History
-In the discussion of Rosenquist’s “Animal Screams” from 1986, and how that year may have historically
influenced the work.
-Understand how the context of the Iran-Contra Affair, Cold War played a role in the creation of the
work.
English
-Using context clues to learn a narrative
Key Vocabulary
●
●
●
Symbolism: the use of symbols to represent
ideas or qualities.
Compassion: sympathetic pity and concern
for the sufferings or misfortunes of others.
Street Art: an umbrella term defining
forms of visual art created in public
locations, usually unsanctioned artwork
executed outside of the context of
traditional art venues. The term gained
popularity during the graffiti art boom of
the early 1980s and continues to be
applied to subsequent incarnations.
Visuals/Resources/Materials
Materials:
Sketch paper
Pencils
Xacto knife
cardstock
boxes for cutting upon
sidewalk chalk
Visuals:
Candy Chang
http://candychang.com/
“To This Day” animated video
http://youtu.be/ltun92DfnPY
Powerpoint presentation:
https://docs.google.com/a/luther.edu/presentation/d/1
qn8tqfhd0MiMn7oNQbWeySnoZi0Mydv6yJMZJLp6IY/
edit?usp=sharing
Connections: Prior Knowledge/Building Background/Prior Learning
Students will build on prior knowledge of what it means to be compassionate based on the compassion
project currently being implemented through Decorah School District. Using this prior knowledge of what it
means to be compassionate, students will be able to better understand and apply what they know into a
visual art piece focused on symbolic representations of what it means to be compassionate through
everyday life experiences.
Students will also apply knowledge of events from the cold-war and Iran-Conta affair learned in Social
Studies classes, to better understand the historical importance of “Animal Screams” and to analyze why
Rosenquist may have chosen to use certain imagery.
Goal--What will your students do? How? Why?
Students will work individually to design, create, and complete a stencil which uses symbolic imagery to
represent compassion. Based on Candy Chang’s notion of positive street art, we will use common traffic
symbols and street imagery to inform image-based symbolism. We will do this by seeing and discussing the
“To This Day” video and Chang’s work, playing a drawing game to stimulate ideas, and creating a stencil.
This project is part of the larger Compassion Project.
Content Objectives
Core Objectives
- Students will take advantage of the art media and
techniques, intentionally taking advantage to
enhance communication of their experiences and
ideas. (1)
- Students will work collaboratively to formulate,
design, and create a mural. (1, 2, 3)
- Students will use subjects, themes, and symbols
that demonstrate knowledge of contexts, values, and
aesthetics that communicate themes of compassion
in their artworks. (3)
-Students will employ organizational structures and
analyze what makes them effective or not effective in
the communication of ideas. (2)
- Students analyze, describe, and demonstrate how
factors of time and place influence visual
characteristics that give meaning and value to a work
of art. (4)
- Students will collaborate with peers to communicate
compassion.
- Students will plan strategies to tackle the surface of
the mural.
- Students will interpret compassion through
symbolism.
- Students will investigate the role of compassion in
everyday society.
- Students will adapt imagery and wording from the
game to create a street art project
Sequence of Activities
Assessments (Formative and Summative)
(Group One)
Day one
Introduction to the class, who we are, what we are doing.
Powerpoint presentation.
formative assessment
Discussion about using visual to provide context clues,
“reading” a visual. What does it say?
Watch the entire video with audio.
Does it change what you thought the video was about?
Discuss symbolism; how it works, the way our mind
creates ideas through what the eye sees.. even though we
rely on audio, we don’t need sound to learn from our
environment.
formative assessment
Divide students into small groups of 4-6 people, (groups
can be chosen by Ms. Courtney) and introduce drawing
game, explain rules, and how the goal is to produce
positive, meaningful imagery.
Begin with a silly warm up example.
Final game template will be based on the idea of
compassion, asking the students to relate to the “To This
Day Video”
After the game is over prompt students to work together to
choose parts of their game that work well with the overall
theme of compassion…. What images, words, phrases
stick out? Highlight them with colors.
Explain how the game used symbolism to create meaning
in the works, because the images represent the words.
Introduce Candy Chang’s work and how she uses stencils
to spread messages. While her work is text-based, we will
use her ideas of STENCILS, POSITIVE MESSAGES, and
the involvement of how PUBLIC the art is.
Discussion about how because our works are imagebased they are able to be understood by people from all
backgrounds, regardless of their spoken language.
formative assessment
DAY TWO:
Review goals for the day: complete sketch for the stencil,
making sure only imagery is used. reminding students to
use BOLD, THICK lines which can be cut out with an
xacto knife.
students may begin working on the stencil
DAY THREE:
WORK DAY FOR STENCIL
DAY FOUR:
We will take stencils outside and chalk them onto the
sidewalk. This will be done in a very public place with lots
of pedestrian traffic. This is due to the fact that we want
our work to be seen and thought about by
individuals….because they’re walking over it, they will
have the time to stop and consider the images.
summative assessment
Back inside, we will evaluate based on the criteria listed
below
Images:
Candy Chang
Its Good to Be Here
Candy Chang
Career Path
Assessment/ Evaluation
Compassion Project
Objectives:
1. BALANCE-- You used the whole
paper
/2
2. CLEAR MESSAGE-- You used
symbolism that created a clear
message about symbolism
/3
3. CREATIVITY
/3
4. CRAFTSMANSHIP
/2
Collaborator Comments