Enduring Idea: Displaying Power and Status.
Rationale: It is important for student to understand how people have used images to display their power and status and why displaying that power can affect the way people view each other.
Artist: Kehinde Wiley, Napoleon Leading the Army Over the Alps.
Key Concepts: Power and Status can be expressed through appearance and portraiture.
Essential Questions: How have artists shown that a person has power or status?
Unit Objectives: Students will show that they understand how artists can show how people have power and status by creating a portrait that does this.
Lesson: Show students Kehinde Wiley's painting Napoleon Leading the Army Over the Alps and have them compare it to the painting Napoleon Crossing the Alps by Jacques- Louis David. Discuss with the students how David portrayed Napoleon. What did David do to show Napoleon's power? Why did Wiley would choose this portrait to use in his painting?
Project: Have a selection of other portraits of people of power. Have students choose one work to use in a portrait and have them choose someone they know personally. Students will then create a portrait of that person using elements from the portrait that show the person as a person of power.
Monday, January 23, 2017
Week 1 - Conceptual Framework Verbs
Listen - to give attention to; to make an effort to hear; to take notice of; In order to be good artists, students will need to be able to take in information from the world around them. They will need to understand different perspectives and learn about different ideas.
Think - to consider; to judge; to imagine; Students need to be able to think critically. They need to take time to analyze the information they receive and make judgements on what that information means. They also need to be able to imagine possible ways to respond to the information they take in.
Make - to create; to construct; to form from other substances; Making things should be the main way that students respond to the concepts that they learn in an art class. It is important for students to learn how to use many different ways make artistic responses and it is also important for them to understand that if they put in time to practice the kind of art they make their skills will improve.
Share - to show to others; to contribute to a conversation; It is also important for students to share their work with others. This is the only way for them to get a response to their work and to see how people can connect to their work and how their work can be important to others. Getting feedback on their work can also be a way for students to understand how their work could improve.
Think - to consider; to judge; to imagine; Students need to be able to think critically. They need to take time to analyze the information they receive and make judgements on what that information means. They also need to be able to imagine possible ways to respond to the information they take in.
Make - to create; to construct; to form from other substances; Making things should be the main way that students respond to the concepts that they learn in an art class. It is important for students to learn how to use many different ways make artistic responses and it is also important for them to understand that if they put in time to practice the kind of art they make their skills will improve.
Share - to show to others; to contribute to a conversation; It is also important for students to share their work with others. This is the only way for them to get a response to their work and to see how people can connect to their work and how their work can be important to others. Getting feedback on their work can also be a way for students to understand how their work could improve.
Subscribe to:
Posts (Atom)