Cognitive Application. Students will discuss the difference between “low” art and “high” art. Students will look at classical artists and compare them to graffiti artists. Is one more important than the other? What are the differences? Students will explore graffiti art and in particular artist Keith Haring. How has graffiti art changed the way you can look at what is art? Graffiti art has made art accessible to all types of people due to it’s placement in a public space. Any one walking by can view the art, they don’t have to go into a art gallery.
•Learn about “high art” and “low art”
•Will be able to explain the differences
•Learn about Keith Haring and his work
•Learn about Graffiti art and it’s impact on society
•12X12 inch canvas
•Fluorescent acrylic paints
•Image of Mona Lisa, and other famous classical artworks
•Students will be shown images of classical art mixed in with graffiti art and asked when each image is up “Is this art”? Whether their response is yes or no they will be asked why they said that particular response. This will engage students in what is art, and why is it considered art.
•Students will then be introduced to Keith Haring’s art. The class will discuss his particular style and how his work differs from other graffiti artists.
•Students will then be introduced to the project and the rubric, and begin their thumbnail sketches. Students will create a painting in the style of Keith Haring. Students will have at least 3 figures in their drawing, their background must have a pattern, and their figures must be doing something. Their painting must fill the whole page. After the painting is dry they will outline their figures in sharpie marker to emphasize the outline.
•Students will have the following 3 classes to use the acrylic paints to complete their painting in the style of Keith Haring.
•Teacher will observe the student for understanding while they are working on the project.
Rubric based on the objectives of the lesson
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures