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Lesson Plan: Advertising vs. Art

Lesson Plan: Advertisement vs. Art

I. Subject Area: High School-Grades 9-12: Art 1

    Unit title:  Interpretation of Art

II. Unit Goals:

          A.  Students will gain an appreciation of artworks and artists by

            looking at artworks and by researching the lives of artists.

 

B.  Students will learn to interpret art by learning how to

identify indicators in order to uncover the artist’s message. 

 

C.  Students will see how art is directly related to the world

around us by looking at advertisements and by discussing how 

color is used in our everyday lives. 

 

D.  Students will learn to create artwork that focuses on content

and a message. 

 

E.  Students will improve their critiquing skills by discussing

advertisements and works of art.

 

       Lesson Instructional Objectives:

A. Students will understand the concept and use of indicators by examining how they are used in advertisements and artworks. 

B.  Students will learn how to look at indicators in order to determine the creator of the advertisement or artworks message. 

C.  Students will interact with each other in whole group discussions as well as in small group discussions. 

D.  Students will understand the relationship between indicators and messages by viewing images and answering questions about each image on a worksheet.

E.  Students will explore different interpretations of images within small groups and whole groups by discussing what different indicators mean. 

 F.  Students will gain an appreciation for alternative viewpoints by exploring different interpretations of advertisements and artworks.   

       III. State and National Standards for Visual Arts (9-12):

          State:

       1.2 Produce visual art that exhibits a communication of ideas through the use of media, tools, techniques, and processes.

       1.3 Analyze, synthesize and evaluate the application of media, techniques and processes used to solve visual art problems.

       2.2 Analyze and critique organizational components and expressive qualities of artworks.

       2.3 Evaluate the function of artworks as to utilitarian or intrinsic purposes.

       3.3 Analyze and interpret symbols and their origins.

       5.1 Assess visual artworks and their meanings by using a variety of criteria and techniques.

       5.2 Reflect on and evaluate artworks in order to understand various interpretations.

National:

       Content Standard: 1: Understanding and applying media, techniques, and processes

       Content Standard: 2: Using knowledge of structures and functions

       Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and ideas

       Content Standard: 4: Understanding the visual arts in relation to history and cultures

       Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. 

 

IV. Materials and Media-

       PowerPoint with images of advertisements and artwork

       Worksheet with advertisements and artworks numbered according to appearance on PowerPoint. 

       Pencils to fill in worksheet

V. Instructional Procedures

A. Set:

     Teacher will begin lesson by relating this lesson to the color theory unit just completed.  Teacher will get the students to give examples of how color is used in the world around us.  Students can each try to come up with ten color associations.  For example, the colors red and yellow bring to mind McDonalds.  The color blue can be associated with the sky, the ocean, and calm feelings.  Complementary colors can often be associated with athletic teams such as the New York Knicks, the Los Angeles Lakers, and the Tennessee Lady Volunteers.  The students will list many examples of color associations.  From there, teacher will inform the students that colors are being used as indicators in these situations.  For instance, “a little blue box” is an indicator for Tiffany & Co. jewelry.  Teacher will also ask the students to come up with a definition of an   indicator and a message.  After clarifying what a message is and what an indicator is and how they are related, teacher will begin to look at PowerPoint presentation. PowerPoint includes images of 11 advertisements and 13 works of art.  Teachers will also handout a worksheet that corresponds to the PowerPoint.  Discussion and introduction to unit/lesson will take about fifteen minutes.  Students will be divided into about 5 to 6 even groups.  Students will view advertisements first.  This will take one class period.  Then students will look at artworks and complete worksheet for discussion in next class period.  For each advertisement and artwork, the students will record on their worksheets the answers to questions.  Questions are as follows: What message is this advertisement trying to convey?  What is each ad selling or promoting?  What are the indicators that are used to convey the message of tell you what the ad is selling or promoting?  After each advertisement has been discussed, the groups will come back together and discuss the indicators and messages of each advertisement and artwork.  These will be done separately, but teacher will ask questions that help relate advertisement to artwork.    

            B. Key Questions:

       What colors indicate objects, ideas, emotions, etc., in society?

       How are colors used in the world around us?

       What is an indicator?

       What is a message (when referring to an advertisement of artwork)?

       What are some examples of advertisements and their messages?

       What are some symbols that are used in ads as indicators?

       What message is each advertisement trying to convey?

       What is each ad selling or promoting?

       What are the indicators that are used to convey the message or tell you what the ad is selling/promoting?

       What message is the artist trying to convey in the artwork?

       What are the indicators that are used to convey the message of the artist and tell what the artwork is about? 

       How are the messages of advertisements are artwork alike?

       Is an advertisement successful if you cannot tell what it is selling or cannot understand its message? 

       Is an artwork successful if you cannot tell what the artist is/was trying to say?

       What types of indicators make messages easier to read?  Text?  Recognizable images? Color?

            C. Classroom Strategies:

              a. Day One

                   Teacher will:

1. Teacher will gather students around Smartboard.

2.  Start off by discussing the use of color as an indicator in the world around us.

3. Discuss with the students the definition of indicators and of messages.

4. Teacher will show PowerPoint and give examples of how color is used as an indicator. 

5. Teacher will discuss directions for viewing the advertisements and completing the teacher made worksheet. 

6. Teacher will divide the class up in 5 or 6 groups.  

7.  Teacher will walk around and monitor student group interaction.

8. Teacher will monitor time needed for each advertisement.

9. When all advertisements covered in groups, teacher will bring classroom back together at the front of the room.   

10. Teacher will lead discussion about the various interpretations of each advertisement.

11. Dismiss the students after everything is cleaned up.

                 Students will:

1. Respond to questions and participate in discussion.

2. Divide into groups.

3.  Students will view images of advertisements and will answer three questions about each individual advertisement on a teacher created worksheet.

 

4.  Students will discuss the interpretations of each advertisement within their groups and record answers.

 

5. Students will come back together as a whole class to discuss interpretations of the random advertisements.

   

     b. Day two

        

         Teacher will:

1. Teacher will gather students around Smartboard.

2.  Start off by reviewing definitions of indicators and messages.

3.Review activity done on previous day with advertisements.

4. Teacher will show PowerPoint and give examples of how students will dissect artwork in the same way they dissected advertisements. 

5. Teacher will discuss directions for viewing the artworks and completing the teacher made worksheet. 

6. Teacher will divide the class up in 5 or 6 groups. 

7.  Teacher will walk around and monitor student group interaction.

8. Teacher will monitor time needed for each artwork.

9. When all artworks covered in groups, teacher will bring classroom back together at the front of the room.  

10. Teacher will lead group discussion about the various interpretation of each artwork.

     Students will:

1. Respond to questions and participate in discussion.

2. Divide into groups.

3.  Students will view images of artworks and will answer three questions about each individual artwork on a teacher created worksheet.

 

4.  Students will discuss the interpretations of each artwork within their groups and record answers.

 

5. Students will come back together as a whole class to discuss interpretations of each artwork.

           D. Practice and Review     

                       a. The students will review the definitions of indicators 

                       and messages by looking at images and answering   

                       questions regarding indicators and messages. 

           

b. The students will practice relating indicators to messages by looking at indicators to determine creator’s message. 

 

c. Students will discuss their interpretations of the indicators and messages with the class.

           

            E. Learner Involvement

           

a. Students will answer and ask questions during the discussion and PowerPoint. 

                       

b. Students will participate in group discussions and will help come up with interpretation of each advertisement/artwork.

 

c. Students will discuss their different interpretations of the advertisements and artworks and will use indicators they noticed to support their interpretations. 

 

           F. Learner Environment

           

a. Teacher will prepare materials before students enter the classroom to avoid wasted instructional time. 

 

b. Teacher will make sure that all students have their materials and that extra supplies are easily accessible in designated area.

 

c. Teacher needs to make sure PowerPoint can be seen by all members of the class.  Students will gather at the front of the room for the PowerPoint presentation and the discussion.

 

 d. Teacher will need to make sure all accommodations have been made for special needs learners.

           

e. Teacher will need to make certain students understand that art is a privilege, which can be taken away if they do not respect each other, the teacher, the supplies, and the room. 

            G. Closure

a. Teacher will close by talking about the works of art each student will be creating in the next lesson. 

 

b. Teacher will discuss the relationship between the messages and indicators in artworks versus advertisements.

 

c. Teacher will also ask class two questions: Is an advertisement successful if you cannot tell what it is selling of cannot understand its message?  Is an artwork successful if you cannot tell what the artist is/was trying to say?

                       

            H. Alternative/Supplemental Activities

a. One on one instruction will be given to students/groups if or when needed. 

           

b. Special needs will be dealt with on an individual basis.

 

c. Students who cannot participate in group project will be allowed to read a chapter about how to read/evaluate artwork. 

 

 

VI. Evaluation: Informal & Formal

           

A. Informal:           

 

The teacher will walk around and observe the students interacting in their groups.  The teacher will take note on how the students are doing.  The teacher will also be asking students questions to get them to look more in depth at each image.  Effort in coming up with interpretations will also be noticed. 

           

            B. Formal:

 

The teacher will take notes on the student’s activities and on the final discussion.  The teacher will see how well the students understand the project and the process of coming up with various interpretations of advertisements and artworks by looking at their indicators.  The students will be graded on effort, on participation, on completion of worksheet, and on group interaction.   

 

VII. Reteaching

 

A. Did my students enjoy this lesson?                                                                                                         

 

B. Did each student complete his/her worksheet?

 

C. Did the students understand this project in regard to explanation of related studio project?

D. How can I improve this lesson?

E. Teacher will use these methods of evaluating artwork and advertisements in all critiques whether whole class or small group. 

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