Title – Do Something about…

School Violence Art Curricula Unit

Day 15: Final Project

By – Do Something, Inc. / www.dosomething.org

Primary Subject – Art

Secondary Subjects – Social Studies, Other

Grade Level – 9-12

Do Something about…

School Violence

Art Curricula

15-Day Unit

The following lesson is the fifteenth lesson of a 15-day

School Violence Art Curricula Unit from Do Something, Inc.

Other lessons in this unit are as follows:

Day 1: Shape and Feeling Students explore the use of abstract shapes and the feelings they evoke

Day 2: The Emotional Aspects Of Color The students learn about the emotional and physiological affects of color

Day 3: Jackson Pollack – Lines Convey Emotion Jackson Pollack – Students explore the use of line to convey emotion

Day 4: Goya and Picasso – Shapes And Composition Goya and Picasso – The students w explore two paintings and their use of shapes

Day 5: Power Of Language Students will explore the power of words in art

Day 6: Tree Of Decisions Students explore different choices and outcomes and use the branching pattern

Day 7: Conversations And Arguments With Lines Students learn to use visual language to have a conversation

Day 8: Keith Haring Figures Part I – Conflict Resolution Students work together to create a mural modeling cooperation and conflict resolution

Day 9: Keith Haring Figures Part II

Day 10: Keith Haring Figures Part III

Day 11: Keith Haring Figures Part IV

Day 12: Safe Carriers Part I Students use modern packaging materials to create a safe place

Day 13: Safe Carriers Part II

Day 14: Safe Carriers Part III

Day 15: Final Project (See lesson below.) Students create artwork based on their knowledge of line, shape, color, words and emotion

More student resources for this cause are at:


www.dosomething.org/causes/school_violence

For more Service-Learning Curricula check out:


www.dosomething.org/oldpeople

Day 15: Final Project

Goal:

Students will create artwork (paintings or collages, etc) based on their knowledge of line, shape, color, words and emotion.

Process:

1. Put out the students’ exercises addressing line, shape, color, and words.
2. Have them review their work.
3. How can they best use this knowledge to create a piece of art that expresses how they feel about safety in school? Which of the exercises did they find the most interesting? What elements do they want to include from them? Do they want to make a collage, a painting, or something else entirely? Do they want to include words? What types of images will they use? Will it be abstract shapes or realistic imagery?
4. What will be their subject matter? Have them write how they feel about this issue after all the discussions and exercises they have done. What is most important to them? What do they want to say about it?
5. Have them write a list of the elements they want to incorporate in their final project. What materials will they use to convey their ideas?
6. Have the students answer some of these questions in their sketchbooks or on a piece of paper. Have them make a sketch of what they want to make.
7. Assist the students in creating their final project. Encourage the students to branch out and think outside the box to create something not yet discussed in class.

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