Planning Backwards Model*
Teaching Artist Practicum
Name of Project: Band Poster Illustration
School/Teacher/Classroom or Arts Organization/Mentor: Cecily Spano and Southwest High School
Grade Level or Age of Participants: High School
MCAD Teaching Artist: Betsy Lehr
Number of Students: 10
Visual Arts Content or Standards
2 Create 2. Generate and develop original artistic ideas. 1. Individually or collaboratively use personal voice to generate plans for ideas for creating art.
2. Create 3. Create original artistic work. 1. Synthesize visual and material culture to form, define, enhance, inhibit, and/or empower people's lives
2. Create 4. Revise and complete original artistic work. 1. Engage in constructive critique with peers, then reflect on, revise, and refine works of art in response to personal artistic vision
3. Present 5. Develop and refine artistic techniques and work for presentation. 1. Analyze, critique, and just
3. Present 6. Make artistic choices in order to convey meaning through presentation. 1. Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
4. Respond 8. Evaluate artistic work by applying criteria. 1. Evaluate the impact of a representation to influence ideas, feelings and behaviors of specific audiences.
Overview of Project
In this project, the students will be given a presentation on a number of design elements and what band posters can look like. The students will prove they understand the elements of design by incorporating one or more into an illustration of a band poster of their choosing. The students will make thumbnails before being given the final 11 by 17 paper to draw the final poster on. After the work is completed, the students will talk about how they see the design elements incorporated into each others and their own work.
“Big Ideas”/ Essential QUESTION(s)
How can I use elements and principles of design to make my art stronger?
Student Outcome Objectives
Students will:
1. design a poster incorporating from a list of elements
2. analyze the components of a gig poster and how they can apply their own work to this frame
3. critique their finished product and explain how they incorporated design elements
Prior Knowledge
A student should have begun to develop a sense of taste or style, likely haven taken art classes before
Lesson Preparation Timeline
2 weeks before: compile Powerpoint presentation and transcribe it to handout, gather materials – paper for thumbnails and 11 by 17 paper for final
Hour before: clean and prepare classroom, projector
After lesson, take pictures of each work and print it at 11 by 17 scale if necessary to install
Additional Resources
https://docs.google.com/presentation/d/1bHJOylq6JTp8vIQZNdtrLnUB5GK7--rQFqhf0ekQrTs/edit#slide=id.p
Assessment
After turning in their assignment, students will write a small paragraph detailing how they exhibited the element of design they used in their piece, how they think it added to the piece or not, and if they’re happy with the piece they created, as well as verbally discussing their answers in groups of four.
Materials
Students will need:
Letter size paper for thumbnail sketches
11 by 17 paper for final poster
pencils and erasers
students’ choice of materials (paint, colored paper for papercut, colored pencils, markers, etc.) however, if all these are not available, acrylic paint with a plastic palette will be fine
Learning Activities and Timing
1. 15 minutes – present the powerpoint presentation, with 5 minutes for questions
2. 15 minutes – students make 7-12 thumbnail sketches
3. 7 minutes – students discuss which thumbnail will be best and what materials they will use, begin working on piece until next class
4. half of the next class will be work time for finishing touches, and the second half will be discussion over the lesson
Teaching Artist Reflection
I anticipate issues with explaining illustration and what exactly is a poster, and I anticipate some students having difficulty with employing these elements of design.
This project will give the students design vocabulary that they have not received in their art class.
The student’s pieces will be presented on the walls when in the full size.
At the end of the second class, I will receive feedback in a discussion over the lesson.
