Learn about stereotypes in advertising – VISUAL ARTS ...

Daily Lesson Plan Post Pop ArtLesson Overview/Summary: Post Pop Art - Mural ProjectCore Concepts: Learn about stereotypes in advertising – VISUALARTS/COMMUNICATIONLearning Targets: Grades 9-12Content Area: VISUAL ARTSEALR 1: Visual Arts: The student understands and applies arts knowledge and skills in dance, music,theatre and visual artsGLE 1.3.1: Analyzes, creates and evaluates an artistic composition using visual art styles and genres fromvarious artists, cultures, places and times.- Distinguishes the artwork of a variety of artists, cultures and/or times- Creates and interprets an artwork using influences from a particular artist, style, culture or time- Uses visual thinking strategies to discuss and interpret a variety of artwork.Content Area: COMMUNICATIONEALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in avariety of situations.Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentationsGLE 3.1.1: Applies skills to plan and organize effective oral communication and presentation-Determines the topic and the audience and selects a purpose (e.g., monologue, debate, historicalreenactment, speech, mock job/academic interview)-Distinguishes among and uses various forms of formal and informal logical argument (deductive andinductive reasoning, syllogisms, analogies)Component 3.2: Uses media and other resources to support presentationsFocus Questions (prompts to GLEs):before the lessonWhat is Pop Art?Have you seen an advertisement?What is the purpose of an advertisement?What is a stereotype?during the lessonWhat is attractive and eye-catching about the advertisement?What stereotype is used in the advertisement?Does the advertisement tell you anything about the product?How is the art work similar to the advertisement?What stereotype is used in the art work?What is offensive about the stereotype?after the lessonWhat captures your attention in the image?What stereotype is used to sell the product in your example?Why is the stereotype associated with the product?What is offensive about the stereotype?Lesson ObjectivesStudents will: Students will learn about the use of stereotypes in art and advertisingKey Vocabulary: advertising, pop art, popular culture, stereotypesAssessments and/or Performance tasks:The lesson will be graded from a rubric.Instructional Materials: magazine clippings of stereotypes in advertisements, bond paper, and a 10” x 10”inch paperLesson:Teachers:Teachers will select and show the students magazine clippings of advertisements using stereotypes. They

will discuss the goals of advertisers, the commercial art style, and the use of stereotypes. Teachers willdiscuss the goals of Pop Art to elevate commercial art styles to high art styles, and consider the impact ofmass marketing, popular culture, and consumerism in our culture. They will show the students imagesincluding Roger Shimomura’s Abercrombie and Fitch (2003), Roy Lichtenstein’s Girl with a Ball (1961),Michael Ray Charles’s (Forever Free) Buy Black (1996), and others. The teacher will provide each studentwith magazine clipping of advertisements using stereotypes (Aunt Jemima, Ugly Duckling) and ask them toresearch the image. After the student has produced their 10” x 10” image and list of pros and cons aboutthe advertisement, the teacher will display the student’s images in the classroom and lead a discussionabout the content of the images. Teachers will affix a label on the back of each submission that includes thestudent’s name, age, and school. The deadline for submissions is January 5, 2011.Students:Students will glue a magazine clipping of a stereotype for an advertisement that is provided to them by theirteacher. They will glue an image of a stereotype from an advertisement from a magazine or newspaper on a10 x 10 inch piece of paper. They will research the stereotype on the internet. They will type a list of theproblems with the stereotype and glue it next to the image on the same piece of paper. They will also list theeye catching aspects of the advertisement such as the clean design, readability, and vibrant color palette,and whether or not the advertisement tell the audience anything about the product.Resources: Rethinking Schools - Education Resources for Equity and Justice, Fall/Winter 2010-11 catalogue- http://www.rethinkingschools.org/index.shtml, Lucy R. Lippard, Roger Shimomura; Stereotypes andAdmonitions, Seattle: Greg Kucera Gallery, 2004 (ISBN: 0-9704699-2-6); Professor Chris Witcombe (ArtDepartment of Sweet Briar College) provides links to art history websites-www.witcombe.sbc.edu/ARTHLinksLesson Reflection (your thoughts, ideas, and recommended changes to the lesson):The drawings will be part of a Paper Mural Project on display in the Gallery at Tacoma Community Collegefrom January 18, 2011 – May 3, 2011. There will be an award presented at the reception at 5:00 p.m. onJanuary 20, 2011.CATEGORY 4 Exemplary 3 Proficient 2 Gaining Proficieny 1 MinimalSummary/Analysis/Synthesis Clearly andconciselysummarizes,analyzesandsythesizesinformationand ideasInvention (Finding Ideas)Bringshis/her ownideas andpossibilitiesinto theassignmentin a unique,insightful,and originalwaySummarizesand analyzestheinformationand ideasInteracts in acomplete butunoriginalway with theideasSummarizesinformation in amechanical wayDemonstrateslimited or partiallyinaccurateinteraction with theideasDoes notaccurately andor adequatelysummarizeinformationResponds in amanner that isinappropriateand unrelatedto therequirements

OrganizationStyleBuilds ideaslogically andclearly bydetermininghis/her owndirectionand flowUse oflanguage isprecise andspecificPartitions anddividesresponse totheassignment ina clear andlogical way,withtransitionsamong ideasUse oflanguage isappropriateOrders andorganizes in a waythat isinappropriate ot thepurposeUse of language isnot fully connectedto the requirementsand may be vagueand generalizedOrders andorganizes in amanner thatconfusesmeaningUse oflanguageunrelated tothe purposeand matterDeliveryVisual MaterialProfessional,captivating,expressive;uses voice todrawattention towhat isbeing said;maintainsconsistenteye contactArtisitc,creative,and integralto oralmessagePoised, calm;enunciatesclearly and isconversationalin approach,shows eyecontactComplementsthe verbalmessage in aclear andpleasingfashionLacks poise andcontrol, stiff andmechanical, maymumble, avoids eyecontactDoes notcomplement theverbal message andis not pleasingDoes notrespondaudibly or withunderstandableenunciationIs unrelatedand easilydistracted