Unit Theme: Identity in public & private spaces
ARTE 203/204 Saturday School Lesson Plan
Title of Lesson Plan: Brand loyalty paintings
Name: Stephanie Danker
Grade Level: 7th & 8th
Date Taught: March 7, 2009
Theme/Issue/Topic of Curriculum: Identity in public & private spaces
IL State Fine Arts Goals Met By the Lesson Objectives:
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.A.3e Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
Objectives:
Creative/Productive Objective:
The student will create a brand loyalty painting, illustrating within the painting product(s) and brand(s) that he or she uses on a daily basis, interacting with a character that represents the consumer personality of the individual.
Multicultural/Historical Objective:
Students will examine images (including portraits) by Laurie Hogin, investigating why she may have chosen the products and representations in her work, and how her style is suggestive of consumerism and popular culture. Students will see how Hogin references notions of 19th century portraiture in her work.
Affective Objective:
Students will contemplate and decide upon an image to represent their consumer personality interacting with a brand / product of their choice. They will reflect upon emotions associated with their consumer personality.
Students will interact with artist Laurie Hogin, after viewing her work, and exploring concepts she works with. They will have the opportunity to connect the artwork motivating the lesson with the artist who created the work.
Concepts/Vocabulary:
Teacher Materials:
Laurie Hogin images:
http://lauriehogin.com/monkey_portraits.htm
Laurie Hogin’s website, writings on Monkey portraits: Allegories of brand loyalty
http://www.youtube.com/watch?v=1amA_BWiBM0
YouTube video of Laurie Hogin speaking about her work
Teacher-created Power Point
Tech cart with projector and speakers, extension cord
Learner Materials:
Nametags
Visual journals
Pencils
Glue sticks
Vocabulary list to glue into sketchbook
Acrylic paint – assortment of colors
Gloss medium
Paintbrushes – assortment of sizes
Newsprint for tables
Aluminum foil (for paint palette)
Motivation:
1. Visual journal assignments from prior weeks, asking students to make a list of 24 brands they use on a regular basis, and visualizing their consumer personality.
2. Email sent in preparation during the week
3. Discussion during PowerPoint presentation / YouTube video
4. Anticipation leading up to Laurie Hogin’s visit
Procedures:
1. As the students enter the classroom they will get their visual journals from the table next to the window. They will be given a Mad Lib to fill out, related to brands they are loyal to. They will have time to sketch images of a character they would associate with consuming one of their favorite brands.
The arrangement of the classroom will be set up in a horseshoe formation with the open end closest to the screen, so that everyone can see one another, and will be ready to view images on the screen.
2. There will also be a “photo booth” activity during visual journal time. Students will be instructed to think of something they are guilty of, and how they could show that through an expression in a portrait. They will be shown a few images on the screen of mug shot portraits, which our culture automatically associates with guilt (socially constructed). Students will be given a 6” x 12” piece of white paper and Sharpies, and told to write what they are guilty of in one word or a very short phrase. Then their photo will be taken in the style of a mug shot, with them holding their guilt marker, frontal and side view. It is their choice how they associate their facial expression to the word.
3. Introduction to brand loyalty project: Show short PowerPoint. Examine Laurie Hogin’s Allegory of Psychodemographics: Twenty-Four Brands My Family Uses in a Typical Summer Day, 2006.
7. Closure
Closure and Assessment of Learning:
· How did you juxtapose your consumer personality character with your brand-name product? How are the they interacting?
· How did you incorporate some of the elements of figurative imagery into your painting? Which ones did you incorporate?
· What are you aiming to communicate to your audience about brand loyalty through your images?
· How is your character related to your consumer personality allegorical?
Preparation Time:
List the time spent for each of the following items:
gathering materials and resources: 1.5 hours
setting up on Friday: 3 hours
making an example: 2 hours (for both projects—experimentation time)
writing the lesson: 6 hours (revising and completing – additional 2 hours)
Estimated Time for Activity:
9-9:15 visual journal time (mad lib, sketching, mug shot portraits)
9:15-9:25 critique with ad posters they made last week
9:25-9:40 transition / brand loyalty / ppt. showing Hogin images, visual examples of allegory, metaphor, exaggeration / youtube video of Laurie Hogin very briefly talking about her work.
9:40 planning / sketching onto tracing paper, then transferring onto canvas
9:50 paint demo / blending colors, adding gloss medium
10:00-11:20 studio time / painting
11:20-11:50 Laurie Hogin - guest artist (connecting her ideas and student ideas, discussion about painting and life of an artist, why she works with the theme of brand loyalty, how her paintings are allegorical)
11:50-12 closure
Back Up Activity:
Students who finish early have the option to:
Title of Lesson Plan: Brand loyalty paintings
Name: Stephanie Danker
Grade Level: 7th & 8th
Date Taught: March 7, 2009
Theme/Issue/Topic of Curriculum: Identity in public & private spaces
IL State Fine Arts Goals Met By the Lesson Objectives:
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.A.3e Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
Objectives:
Creative/Productive Objective:
The student will create a brand loyalty painting, illustrating within the painting product(s) and brand(s) that he or she uses on a daily basis, interacting with a character that represents the consumer personality of the individual.
Multicultural/Historical Objective:
Students will examine images (including portraits) by Laurie Hogin, investigating why she may have chosen the products and representations in her work, and how her style is suggestive of consumerism and popular culture. Students will see how Hogin references notions of 19th century portraiture in her work.
Affective Objective:
Students will contemplate and decide upon an image to represent their consumer personality interacting with a brand / product of their choice. They will reflect upon emotions associated with their consumer personality.
Students will interact with artist Laurie Hogin, after viewing her work, and exploring concepts she works with. They will have the opportunity to connect the artwork motivating the lesson with the artist who created the work.
Concepts/Vocabulary:
- Brand loyalty – the tendency of consumers to continue buying a specific brand's product or service, despite the competition
- Consumer personality –
- Allegory – a symbolic narrative; to represent one thing but imply something else
- Metaphor – something used, or regarded as being used, to represent something else; emblem; symbol
- Exaggerate – to magnify beyond the limits of truth; overstate; represent disproportionately
- Juxtapose – to place close together or side by side, esp. for comparison or contrast
- Craftsmanship – practicing a craft with great skill
- Representation – the act of portrayal, picturing, or other rendering in visible form
- Portrait – a likeness of a person, especially of the face
- Warm colors – yellow, orange, red, pink, peach
- Cool colors – green, blue, purple, blue-violet, turquoise, lavender
- Complimentary colors – yellow/purple, orange/blue, red/green
- Hard edged line – precise, sharp contrast where lines meet
- Elements of figurative imagery –
- Gloss medium – slightly alters consistency and effect, when mixed with paint – can be mixed prior to applying paint or brushed on after paint is dry
Teacher Materials:
Laurie Hogin images:
http://lauriehogin.com/monkey_portraits.htm
Laurie Hogin’s website, writings on Monkey portraits: Allegories of brand loyalty
http://www.youtube.com/watch?v=1amA_BWiBM0
YouTube video of Laurie Hogin speaking about her work
Teacher-created Power Point
Tech cart with projector and speakers, extension cord
Learner Materials:
Nametags
Visual journals
Pencils
Glue sticks
Vocabulary list to glue into sketchbook
Acrylic paint – assortment of colors
Gloss medium
Paintbrushes – assortment of sizes
Newsprint for tables
Aluminum foil (for paint palette)
Motivation:
1. Visual journal assignments from prior weeks, asking students to make a list of 24 brands they use on a regular basis, and visualizing their consumer personality.
2. Email sent in preparation during the week
3. Discussion during PowerPoint presentation / YouTube video
4. Anticipation leading up to Laurie Hogin’s visit
Procedures:
1. As the students enter the classroom they will get their visual journals from the table next to the window. They will be given a Mad Lib to fill out, related to brands they are loyal to. They will have time to sketch images of a character they would associate with consuming one of their favorite brands.
The arrangement of the classroom will be set up in a horseshoe formation with the open end closest to the screen, so that everyone can see one another, and will be ready to view images on the screen.
2. There will also be a “photo booth” activity during visual journal time. Students will be instructed to think of something they are guilty of, and how they could show that through an expression in a portrait. They will be shown a few images on the screen of mug shot portraits, which our culture automatically associates with guilt (socially constructed). Students will be given a 6” x 12” piece of white paper and Sharpies, and told to write what they are guilty of in one word or a very short phrase. Then their photo will be taken in the style of a mug shot, with them holding their guilt marker, frontal and side view. It is their choice how they associate their facial expression to the word.
3. Introduction to brand loyalty project: Show short PowerPoint. Examine Laurie Hogin’s Allegory of Psychodemographics: Twenty-Four Brands My Family Uses in a Typical Summer Day, 2006.
- Can you identify the brands without seeing the titles of the paintings?
- What is the point of the monkeys in these images? Do these appear like portraits?
- Why would Hogin choose to set up her compositions as portraits? In the portraits that we looked at when we visited KAM, what did it say about your status to have your portrait painted?
- What is an allegory, in the context of representation in images?
- What trademark characters or mascots in mass media / advertising / commercials can you think of that are allegorical?
- What is it that makes you choose a brand?
- What do the brands you choose say about you?
- Why do you stay loyal to the brands you choose?
- How do marketers and advertisers persuade you as a consumer to maintain loyalty to a brand?
- What would you ask Laurie Hogin about her work if you could?
- Ask students about their ideas at this point—what brand / product are they featuring in their painting and what is the character that is interacting with the product, acting as your consumer personality. Have students share their ideas with the person sitting next to them.
- Have students come up around demo table. Show quickly how to transfer the drawing from paper to their canvas.
- Quickly show how to lay down the color in the background first. Demonstrate how students can mix in acrylic gloss medium in with the color to achieve more shine.
- Emphasize mixing color on the aluminum foil prior to putting on canvas to achieve consistent color. Reminders: mix darker color into lighter color so as not to waste paint; a little acrylic paint goes a long way, but make sure you mix enough of a color to fill the space on your painting; remind how complimentary colors help one another to stand out. Quickly review color wheel.
- Mention how acrylic paint dries fast, but that it would be smart to fill in all of one color at a time, and not to work on two areas that are right next to each other because of the possibility of paint colors mixing, unless that is the desired effect. Move around on the painting… don’t forget to paint the wrapped around edges. Save details for last.
- Talk about option to use Sharpies for final details, only when paint is dry. Mention option of covering entire finished painting with gloss medium (like varnish).
- Instruct students to write their name on the back of their canvas (on the wooden bars) with Sharpie and date.
- Encourage students to think about questions they want to ask Laurie Hogin. Have each student write down one question on an index card before she arrives.
- Describe what is going on in your painting.
- How is the character in your painting representative of your relationship with the brand you chose?
- What space did you create it for? Why do you think it might work in that space?
- Who will see it? What is your hope for how it will affect those who see it (including yourself)?
- What was it like working with this material?
- Photograph students working.
- Photograph completed student work.
7. Closure
Closure and Assessment of Learning:
· How did you juxtapose your consumer personality character with your brand-name product? How are the they interacting?
· How did you incorporate some of the elements of figurative imagery into your painting? Which ones did you incorporate?
· What are you aiming to communicate to your audience about brand loyalty through your images?
· How is your character related to your consumer personality allegorical?
Preparation Time:
List the time spent for each of the following items:
gathering materials and resources: 1.5 hours
setting up on Friday: 3 hours
making an example: 2 hours (for both projects—experimentation time)
writing the lesson: 6 hours (revising and completing – additional 2 hours)
Estimated Time for Activity:
9-9:15 visual journal time (mad lib, sketching, mug shot portraits)
9:15-9:25 critique with ad posters they made last week
9:25-9:40 transition / brand loyalty / ppt. showing Hogin images, visual examples of allegory, metaphor, exaggeration / youtube video of Laurie Hogin very briefly talking about her work.
9:40 planning / sketching onto tracing paper, then transferring onto canvas
9:50 paint demo / blending colors, adding gloss medium
10:00-11:20 studio time / painting
11:20-11:50 Laurie Hogin - guest artist (connecting her ideas and student ideas, discussion about painting and life of an artist, why she works with the theme of brand loyalty, how her paintings are allegorical)
11:50-12 closure
Back Up Activity:
Students who finish early have the option to:
- Create your own mad lib in your visual journal
- Draw an alternative interaction between your brand personality character and the brand you represented in their painting
- Create a new interaction between a different brand and the character that you would associate with using / consuming that brand
- Write a short narrative from the point of view of the character in your painting
- Come up with a couple questions to ask Laurie Hogin about her artwork
Work images
Teacher Exemplar
Student work
Examples of student work