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High [9th-12th] Lesson Plan

Silhouette Symbolism

Created on January 25, 2016 by MisterPP

Students create a silhouette contour of their own profile and then fill it with symbolic images that represent themselves.

18 Keeps, 5 Likes, 1 Comments

THE PLAN
10+ sessions; 70 minutes per session
SWBAT begin to understand how artists use symbolism to put underlying meaning into their works of art.
1. Paper
2. Pencil
3. other drawing media

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Teacher introduces the concept of symbolism in artwork by viewing and discussing the hidden symbolism in the works of art (see attached resources)

Teacher demonstrates how to create a silhouette outline of the head from a photograph.

Students create a silhouette outline of the their head and brainstorm symbols that represent themselves to put into their silhouette.

Students have a choice of media to use to create their artwork.
Students write a description of their artwork with a detailed explanation of each symbol included and what its underlying meaning is to them.

Did students understand the concept of symbolism using ideas and symbols to represent bigger concepts rather than literal meanings.
https://www.tes.com/lessons/Xs-XyPfDco072g/art-2-self-silhouettes

https://www.tes.com/lessons/NyFknPE5d5c-aA/art-2-self-silhouettes
THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Visual Arts Standard 2:
Using knowledge of structures and functions


[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

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


[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

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


[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
THE FEATURES
Gustav Klimt, Edvard Munch
Symbolism
Balance, Contrast, Emphasis, Line, Movement, Rhythm/Pattern, Space, Unity/Harmony, Variety
Graphite, Marker, Pencil
English/Language Arts, Foreign Language, History/Social Studies, Multicultural Studies

  • MFredieu 02/17/2016 at 06:38am
    Really great lesson. Amazing student work