10+ sessions; 45 minutes per session

1. The students will participate in an inquiry/VTS based discussion of Edvard Munch’s the Scream.
2. The students will use journaling prompts to write about personal challenges, joys, interests, and mindset.
3. The students will view and discuss narrative works that focus on inner voice and mental health.
4. The students will discuss how the display method and viewing experience influences how we perceive the value of artwork.
5. The students will plan and create a work of art that expresses their inner voice or shows what’s on their mind in the media and style of their choice.
6. The students will reflect on and explain important information about their artwork in a written artist statement.

Tagboard
Drawing- Graphite, Oil Pastel, Colored Pencil, Marker
Paint- Watercolor or Tempera
Collage- Magazine Papers, Construction Paper, Paper Scraps, Scissors, Glue
Fibers- Fabric, Yarn, Buttons, Embroidery Floss

Need these materials? Visit Blick!

Day 1: The teacher will lead the students in a VTS/Inquiry based discussion of Munch’s The Scream and his statement about the painting representing the feeling of anxiety he was experiencing.
-The students will break to write about journaling prompts based on personal challenges, joys, interests, and mindset. -Next, the teacher will show examples of narrative art in a comic style and a video of artist Joshua Miels discussing his paintings.
-After discussing the messages, the class will discuss how the display method and viewing experience influences how we perceive the value of artwork- would seeing the works on an artist’s website, printed in a comic book, in a gallery, etc. affect our opinions? Is it art or not? Compared to paintings like Miels’, does one style or medium seem more or less important?
-The teacher will then introduce the challenge: create a work of art that expresses your inner voice or shows what’s on your mind.
The teacher will explain the media and processes from which the students can choose to work.
-The students will spend the rest of the time brainstorming for their projects.
Day 2: The students will finish brainstorming and begin to develop a plan.
-The students will check their idea with the teacher to get approval and supplies before beginning to work.
-the teacher will give the option of tracing the student’s silhouette and filling it in with words and images that show what’s in the student’s mind for those that need more guidance.
Days 3-10: The students will work on their projects.
Day 11: When the work is complete, students will reflect on and explain important information about their artwork in a written artist statement.

Slides presentation: https://docs.google.com/presentation/d/1342BEnocXMsbftMd8QaSAAsyhQRSkoFIjtZ3P1cw-PA

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

Edvard Munch

Expressionism

Drawing, Painting