 Identify and discuss elements of a composition
 Participate in discussions about the artwork of Keith Haring.
 Create a Tunnel Book, based on the art style of Keith Haring.
 Engage in discussion about the artwork presented by the teacher as well as the final projects created by their peers
 Demonstrate their ability to analytically think about concepts presented in class.

5 sheets of white 6x9 paper Markers
2 sheets of 9x9 colored paper Scissors
Pencil Glue
Black Sharpies (optional) Ruler

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ANTICIPATORY SET:
Day 1 –
-Discuss the artwork of Keith Haring. Have students describe what they see in his artwork. Discuss the characters he used, how their form is simplified. Display images in a PowerPoint presentation. Ask students to tell what they think is going on in each image – what story is being told?
-Introduce students to Tunnel books by presenting the teacher made book and looking at the artwork of Edward Gorey.
-Begin discussion of foreground and background- link to literature. Background is similar to the setting of a story- it is where the story takes place. The background includes the sky, sea, land, mountains, etc. The foreground is similar to the characters in the story- the foreground contains all the details of the composition.

PROCEDURE:
Day 1:
-Students will brainstorm story ideas in groups. Display Keith Haring’s artwork for students to use as reference. On a piece of newsprint paper, students will sketch their background, or “setting” for their story.
-Using one sheet of 6x9 white paper, have students create their setting. Have them trace the ruler on the left and the right of the paper in the vertical position to make a one-inch area on each side of the paper. The background picture should fill the space between the ruler lines, making sure not to put important objects too close to the top or bottom of the page. Draw in pencil, trace with Sharpie and color with markers.
-Have students create 4 frames with a 1 inch border using 6x9 white paper. Save the scraps!

Day 2:
-Review vocabulary (foreground, background, setting, characters, details).
-Using the 2 colored pieces of 9x9 paper, have students fold them accordion style and begin building the book. (To mark the creases, have them fold the square paper in half, in half again, and in half one more time. Open and use creases as a guide for accordion folding.) Glue 3 of the frames on the accordion folds at equal heights on each side (last frame will be glued on top – to create a tunnel effect). Begin designing and coloring the front frame.

Day 3:
-Warm-up with visual skills using art prints. Put 2 or 3 prints on the board and have students identify the foreground (characters, subject) and the background (setting).
-Demonstrate drawing of Keith Haring inspired characters. How is the form simplified? What colors are used? How can you tell the difference between children, adults, animals?
- Use scraps (saved from insides of frames) to draw the foreground objects. Draw in pencil, outline with Sharpies, color in marker, cut out and affix to the frames. Each layer should have at least one object .

Day 4:
-Students will finish assembling their tunnel books. Details may be added with colored markers to each frame.
-On the Story Worksheet, students will write their tunnel book story. What are the characters doing? Who are they? Where does the story take place?

CLOSURE:
Students are given an opportunity to reflect on what they have learned by answering questions verbally. Students who wish to share their finished piece may do so.

[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 employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[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, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[5-8] Students know and compare the characteristics of artworks in various eras and cultures

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

[5-8] Students compare multiple purposes for creating works of art

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

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Keith Haring

Color/Value, Emphasis, Movement, Proportion/Size, Space

Drawing, Marker, Mixed Media, Paper

English/Language Arts