5 sessions; 60 minutes per session

SWBAT use cut paper with success to compose a desired outcome.

SWBAT demonstrate understanding of an artist and his/her work.

SWBAT utilize emphasis to create a focal point

1. Background Paper (size is up to you; I used 18" x 24")
2. Construction Paper (multiple colors)
3. Scissors
4. Glue/Rubber Cement
5. Crayons/Makers/Pastels/Colored Pencils

Need these materials? Visit Blick!

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DAY 1
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1. Assign artists to students (randomly or by their choice—up to you!)
—I paired students up for this project
2. Explain the project and its required components
—Artist's name must be visible and legible
—Artist's style must be evident
—Slogan must give us more information about the artist
—Poster must use emphasis to create a focal point
3. Students begin research on selected artist
—Famous works, artistic style, artistic movement

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DAY 2
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1. Students complete research, begin poster planning (composition, design & slogan)
—At least three different sketched design plans

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DAY 3
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1. Students complete planning and select a sketch
2. Student transfer (very lightly) their final layouts to the background paper
3. Students begin to cut major poster components from colored construction paper (lettering, images, etc.)
—You might need to demonstrate layering the construction paper for students (bigger areas of color should be cut and laid before smaller ones)

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DAY 4
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1. Students complete all cutting
2. Students glue all components to poster

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DAY 5
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1. Students use markers/crayons/colored pencils to add additional detail to poster
2. Turn it in!

Students are assessed on a rubric that is given out before the project (they evaluate themselves on their progress at the end of each day. They are graded on a scale of 0-3 for categories including: Completion, Craft, Use of Materials and Technique, and Use of Class Time.

I highly suggest posting these around the school as a sort of "art history awareness" campaign! My students have a blast putting their knowledge and creativity on display for other students!

[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 evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[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

[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

Michelangelo Buonarroti, Andy Goldsworthy, Georgia O’Keeffe, Rene Magritte

Surrealism, Renaissance, Environmental Art, Abstract Art

Unity/Harmony, Space, Proportion/Size, Movement, Emphasis, Balance

Marker, Paper, Crayon, Colored Pencil, Collage

English/Language Arts, History/Social Studies