4 sessions; 50 minutes per session

Title and Theme: Self Identity through Tattoo Design
Objectives:
The student will understand that:
1. Tattoos and marking making on the skin have a long diverse history of use in different societies and cultures.
The student will be able to:
1. Create a tattoo design that has some kind of personal significance.
2. Use plaster gauze to cast a body part of their choice.
3. Apply the tattoo design to the plaster casted body part.
4. Add color to the tattoo design.

Images of different tattoos, various readings about different kinds of tattoos and the cultures that participate in the practice, plaster gauze, water buckets, pencils, student activity guides, and tracing paper.

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DAY 1:
Aim: Why do people get tattoos?
Do Now: Write down at least two reasons that people get tattooed. What is their motivation?
FQ (pivotal question): What is a tattoo? How are they created? What tools do you need to make one? What are the different reasons behind them? What do they signify? Are all tattoos the same? When did people first start getting tattoos? Are tattoos always done by choice? Are there any times in history you can think of where a tattoo was done without the persons consent?
Share out- Group Activity:
A student will come up to the board and will list the reasons that the other students share. Once all of the reasons are listed, students will discuss the different reasons behind them.
Reading Jigsaw: Students will each receive one of five articles about an aspect of “tattoo culture.” Students will be required to read the article and choose key facts to write on a poster paper and share with the rest of the class. Depending on the number of students will determine the number of groups of students.
Discussion: Conversation will be held between students about the information relayed by the posters.
Summary/Closure: Students will be introduced to the full assignment. (Creating a plaster cast of a body part and designing a tattoo for that specific area.) Teacher will discuss what appropriate tattoos and areas in which to put them on.
Students will begin sketching their tattoo designs.

DAY 2
Aim: how can we cast the areas of the body we want to put our tattoos?
FQ: How can we manipulate our tattoo designs so that they will fit in the areas chosen?
Do Now: Take out your tattoo sketches.
Pivotal Questions: What comes first the designated area or the tattoo design? Does it matter in what order your plan your design? How can you make sure that your tattoo is appropriate for the area of the body you have selected? Does the areas of the body you choose relate to the significance/importance of the tattoo design?
Share out- Group Activity:
Students will share their individual perspectives/opinions on the questions presented.
Students will share with the peers their ideas for their tattoos and will get informally critiqued and will discuss how they should progress in their designs.
Demonstration/Procedure: Teacher will repeat/model how to cast a smooth surface/discuss the importance of the smooth surface for the design application.
Teacher will model how to apply the chosen design to the plaster cast. Students will be able to choose what kind of material they would like to apply the design with. They will be allowed to use paint, colored markers and sharpie markers to create their final designs.
Application/Art making: Students will continue to work on their casts and tattoo designs.
Summary/Closure: Students will clean up their workspaces and return their supplies to the supply table.

DAY 3
Aim: How can we complete our tattoo designs?
FQ: How can we manipulate our tattoo designs so that they will fit in the areas chosen? How do you know if your tattoo design is finished?
Do Now: Take out your casted body part.
Pivotal Questions: What comes first the designated area or the tattoo design? Does it matter in what order your plan your design? How can you make sure that your tattoo is appropriate for the area of the body you have selected? Do the areas of the body you choose relate to the significance/importance of the tattoo design? Is your design close to your sketch? What kinds of materials will most benefit your design? Would sharpies and markers be a better choice then paint?
Discussion of answers: (if you are doing a detailed design sharpies might be a better choice because of the level of detail that you can get, maybe if you are doing a simple design you could paint it)
Demonstration/Procedure: Teacher will introduce the writing component. Teacher will discuss appropriate answers and instructions.
Teacher will model how to apply the chosen design to the plaster cast. Students will be able to choose what kind of material they would like to apply the design with. They will be allowed to use paint, colored markers and sharpie markers to create their final designs.
Application/Art making: Students will continue to work on their casts and tattoo designs. Today is the last day for students to work on their assignments in class. If they have not yet completed their designs they will have to come to AIS to complete it.
Summary/Closure: Students will clean up their workspaces and return their supplies to the supply table.

DAY 4
Aim: How can we complete our tattoo designs? How can we critique the final products?
What was the objective of this assignment? How did you complete your design?
Application/Art making:
Procedure: The students will have the first half of the period to complete their designs. The assignment was supposed to be due today but due to the humid weather it took longer for the plaster and paint to dry.
Once students are finished, we will place all the casted body parts in the middle of the room on the demo table and we will conduct a class critique. Students will use the rubric that was distributed to help them to speak about their peer’s artwork.
CRITIQUE: Students will first give examples of warm and cool feedback. They will be instructed to not use the words “like, stand out, and cool” when describing the artworks. They will be encouraged to cite specific evidence from the artwork to prove their point.
Demonstration/Procedure: Teacher will introduce the writing component. Teacher will discuss appropriate answers and instructions.
Teacher will model how to apply the chosen design to the plaster cast. Students will be able to choose what kind of material they would like to apply the design with. They will be allowed to use paint, colored markers and sharpie markers to create their final designs.
Students will continue to work on their casts and tattoo designs. Today is the last day for students to work on their assignments in class. If they have not yet completed their designs they will have to come to AIS to complete it.
Closing: How has the tattoo culture become mainstream? How were people with tattoos first seen in society? How has this changed? Why do you think this has changed? What are some contributing factors to this shift in mindset?

Students will be required to complete a writing component that aligns with the objectives of the lesson.
Students will be graded based on the attached rubric

You can use any articles that relate to tattoos for the reading jigsaw. I used an article on Maori Tattoo Designs, a realty company that offered their workers a 15% pay increase if they tattoo their logo on them, the use of tattoos in ancient egypt and an article on tattoo use in the holocaust.
Feel free to contact me with any questions!

[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

[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 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 reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[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

[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 describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[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

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Ancient Egypt, Street Art, Western Art

Balance, Contrast, Line, Proportion/Size, Shape, Space, Texture

Drawing, Installation, Mixed Media, Paper Mache, Plaster

Plaster Gauze Tattoo Design WC.docx
tattoorubric.doc