In this lesson, you will describe yourself as a person and an artist through the creation of a process journal page.

Task:  Create a page in your process journal that answers some or all of the questions below.  Draw pictures, experiment with fonts,  experiment with materials (pen, brush pen, watercolor). Consider layout to make this a visually interesting page.

• How do others describe you as a person?

• What kind of artist are you?

• What artist /TV Shows/Books/Films do you like?

• What do you collect?

• What do you like to draw?

• Where have you travelled to?

• Where would you like to go?

• What matters to your generation?

• What have been some significant moments in your life?

• What are you (and your peers/friends) interested in? 

• What’s happening in the world that you want to interpret through art?

In this lesson, you will learn about art periods and art movements 

 Task: 

Watch the video Art Periods and Art Movements | LittleArtTalks and answer the questions below in your process journal.

• VOCAB: What is an art period?

• List two (2) art periods (choose ones that you are interested in)

  •  find examples of work from each 

  • sketch art in PJ, label with title, artist period

• VOCAB: What is an art movement?

• List two (2) art movements (choose ones that you are interested in)

  • find examples of work from each 

  • sketch art in PJ, label with title, artist movement

• Personal connection: What is one (1) art period or movement from your country/countries?

  • find example of work from each 

  • sketch art in PJ, label with title, artist movement/period

Total periods/moments documented in PJ: Five (5)

In this lesson, you will learn about the key terms explored in this unit and use them correctly.

Task P1:

•  Watch the video What is Appropriation by Little Art Talks.

Task P2:

• Look up the definitions of the following words and write them in your process Journal. 

• Appropriation 

• Parody

• Pastiche

• Juxtaposition

• Re-contextualization

Task P3: Use the vocabulary in a sentence.

In groups of 3

1. share your definitions with each other

2. look at the slide show on the left and use thevocabulary  in a sentence to describe the work. Add your group's sentences to this padlet. Use each word at least once. 

• Add one post per work

• Use all art terms

• Work as a group

In this lesson, you will develop your observational drawing skills

  Task P1:

• Draw an apple from life or from an image you find on the internet flowing this tutorial. If you don't have paints just spend more time shading.

• Write a reflection that explains your intentions, the skill you developed, problems you encountered and how you overcame them. Use  these art terms shape, shadow and texture

Extension

•  Drawing and apple with coloured pencil 

In this lesson, you extend your creative thinking and develop a range of ideas that explore:    

Task P1: Find Inspriration

In groups look at this sample process journal and discuss what you see, think, wonder.  This PJ is printed for your table. You can add I SEE, I THINK , I WONDER as post it notes at your table. What vocabulary words are used OR could be used in this PJ?

examples from the past: Jam board 9.1 (Bradley)  Jam Board 9.2

Individually find three (3) artworks that you might be interested in appropriating. Document these 3 in your process journal. Label each image with the name of the artist, the title of the work, date it was created.  These can be from your art periods and art movements investigation.

Task P2: The symbolism of the apple

How has the apple been used as a symbol in art and literature? Read this article to learn some examples.

Task P3: Draw 6 Apples (3-4 classes)

In your process journal draw six 6 apples in the styles inspired by artists, art periods, art movements or popular culture. Try to create one apple using each of the techniques below. Use whatever art material you have available.

• Appropriation 

• Parody

• Pastiche

• Juxtaposition

• Re-contextualization

• Use your imagination

1. For each apple identify what artwork/ art movement/ art period or popular culture idea inspired each apple. 

2. Identify which techniques you used and explain how you used it. See example sentences below. 

• My apple is an appropriation of...

• This apple is a parody of...

•  I created a pastiche of several elements of retro video games, which gave my apple a very nostalgic feeling.

• I juxtaposed  (insert) with this which make the audience think about...

• I re-contextualized the apple changing by moving it from the fruit bowl to .

In this lesson, you will learn how to install adobe photoshop 

Please go to https://sites.google.com/unishanoi.org/byod and follow the steps on how to install Adobe CC.

If you have trouble please email techsupport@unishanoi.org and let your teacher know.

In this lesson, you will learn to create an animated gif using photoshop or cloud-based platforms or procreate if you have an Ipad.

Task P1: Select Platform

Task P2: Watch tutorial (below)

Task P3: Create gif

Student examples class of 2024

Student examples class of 2025

In this lesson, you will share and receive feedback on your work.

Task:

step 1: share your GIFs

Upload your works to the class padlet

AND upload your GIF to this folder

Explain your intentions for your animated Gif. What were you trying to achieve?

step 2: peer feedback

Give feedback to two students in your class. Make sure you are signed in to your UNIS account and are not posting feedback as anonymous.

In this series of lessons, you will learn how to describe, contextualize and Interpret works of art. We will focus our inquiry on the question  'How does reworking an image change how the work is interpreted?'

We will be looking closely at the works  Water Lilies and Japanese Bridge Claude Monet 1899 and the appropriation "Show me the Monet,"  Banksy 2005 

You will individually and in groups. 

Task P1: Individual Investigation 

• Use this worksheet to guide your analysis:

Link to  the worksheet (this is linked to you in Toddle)

Task P2: Group discussion

• What did you find out about the artists? What are some of the key accomplishments? What did you find out about the artwork  (see resources below to answer this question)

Task P3: Group discussion: Interpretation

• Why did the artist make the work (research and Interpretation)

• What mood or feeling or idea was the artist trying to capture?

• What has Banksy changed in the work Show me the Monet?

• How has  "Show me the Monet,"  by Banksy changed how the original work Water Lilies and Japanese Bridge Claude Monet is interpreted? What do the changes make the viewer think about?

Task P4: Final submission

• Revisit your notes on your worksheet and make sure you have answered all prompt questions. 

• Include an in-text citation for each artwork (Monet and Banksy). 

  • MLA citation support https://libguides.unishanoi.org/citationssupport

• Do you have the following before submitting  your work

• Have you completed every box of the task sheet?

• Have you answered all the questions?

• Have you used art terminology?

• Have you included the works cited?

• Do you have an in-text citation for each artwork?

Task P5: Self Assessment

• Self-assessed your work using the rubric on Toddle?

• Submit your work via Toddle

Resources

BANSKY  

https://www.theartstory.org/artist/banksy/artworks/

https://www.khanacademy.org/humanities/ap-art-history/start-here-apah/current-issues-apah/v/behind-the-banksy-stunt

Monet

https://www.theartstory.org/artist/monet-claude/

https://www.nga.gov/collection/highlights/monet-the-japanese-footbridge.html

https://www.khanacademy.org/humanities/becoming-modern/avant-garde-france/impressionism/v/how-to-recognize-monet-the-basin-at-argenteuil

Link to the supporting Khan Academy video

In this lesson learn a variety of techniques using oil and chalk pastels.

Task P1: Oil Pastels. Watch 2 videos and practice techniques in your process journal.

Video 1 10 Oil pastel Techniques

Video 2: Rule of 3

Video 3 : Landscape drawing timelapse (begin at 1:06)

Video 4: Blending Advanced (begin at 2:28)

Video 5: Blending w/Tissue paper 

Task P2: Chalk Pastels

Chalk Pastel video: 10 Techniques

Task P3: Reflection

• Annotate your oil pastel experimentations. Explain what worked and what didn’t 

• Explain what media will you select for the final artwork and why

In this series of lessons, you will be generating your own ideas for appropriation artwork.

Task P1: Select three - four artworks

• Select 3-4 iconic artworks ( well-known work of art)  that you find thought-provoking and consider how you might change the work in some way that will tell a new story. Think about artists from your cultures or artists that your family enjoy. Print out these 3-4 artworks.

Here are some popular iconic works to get you started:

• Mona Lisa - Leonardo Da Vinci

• Kehinde Wiley (American, born 1977). Napoleon Leading the Army over the Alps, 2005.

• The bigger Splash - David Hockney

• Miss Everything (Unsuppressed Deliverance) Amy Sherald

• Young Woman with Lilies To Ngoc Van

• Em Thúy Trần Văn Cẩn

• Bloodline - Big Family  Zhang Xiaogang

• Self-Portrait with Thorn Necklace and Hummingbird Frida Kahlo

• The Scream Edvard Munch

• The old Guitarist - Pablo Picasso

• The Great Wave off Kanagawa - Hokusai

• Lady with an Ermine - Leonardo Da Vinci

• American Gothic - Grant Wood

• Nighthawks - Edward Hopper

• The Son of Man - Rene Margritte

Task P3: Lets play

Appropriation Wheel of Fortune

Task P4: Try Different Approaches

• Recreate an artwork in the style of another artist

• Juxtapose imagery from pop culture 

• Change, gender, cultural background, skin colour, sexual orientation  to represent a different point of view and make a statement about equality ( different culture or gender)

• Make an artwork about an issue you feel strongly about

• Artist inspiration: Kent Monkman

Task P5: Explain your ideas in your Process Journal

• For each appropriation make sure you provide brief background information (Artists, Title, Date, Art movement) and write about how you changed the work and what the new work could be about? Use the art vocabulary! 

• Explain how changing the work changes the meaning of the work. (crit. Ai)

• discussion about additional vocabulary: Cultural Appropriation vs. Cultural Appreciation

• extension video (11 minutes) Hollywood and Cultural Appropriation

In this lesson, you are going to take a deeper dive into one work

Consider one idea you want to develop further. 

Find out more about the artwork you are appropriating:

• When was it made? 

• What art style?  

• What signs and symbols are in work in the work? 

• What was the intention of the artist? What is the message of this artwork?

Draw 3-4 variations of your idea. Explain how changing the work changes the meaning.

In this series of lessons, you will make you final artwork. 

Task P1:Preparing your work

• Drawing and detailed outline of your artwork lightly in pencil, projector available

• include an outline of 2 challenging areas of the composition in your PJ, these can be used for practice with your chosen media

Task P2: Add oil/chalk pastel

• 4-5 classes of worktime on your final piece

In this lesson, you will write an artist statement and publish your work      on this document

Task P1: Answer the prompts below

• Give your work a thought-provoking title

• Provide information about the work you have appropriated

• Describe how you change the original work

• Explain how the changes you made communicate a new meaning.

• Explain how a contemporary audience might interpret your work . You can provide two points of view

• Use art terminology studied in this unit in your statement such as : appropriation, parody, re-contextualization

• Add 2-3 sentences about how you have developed as an artist. Reflection questions to guide these sentences:

  • What do you like about your final artwork? 

  • How have my skills improved over time? 

  • What techniques have I learned and mastered? Have I experimented with different styles or mediums?

  • If you were creating this artwork again, what would you change?

Post your Artist Statement on this document