Psychedelic Self-Portraits

On of the most exciting periods of music and art to study when I was a teenager and pre-teen was the Psychedelic era.  It seemed radical, revolutionary, and free.  Freedom is what those pre-teens and teenagers are craving so why not peak their interest with a lesson on John Lennon and Richard Avedon?

 

psychedelic

Title:Beatles Psychedelic Self-Portraits

Grades: Gr 4-8

Art Lesson Plan-4 50 minute sessions

Enduring Idea: Heroes and Heroines

Rationale: Throughout, time humans have created or selected heroes to teach lessons that portray virtuous characteristics and noble archetypes that help an individual, a nation or a culture survive and thrive.  Artists, have often been influenced by heroes and have portrayed real or mythological heroes in their artworks.

Materials: pencils. erasers, markers, 12″x 18″ white paper

Resources: Beatles by Avedon, John’s Secret Dreams: The John Lennon Story, examples of psychedelic art (Peter Max, Richard Avedon, concert posters), self-critique form

Preparation: precut white paper to 12″x 18″, gather examples of psychedelic art, and create an exemplar, create a self-critique form students can use to check their work according to the criteria they were given to complete the assignment

National Arts Standard Anchor (s):

#2. Organize and develop artistic ideas and work.
#8. Interpret intent and meaning in artistic work.

Objectives:
*Students will learn about the life of John Lennon and the Beatles
*Students will learn why John Lennon is considered a hero
*Students will become familiar with the psychedelic art of the 1960’s
*Students will create a self-portrait in the style of Richard Avedon’s portraits of the Beatles.

Vocabulary:
Psychedelic, Abstract, Self-Portrait, Repetitive Pattern

Interdisciplinary Standards:

  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Procedures: Day 1:  S will view teacher exemplar. T will review the lesson steps. S will listen to the book John’s Secret Dreams: The John Lennon Story. T “Why did John Lennon stage a bed in?” “What did John Lennon believe in?”  “What can we learn from his actions?”  S will pair up and trace their heads on a white paper in pencil.  Day 2: T will review the lesson steps.  T will review with class the examples of psychedelic art using the Elements of Art and Principals of Design.  S will use a ruler and pencil to add a psychedelic pattern to his/her self -portrait.  Day 3: S will review the steps of the lesson and vocabulary.  S will begin coloring in his/her self portrait with bright colored markers.  Day 4: S will finish coloring in his/her self-portrait.  S will use the self-critique form to self-critique his/her project using the elements of art and principals of design. S will hand in his/her project along with the self-critique form for grading.

Assessment:

S neatly and carefully drew the outline of his/her head on the paper and added a repetitive pattern. 3/10
S neatly and carefully colored in his her self-portrait using bright bold colors to create abstraction.  4/10
S answered all the questions on his/her critique form, demonstrating thoughtfulness as to how they describe their project using the elements and principals. 3/10

 

Art and Literacy Lesson: Where the Wild Things Are Masks

where-the-wild-things-are
Grades: PreK-2nd

#of sessions:2 50 minute sessions

Resources:Where the Wild Things Are by Maurice Sendak.

Materials: 1 9″x 11″  sheet of black paper, One 9″ x 11″ white sheet of paper, a black sharpie, a pencil, crayons, scissors, a sheet of lined paper, and glue.

National Arts Standard: organize and develop artistic ideas and work.

Enduring Idea: creativity, reality and fantasy.

DBAE: art productions, aesthetics.

Cross Curicular Connection: Literacy (students respond to the text by creating a character based on the characters in the story).

Procedures: Day 1: Teacher introduces the lesson and presents the exemplar. Teacher gives an overview of the steps involved with completing the project.  Teacher reads Where the Wild Things Are by Maurice Sendak and teacher reminds students to pay close attention to the visual appearance of the monsters in the story. After the story is read teacher asks students what animals they think the monsters were based on in the story.  Teacher writes down the responses of the students on the board. The teacher says “We will brainstorm a monster using parts of animals that we are familiar with and mix them together to see what we can make. What animal parts are interesting to you like a giraffe’s neck or shark’s teeth?” The students take turns responding while the teacher writes down their answers. After a list of animal parts are compiled the teacher shows the students how to combine the parts into the drawing of a mask on the board. She that instructs the students to use the list that they came up with and draw their own unique mask in pencil on white paper. The students draw their mask on white paper in pencil and trace with black sharpie marker. Day two: the teacher reviews the steps of the lesson. The teacher reviews the story with the students and how it relates to the lesson. The teacher hands back the artwork and goes over the steps for the day. The children finish tracing with black sharpie marker their mask and begin coloring it in with crayon. When they finish coloring with crayons they cut it out and glue it onto a black piece of construction paper. On the back of their paper students can write on a sheet of lined paper what parts of animals they chose to create their monster.  Older students can name their character, they can describe the character: what it eats, where it lives, what it’s personality is like.
Rubric: /10

Student listened and participated actively in the class discussion of the character development. 1/10

Student neatly and carefully drew in pencil hey mask of the character using compiled animal parts from the list. 5/10

Students work is well crafted and neatly colored. 3/10

Student body list on the back of their project the compiled animal parts they used in their project. 1/10