ALEX Classroom Resource

  

Appropriation and Persuasion

  Classroom Resource Information  

Title:

Appropriation and Persuasion

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-10.pdf

Content Source:

Other
ArtsEd Washington
Type: Lesson/Unit Plan

Overview:

Students will discuss borrowing art and copyright.  They will find appropriated images used to create products, advertisements, or persuasive devices.  They will write an opinion piece about the purpose of using appropriated images.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
21 ) Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]

a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]

d. Establish and maintain a formal style. [W.6.1d]

e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.21- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


Arts Education
ARTS (2017)
Grade: 6
Visual Arts
11) Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions.

Example: Shepard Fairey's "Hope" poster influenced politics of the 2008 presidential election.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education
ARTS (2017)
Grade: 6
Visual Arts
15) Analyze how art reflects changing societal and cultural traditions.

Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Invent and depict a mythical creature after researching the mythology of another culture.
  • Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
  • Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
  • Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
  • Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
  • Individually or collaboratively create an artwork about a current world event.
  • Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
  • Identify how visual language communicates personal meaning.
  • Describe ways artists contribute to society through their work.
  • Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
  • Utilize graffiti techniques to draw letters of names.
  • Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
  • Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
  • Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
Tags: advertisements, appropriation, copyright, opinion, writing
License Type: Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
AccessibilityText Resources: Content is organized under headings and subheadings
Comments
  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit