What is Artistic Propaganda?

LESSON PLAN #1
Date / Week: 02-08-16/ week 1
Student Teacher: Thomas Flaherty
Lesson Title: Propaganda What is artistic Propaganda?- Printed Propaganda Tiles
Grade Level: 7th
Time available for this lesson: Three Days; 40 minute sessions
Central Focus (Big Idea): Students will learn that they can create their own Propaganda through the act
of Printing.
Social Issues / Concepts of the Lesson: Propaganda has been used throughout history to communicate
information about issues in an extremely bias manner. It has generally been used to make a political
statement about a social issue. It was of course the most popular in times of war. However it has been
used in history to communicate issues of both war and peace. Often at the middle school level students
are struggling through changes, and trying to find an identity of their own. As such they seek to find their
own voice and want to feel their opinions are heard. The Concept of the lesson is to allow students at the
middle school level to feel they have a voice through teaching them about propaganda. This can give
students a sense of being important enough to have their opinions heard by a larger group. After looking
at some examples of both printing and art and a slide show power point, I will open with some discussion
questions to get things in motion.
What kinds of things do you think we might be doing with propaganda?
What are some social issues that are meaningful to you?
What social issues do you think more attention?
What are some examples of ways we could turn that into a statement?
Essential Questions:
What is propaganda?
What were some ways it was used?
What why is it so important to be able to proficiently visually communicate opinions?
What are some of the things that need to be thought about when making your own propaganda?
What are issues we could be communicating our opinions on visually?
Why was Printmaking so useful in the mass-production of artwork?
Why should educators apply multiple subjects to one lesson?

State Goals:
Goal # 26
B.2d: Demonstrate knowledge and skills to create works of visual art using problem solving,
observing, designing, sketching and construction.
- In this lesson: Students will create their own propaganda in a linoleum print form a social
issue that they brainstormed. They will take their social issue and be forced to find an
acceptable way to advertise a bias about it through their art. By successfully being able to
advertise a negative issue in a positive way, they will be inevitably be forced to engage in
critical thinking, which will be used in the process of taking a negative issue and being
forced to find a solution in how to make it a positive. Thus they will successfully be
problem solving through creating visual art. In addition based on observing examples of
propaganda students will also learn how tor draw attention to a social issue in order to
more quickly find a solution.
Goal # 26
A.2f: Understand he artistic process of printmaking, weaving, photography and sculpture.
- In this lesson: students will be making prints in order to bring to life their own
propaganda. To do this students will be taught to have an understanding for the process of
printmaking. Not only this but the students will also be able to proficiently recognize other
artists examples of printmaking as well. This will successfully fulfill the requirements of
this state goal.
Goal # 27
A.3b: compare and contrast how the arts function in ceremony technology, politics, communication
and government.
-

In this lesson: Students will be forced to think critically about how art is used to
communicate strongly political statements. In addition they will be looking at the historical
value of art as propaganda to understand artistic communication when used politically. The
understanding of not only how it was used in political ways, but also how it affected and
was used in politics with along with its appearance in different political times.

1. Objectives:
1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: Given a PowerPoint Presentation of artists examples, in
addition to the students historical and personal experiences with
propaganda as well as media surrounding them, students will successfully
be able to express their own opinions on a given social issue.
OBJECTIVE II: Given the information presented in class, students will
easily come up with their own spin on the social issue that they chose for
their project.
1.2 Artistic Skill Objectives:
OBJECTIVE III: Given pencil and paper, students will skillfully draw out
the basic design for their propaganda which will later be added to a
linoleum block by way of transfer paper.

State Goal Codes

27A.3b

26B.2d

26B.2d

OBJECTIVE IV: Given linoleum block, students will skillfully carve an

outline of their propaganda piece that displays knowledge of their issue.
Then transfer the final three prints onto ceramic tiles.
OBJECTIVE V: The students will be able to respectfully critique each
others work and articulate the effect of the medium on the propaganda. In
addition, students will be able to recognize understand propaganda when
found in outside experiences.
.

26A.2f
26A.2f
27A.3b

2. Assessment Criteria:
OBJECTIVE I: The students will proficiently be able to talk about artistic propaganda as a social
issue.
OBJECTIVE II: The student will find a persuasive way to convey their social issue through their
own propaganda.
OBJECTIVE III: The student will draw out a design that depicts their issue in a new light or original
way on printing or transfer paper.
OBJECTIVE IV: The students will create at least 3 prints each using linoleum carvings to print onto
ceramic tile.
OBJECTIVE V: The students will be able to respectfully critique each others work and articulate
the effect of the medium on the propaganda.
3. Learner Characteristics:
3.1 Developmental Rationale
This lesson is appropriate for the 7th grade St. Marys class because of the topics and principles behind
them are things that are real a reinforced by daily propaganda. They are at the age where they begin to
question what it is that they are looking at and whether there is a good reason behind this. They will
also be put into separate groups where they will discuss their own propaganda. Betty Miles, Twelve
Year Olds, does a good job of explaining that this age group learns best from their peers but also
individually. Sometimes twelves want to be involved in work as part of a group, and other times want
just as fervently to pursue their learning individually.-(page134.Chip Wood)
3.2 Students with special needs
Students with special needs will have their lesson adapted in certain ways. Possibly if cutting the
linoleum is too hard one could use a reverse relief with string and paper or even use multiple linoleum
tiles. Size could also be adapted as well. The issues could also be gone over or more narrowed down to
avoid causing conflict.
4.1 Rationale of this lesson
When teaching Fourth grade, a teacher will be dealing with roughly ages 9, 10, and or 11 years of age.
When looking at Yardsticks article, Ten, it is stated: At ten, children seem to be the most actively
receptive as Learners of factual information. - (Yardsticks Page 107). Yardsticks also then states that
ten is a wonderful age to teach or reintroduce problem-solving formats, and to teach governmental
structures as well as scientific principles. - (Yardsticks Page 107). This information dealing in historical
facts about propaganda and its uses, when properly used, would then be a perfect way to get the students
of this age involved and learning not only within the parameters of this lesson, but also through actual
historical and lingual facts that are being presented to them during the lesson. It can also be used
(especially when looking at government propaganda) to teach or at least a superficial review of different
governmental structures. Although it is also true that the article also states that these tens will be
challenging structures, and government policy, (Yardsticks Page 107). Yardsticks also tells us at the age of
11 these children will be Challenging history, government policy, and adult authority in general.
(Yardsticks Eleven Page 120). However this lesson still offers these age students a chance to challenge
these environmental or historical facts in a productive and positive way through the appropriate

expression of their own opinions through their work. When teaching Seventh Grade, a teacher will be
dealing with students around the ages of 12, and 13 years old. When examining Yardsticks work on the
age group, one can learn that twelve year olds are excited and challenged by lengthy multiple step
projects especially those involving famous people in history. (Yardsticks Twelve Page 136). In
addition Yardsticks is very clear that popular culture, along with ritual and ceremony can be deeply
meaningful as part of their rites of passage. When taking into consideration the challenging and lengthy
process of printmaking and the social and political popularities it can bring to the table for their work, this
lesson would be an excellent choice for twelve year olds. Also it brings up the ability to use ritual and
popular culture in a creative way giving the students more room to breathe in their own respective
comfort zones. When dealing with the subject of thirteen year olds, Yardsticks is very clear that the largest
thing this age group is struggling with is identity. (Yardsticks, Thirteen, Page 151). However the most
important point brought up in this chapter about the age groups learning process, is that they thrive
through social interaction and communication but often struggle with all types at the same time. This
lesson will be providing an intellectual challenge for this age group, while also teaching the process of
expressing themselves and their opinions through visual communication. In Paul Saint Georges The
Middle School and Beyond Chapter 2 Teachers and Students: Relationships and Results, it is mentioned
that in regards to what students want from their teachers, a theme of knowledge and relatability is very
important to them and that they are very concerned with how much teachers know. (Paul Saint George
1999, Page 4 of chapter2). This project will allow a wide variety of age groups to find a high level of
knowledge in the historical and political aspects of the lesson, combined with a relatability in the idea of
allowing the students to create their own social issues.
4.2 Background of the topic
One of the important things that has to be understood is the Separate Nature of Curriculum. In Paul
Saint Georges The Middle School and Beyond Chapter 5 Letting Go: Visions of the Middle School
Curriculum, this is mentioned. The separate-subject, or disciplinary, approach to the curriculum
represents the world of subject-centric academicians and not necessarily the rest of us, including early
adolescents.- (Paul Saint George 1999, Page 7 of chapter 5). What is so useful in teaching propaganda
and its background in an art lesson, is that the students get a blend of two subjects, both history and art,
blended into one lesson. This lesson helped to integrate history into the lesson of art. This historical
context can be especially noticed in the example artists used in this lesson and their respective
backgrounds.
Take for example the propaganda done by Dimitri Moor. He was an artist that manufactured
propaganda and also was someone who changed the field of graphic design permanently for all of Russia
in 1900s. He used his work to instigate a change in the economic policy of the nation, and to rise against
Imperialism. This information, while still important to the background of the artist, gives students who
learn about his origins an idea of what was going on in the country at that time in history.
Another good example of an artist whose use of propaganda could be helpful in teaching historical
content, is the artist Phillip Zec. Phillip Zec was most well-known for his depictions of Nazis in a
negative light. He used his art as propaganda for war to depict Nazis as negative things such as bumbling
clowns, buffoons or even snakes. During the time of WWII Zec brought out a much more sinister side to
the German regime which gathered allot of negative attention from Hitler himself. Again with this artist,
his propaganda is very important in its historical input of information, and could potentially be used to
help further students knowledge of the historical events of the time.

The other idea that must be given attention in its background is the process of printmaking
in regards to propaganda. The fact is that printmaking became the dominant way of distributing
propaganda because of its efficiency in exact replication of an image. Kathy Kollwitz is not only
one of the example artists for this lesson, but was one of the pioneers for this style of artwork.
Kathy Kollwitz is an extremely famous painter and printmaker. Though she studied both painting and
printmaking, in the 1890s she turned more exclusively to becoming a printmaking artist. She created

many different etchings, woodcuts, and lithographs, all of which were very powerful and dramatic. They
more often than not communicated strong feelings to the viewer.
For the next 50 years she produced dramatic, emotion-filled etchings, woodcuts, and lithographsgenerally in black and white but sometimes including touches of color.- http://nmwa.org/explore/artistprofiles/k%C3%A4-kollwitz
4.3 Information about related artists, styles, movement of cultures
Dimitri Moor: Dimitri Moor was an
artist that Changed Graphic design
permanently for Russia in 1918. His
work was concerned mostly with
propaganda. The topics Dimitri
chose to dominate were the idea of
the New Economic Policy, and also
the contrast between the oppression
of evil and the heroic nature of the
allies. During his time there was
quite a bit of pressure to rise against
imperialism.
His work dominated both the
Bolshevik Era (19171921) and the
New Economic Policy (1921
1927).
https://www.smashingmagazine.com
/2010/06/100-years-of-propagandathe-good-the-bad-and-the-ugly/
William Orpen: William Orpen
attended the Slade School in
London. He became most known for
his works in portraiture while still at
the school. A friend of his organized
a situation for him to paint military
officials. Ones like Lord Derby and
Churchill. Eventually I around 1917
he was selected by the government
and promoted by the head of the
governments war propaganda. He
painted images of a war torn France
and became most famous for his
piece, Dead Germans in a Trench.
This is another example of
propaganda being used by
governments to communicate a
statement about a horrific event.
In 1917, he was recruited by
the governments head of War
Propaganda to the Western front to
paint images of war-torn France. It
was there that Orpen painted his
most famous piece, Dead Germans
in a Trench..

https://www.smashingmagazine.com
/2010/06/100-years-of-propagandathe-good-the-bad-and-the-ugly/
Phillip Zec: Phillip Zec was most
recognized for his depictions of
Nazis in a negative light. He used his
art as propaganda for war to depict
Nazis as things like snakes,
bumbling clowns, buffoons or even
snakes. During the time of WWII
Zec brought out a much more
sinister side to the German regime
which gathered allot of negative
attention from Hitler himself.
Hitler reportedly hated Zec so
much that he added him to his black
list and ordered his arrest following
the invasion of Britain. He blamed
Zecs Jewish ancestry for his
extreme ideas.
https://www.smashingmagazine.com
/2010/06/100-years-of-propagandathe-good-the-bad-and-the-ugly/

Alexandros Tsoutis: An illustrator

from an advertisement agency. He
created a very appealing way to
attract many people to donate blood
by putting a positive spin on the
donation of blood.
"You Can Be Someone's
Superhero! Hellenic Association of
Blood Donors, (2013).
A very creative and appealing
ad to attract blood donors towards
needs for donation. (Advertising
Agency: Spot JWT, Athens, Greece
Creative Director / Illustrator:
Alexandros Tsoutis Art Director:
Alexis Alifragkis Copywriter:
Anastasios Lessis Published: January
2013).
http://www.emlii.com/795f0d2
2/25-Most-Powerful-PropagandaPosters-That-Made-All-TheDifference

James Montgomery Flagg: One of

the most famous posters of all time.
This artist originally published this
picture as the cover of Leslies
Weekly July 16, 1916. It originally
sported the title: What are You
Doing for Preparedness? It was
propaganda for the U. S. objectifying
Uncle Sam to sway the populous into
joining the army. Making the horrific
act of war look satisfying to the
public.
Over four million copies were
printed between 1917 and 1918, as
the United States entered World War
I and began sending troops and
material into war zones.
http://www.emlii.com/795f0d22/25Most-Powerful-Propaganda-PostersThat-Made-All-The-Difference
Michael Ray Charles: Michael Ray
Charles graduated from McNeese
State University in Lake Charles,
Louisiana 1985. He went to college
to study advertising, with an
emphasis on design and illustration
to visually communicate his ideas.
He soon moved into painting and
used his works to investigate and
make statements about racial
stereotypes. He used this history in
advertising to help make his works
much more of a political statement
like propaganda in modern day.
His graphically styled
paintings investigate racial
stereotypes drawn from a history of
American advertising, product
packaging, billboards, radio jingles,
and television commercials....
http://www.pbs.org/art21/artists/mic
hael-ray-charles

Faith Ringgold: Faith Ringgold was

born in 1930 in New York City. She
is a self-proclaimed speaker,
sculpture, writer, preforming arts
practitioner, and a painter. She was
the creator of Quilting as a form of
fine art. She used her art to innovate
gateways to having a voice in
statements on racial, sexist, and
general stereotypes.
She had stories and perspectives to
share. She actually used her artist
statements and even parts of her
compositions as gateways for
sharing her narratives about her
work. As an artist, Faith Ringgold
focuses on dualities in her artwork
and transforming expectations. As a
black female, her point of view at the
time she was exhibiting was very
relevant and new and previously
unspoken. Her sheer perseverance
and thoughts on identity made her
the unique artist she has proven
herself to be.
https://sarahkedzior.wordpress.com/a
rt-education/experience-in-middleschool/exploring-art-21/faithringgold-2/
Kathy Kollwitz: Kathy Kollwitz is a
famous painter and printmaker.
Though she studied both painting
and printmaking, in the 1890s she
turned more exclusively to becoming
a printmaking artist. She created
many different etchings, woodcuts,
and lithographs, all of which were
very powerful and dramatic. They
more often than not communicated
strong feelings to the viewer.
For the next 50 years she
produced dramatic, emotion-filled
etchings, woodcuts, and lithographsgenerally in black and white but
sometimes including touches of
color.
http://nmwa.org/explore/artistprofiles/k%C3%A4-kollwitz

J. Howard Miller:
Created this work as a poster to
stimulate the incentive for women to
be encouraged to take jobs in the
industries that would help with the
war. These posters were for electric
and manufacturing companies and
they were displayed only for a brief
time in Westinghouse Factories.
However the posters fame lived on
to make it one of the most potent
Icons for WWII
Women were encouraged to take
wartime jobs in defense industries,
they became a celebrated symbol of
female patriotism.
http://americanhistory.si.edu/collecti
ons/search/object/nmah_538122

4.4 Terms and Vocabulary

Propaganda: A work that is used to make a social, emotional, or political statement, often in an
extreme or very bias manner
Social Issue: Any issue that is opposed by a large number of individuals within a given society
Political Statement: something said or written in an official way to express a political view point
Sketch: A rough drawing that precedes a full work of art
Print: The reproduction of a design of pattern by carving it into plates, clay or blocks
Linoleum block: a block of linoleum that is carved into and covered with ink in order to transfer a
print
Printing paper: Paper used as a finished product to place ink on for a print
Printing tile: a ceramic tile used to collect ink for a finished print
Tracing Paper: paper used to transfer an image from one surface to another
Symbolism: the use of one thing to explain another
Emotion: a state of feeling something
Mood: the quality or state of an emotion or feeling at any particular time
Satire: the use of humor, toe exaggerate, or even at times ridicule to expose or criticize stupidity
or vices in anothers opinion. (often used in politics)
Forms: a three dimensional shape that expresses width, length and or depth
Color: different tones of light that reflect off of a surface
Pattern: the repeating of a shape, object or pattern across a work of art
Repetition: the repeating of a shape, object or pattern, (often used to create unity in a work)
Value: the difference in lights and darks of colors
Tone: a state in variety of color or value.
Analyze: to examine thought the use of methodic thought, or in observation in the detail,

structure, or that which constitutes something

Visual Communication: the communication of thoughts or opinions expressed through visual or
artistic means.
Critique: a respectful detailed analysis or assessment something
4.5 Description of Visual examples
Visual Board: This tri fold board will be used by me to host a display of my art terms, my own
personal along with historical artwork. It will also effectively convey the big idea and concepts
behind my lesson.
Power Point: On my PowerPoint I have compiled together a display of artists works that are
either historically, socially or intellectually significant in relation to propaganda. On my power
are numerous pieces of propaganda that have been used and made throughout history. On it there
are also works that are more modern but can give students a much broader grasp on some
examples of how propaganda may or may not be used. Finally it hosts some brief histories on
how propaganda came into being and some of the artists backgrounds and personal histories.
4.6 List of references
Videos/readings from class. (listed below)
Various personal websites (listed below)
Art 21 Michael Ray Charles website
http://www.pbs.org/art21/artists/michael-ray-charles
Propaganda The Good, the Bad, and the Ugly Website (various images and articles)
https://www.smashingmagazine.com/2010/06/100-years-of-propaganda-the-good-the-bad-andthe-ugly/
The Most Powerful-Propaganda-Posters-That Made All the Difference website (various images
and articles)
http://www.emlii.com/795f0d22/25-Most-Powerful-Propaganda-Posters-That-Made-All-TheDifference
Faith Ringgold on Sarah Kedsior, website
https://sarahkedzior.wordpress.com/art-education/experience-in-middle-school/exploring-art21/faith-ringgold-2/
Kathy Kollwitz, on: National Museum of Women in the Arts Website
http://nmwa.org/explore/artist-profiles/k%C3%A4-kollwitz
Yardsticks Article, Betty Miles, Twelve Year Olds

5. Integration/Connecting Links
5.1 Idea Mapping

5.2 Instructional Resources and Materials:

A majority of the information for this lesson was found on various artistic websites along with a few in
class articles which are listed below. In addition I plan on creating myself a variety of different personal
visual examples at different points in the process to make it as easy as possible for students to be guided
through each step of the lesson.
Art 21 Michael Ray Charles website
http://www.pbs.org/art21/artists/michael-ray-charles
This will be introduced thought the use of an image with a brief summary. It is used as an exemplary artist
in the power point. By providing students with a brief history and a single visual example of his work
they will gather a greater understanding of what propaganda is and how it can be used in art.
Faith Ringgold on Sarah Kedsior, website
https://sarahkedzior.wordpress.com/art-education/experience-in-middle-school/exploring-art-21/faithringgold-2/
This like the first website, information will be introduced thought the use of an image with a brief
summary. It is used as an exemplary artist in the power point. The historical and factual information about
this artist will be used visually to further what propaganda is and how it can be created to communicate
through art. In addition they will have a better grasp as to why the artist is relevant with this information.
Propaganda The Good, the Bad, and the Ugly Website (various images and articles)
https://www.smashingmagazine.com/2010/06/100-years-of-propaganda-the-good-the-bad-andthe-ugly/

Images from this website will also be used on my PowerPoint to provide students with more examples of
propaganda. This includes images and information that will be used to further students understanding of
propaganda and how it can be used in art.
The Most Powerful-Propaganda-Posters-That Made All the Difference website (various images
and articles)
http://www.emlii.com/795f0d22/25-Most-Powerful-Propaganda-Posters-That-Made-All-TheDifference
Again like the other images, this websites images and historical and contemporary information will also
be used on my PowerPoint to provide students with more examples of propaganda. This includes images
and information that will be used to further students understanding of propaganda and how it can be used
in art.
J. Howard Miller: on The National Museum of American History Website
http://americanhistory.si.edu/collections/search/object/nmah_538122
Again like the other images, this websites images and historical and contemporary information will also
be used on my PowerPoint to provide students with more examples of propaganda. This image is a
powerful piece of propaganda will be evidence of how art can become an icon for historical events.
Kathy Kollwitz, on: National Museum of Women in the Arts Website
http://nmwa.org/explore/artist-profiles/k%C3%A4-kollwitz
I will use her work to try to give some earlier visual examples of print making to help students gather at
least a semblance of an idea of what they are going to be working on. This specific information will also
be reinforced by my own personal visual examples. Additionally I will be demonstrating step by step the
process that will be completed to ensure a comprehensive understanding among students.
Personal Visual Examples
I plan to create personal examples to be used as visual aids. I will create an example for every step of the
creation process of the project. I will start with a visual example of a brainstormed social issue, and end
with an example of a finalized project. This will help allow students to be walked through each step and
limit the possibility that students will become lost or confused at any time during the process
Power Point Presentation
At the beginning of the lesson I will open with a power point presentation. This will be used to essentially
get the ball rolling for the rest of the lesson. It will provide the students with a brief definition of what
propaganda is, and will convey some visual example of how it has been used throughout history. It will
also give some examples of how propaganda is used in a more modern way as well. It will provide some
brief backgrounds and histories of each artist. It will provide some examples of art through printing. The
power point will close with some questions that will help open the students mental focus directly into the
brainstorming step of this lesson.
Wood, Chip. ERIC Yardsticks: Children in the Classroom Ages 4-14., 1994 ERIC
Yardsticks, Children in the Classroom Ages 4-14., 1994 Guides Non-Classroom Use (055)
References Materials General (130), n d, Article 04 May 2016
This article will be used as reference for both the background information on the lesson and rationalizing
its nature.
Paul Saint Georges The Middle School and Beyond Chapter 2 Teachers and Students:
Relationships and Results,
This article will also be used a reference in rationalizing my lesson, and for creating some of its
background information.
Paul Saint Georges The Middle School and Beyond Chapter 5 Letting Go: Visions of the Middle
School Curriculum
Likewise this article will also be used a reference in rationalizing my lesson, and for creating some of its
background information.

 Social Issue list handout.

This will be a sheet of paper passed out to students to help hold their hand through choosing social issues.
It will also serve to more effectively limit the possibility of students choosing inappropriate topic. It will
also aid in preventing the students being at a loss of understanding of what topics to choose.
Printing Paper Handout:
This piece of paper will be passed out to students as a physical place for them to brainstorm Ideas for
their own print before putting it on transfer paper.
Transfer Paper Handout:
This paper will be given to students as a place to start their final drawing so that they can transfer it to
linoleum.
Linoleum Tile Handout:
Each student will be given a linoleum tile to carve into.
Ceramic Tiles Handout
Each student will be given three ceramic tiles for the final three linoleum prints to go on.
5.3 Art Materials for the Lesson:
Visual Board: for presentation
#2 Pencils: enough for each student
Printing Paper: enough for each student to use as a brainstorming tool and an original idea. It is
also to be used as a practice paper for Prints.
Transfer Paper: enough for each student to use to transfer their own chosen image
Linoleum Tile: enough for each student to carve/ engrave into
Carving Tools: enough for each student to carve and engrave images into the linoleum tile
Ink: multiple colors of ink, enough for each student to have at least 3 different colored finalized
prints on ceramic tiles
Ceramic Tiles: enough for each student to put three finished prints on each tile
Wooden Spoons: enough to effectively allow students to transfer prints
6. Management and Safety Issues:
St. Marys Censorship- is a big thing to watch out for especially when letting students make their
own propaganda and I will have to be closely monitoring the students choices and may have to
guide them in a better direction.
Sensitive topics could be an issue as well so keeping a safe environment for discussions is an
issue that could occur while working with the topic of propaganda
Another important issue to watch out for is St. Marys Zero Tolerance policy when incorporating
weapons into artwork.
An issue with proper use of carving tools could be an issue. This issue could be rectified with the
proper training.
Another issue that could potentially arise is an allergen to any of the material such as linoleum or
the ink used for printing
A management issue to watch out for is unmotivated or uninvolved students
6.1 Organization of Supplies
Day 1:
Power Point Presentation: to be Shown at the beginning of class
Visual Board: to be used as a visual aid
Social Issue Handout: to be given to each student for ideas on topics
Printing Paper: to be given to each student for brainstorming and documenting purposes
Pencils: to be given to each student for brainstorming and documenting purposes.

Personal Example of a brainstorming selection and sketch of chosen topic: to be used as a

visual example
Tracing Paper: to be given to each student as needed to trace their image if need be.

Day 2:
Tracing Paper: to be given to each student as needed to trace their image if need be.
Linoleum blocks: to be given to students as needed to transfer their image on and start carving as
need be. (Extras may be needed in case of accident.)
Carving Tools: to be given to students as needed to begin carving their own linoleum blocks
Personal Example of Image Transfer: to be shown as a visual aid to increase comprehension of
activities
Personal Example of Linoleum Block Carving: to be used as a visual example to increase
students understanding of the activity
Day 3:
Printing Paper: to be used for rough draft printing.
Linoleum blocks: to be given to students as needed to transfer their image on and start carving as
need be. (Extras may be needed in case of accident.)
Carving Tools: to be given to students as needed to begin carving their own linoleum blocks
Personal Example of Image Transfer: to be shown as a visual aid to increase comprehension of
activities
Personal Example of Linoleum Block Carving: to be used as a visual example to increase
students understanding of the activity
Personal Examples of Rough Draft Prints: to be used as an example visually for students to
practice printing
Ink of Multiple Colors: to be used by students as needed for printing
Ceramic Tiles: to be used by students as needed to Print their final three prints on. (may need
extra in case of accidents)
Wooden Spoons: to be used as needed by students.
Latex Gloves could also be worn to prevent getting ink on hands
Permanent Markers: to be used by students to solidify a transferred or drawn sketch on a linoleum
block.
.
6.2 Clean-Up of Supplies
Each student will be responsible for their own work
Each student will put their own materials in a designated spot at the end of the lesson
Two students will be in charge of making sure that all carving tools are returned
Two students will be in charge of making sure that all linoleum prints are returned to where
they are supposed to be
Each student will be responsible for returning all unused materials at the end of the lesson
One student will be in charge of deposing of or throwing away all unwanted material
Two students will be responsible for making sure all ink colors are returned
Students will put their prints on a table to dry and additionally will then clean their own area.
Students will be in charge of their own supplies.
Every student will wash their hands at the end of every lesson
7. Vocabulary:
Propaganda: A work that is used to make a social, emotional, or political statement, often in an
extreme or very bias manner

Social Issue: Any issue that is opposed by a large number of individuals within a given society
Political Statement: something said or written in an official way to express a political view point
Sketch: A rough drawing that precedes a full work of art
Print: The reproduction of a design of pattern by carving it into plates, clay or blocks
Linoleum block: a block of linoleum that is carved into and covered with ink in order to transfer a
print
Critical thinking: objective analysis and evaluation of something to form a judgment
Printing paper: Paper used as a finished product to place ink on for a print
Printing tile: a ceramic tile used to collect ink for a finished print
Tracing Paper: paper used to transfer an image from one surface to another
Symbolism: the use of one thing to explain another
Emotion: a state of feeling something
Mood: the quality or state of an emotion or feeling at any particular time
Satire: the use of humor, toe exaggerate, or even at times ridicule to expose or criticize stupidity
or vices in anothers opinion. (often used in politics)
Forms: a three dimensional shape that expresses width, length and or depth
Color: different tones of light that reflect off of a surface
Pattern: the repeating of a shape, object or pattern across a work of art
Repetition: the repeating of a shape, object or pattern, (often used to create unity in a work)
Value: the difference in lights and darks of colors
Tone: a state in variety of color or value.
Analyze: to examine thought the use of methodic thought, or in observation in the detail,
structure, or that which constitutes something
Visual Communication: the communication of thoughts or opinions expressed through visual or
artistic means.
Advertise: to draw attention to something, especially in public media
Critique: a respectful detailed analysis or assessment something
Metaphor: the use of one thing to compare to, or represent another
Infer: to conclude from evidence and reasoning rather than explicit information
Mobilize: to make something movable or capable of movement
Carve: to cut into with artistic precision or intent
Brayer: a rolling toool to cover a carved print with ink
Comprehend: to fully grasp or understand

8. In-Class Activities:
Day1:
Time
10-15 minutes

Learning Activities
Orientation/Engagement/Motivation:
The teacher will introduce themselves and
become somewhat acquainted with students
before immediately starting on the
presentation of the PowerPoint.
Looking at and Talking About This Type of
Art:
Through the PowerPoint i introduce the idea

Purpose
- By introducing the
PowerPoint students will be
engaged in the activity.
Students will not only have a
better grasp of the subject
through viewing of the artist
examples of propaganda this
PowerPoint.

of propaganda. I will then continue on to go

through the different examples of propaganda
and its use in a historical context. This will
provide students with enough visual examples
and historical information to get at least a
basic grasp on what propaganda is. It will also
provide a light understanding of how
propaganda has been used by previous artists.
Through the act of viewing the PowerPoint
students can begin to formulate ideas about
what the project may entail and what they may
have to do. Following this the PowerPoint will
move on to a printmaking artist, and thus
allow the students to get a vague
understanding of what printmaking is and will
have seen some visual examples of it.
Motivating Dialogue:
Briefly following the end of the PowerPoint I
will bring up the discussion questions to
essentially start rolling the students into their
discussion.
Topic Questions
What is propaganda?
(advertisement, lie, something to help political
leaders)
What were some ways it was used?
(war, politics, to draw attention to issues, to
make a statement about something)
What why is it important in
communicating opinions?
(teaches the viewer about visual persuasion ,
helps make visual statements easier)
What are some things that need to be
thought about when making your own
propaganda?
(what we want attention brought to, social
issues, how you want to represent it)
What kinds of things do you think we
might be doing with propaganda?
(MAKING OUR OWN)
Association Questions
What are some social issues that are
meaningful to you?

What some examples of social issues

do you think more attention?
What are some examples of ways we
could turn that into a statement?
Visualization Question
What ways would you view
communicating your issue?

Students will also have a

concept on persuasive
communication through art.
By viewing examples of
propaganda they will be able
to start brainstorming for a
discussion as to what they
are thinking of as far as
persuading a viewer with
their own art.
By moving through the
discussion questions, it will
actively motivate critical
thinking to the students
Students will also y this
tactic have a general review
by going back over the
information covered by
thinking about it.
Students will have a brief
grasp of metaphor through
art
Students will begin to also
develop an understanding of
symbolism and how it
corresponds to emotion,
intention and opinion

2-5 minutes

_10-15_minutes

Transition Question
How would you illustrate that idea
on paper?
Presentation/Explicit Instruction:
Then the teachers will hand out the list of
social issues. After this the lesson will move
right to my demonstration of having chosen a
social issue, and my example of brainstorming
how I would turn it into Propaganda through
sketching, thumbnails, and the like. While
doing this students will be getting clear and
concise instruction on how to begin their own
rough draft sketches.
All that is discussed during this time will
relate all information back both to the topic
but also to social issues that has been chosen
Students will be ready and open to receive
instruction, and will be less likely to
misinterpret information as it will be being
demonstrated through example. Students will
also be given examples of finalized prints to
ensure they know what the end results of their
work are intended to look like.
Structured Practice/Exploration:
After producing my own examples of the
different stages of the project students. The
teacher will communicate plans clearly.
The teacher will then begin to explain where
materials go when finished and will make sure
that the given individuals know that they are
responsible for certain materials.
Have students sketch out basic ideas
to brainstorm ideas.
Important things to have the students
remember to be thinking about are
questions such as:
Can you explain your ideas?
Can you explain how and
advertising?

By helping students
brainstorm and communicate
their ideas verbally and on
paper they will be more able
to do this in later lessons and
in many other areas in life.
Students will be able to have
a clear concreate set of
instructions to follow, that
have been shown and dictated
to them both verbally and
through example to help
ensure as little margin for
error as possible
Through this students are also
learning the value of
brainstorming their ideas
before they make a final copy.

Keeping things clear and

concise, especially in regard
to timing is going to be the
easiest part.
Students will have time to
start thinking of ideas for
choosing their social issue
and how they are going to
successfully depict it visually
This is also an important part
in that students are going to
be developing most of their
plans at this stage

5 minutes

2-5 minutes

Day 2:
Time
5 minutes

Guided Practice/Feedback:
Feedback will be given by the teacher to the
individual students as needed about how
clearly their idea was thought through, how
proficiently it was expressed.
All feedback from students or teachers will be
respectful and open to others ideas and
reasons behind what is done and why
Independent Practice/Application:
Once the allotted time for brainstorming is up,
students will get into small groups and begin
to discuss their ideas with each other. Students
will do a small group critique after the
brainstorming sketch.

Giving this feedback allows a

student to clean up their ideas
for the final product.
This helps to ensure that the
work is carefully planned and
thought through by students,
not just thrown together in a
few minutes.
Also if students have not
started their final sketches
this will give them the ability
to start virtually immediately
next lesson so that they can
catch up

Closure
- Go over what propaganda is
- Go over the vocabulary
- Go over how the propaganda is used
in other culture and in our own.

Going over the information again

helps reinforce it in their minds.

Learning Activities
Orientation/Engagement/Motivation:
The teacher will briefly reacquaint themselves
with the students before diving directly into
the next part of the project.
Looking at and Talking About This Type of
Art:
Now at this point the teacher will introduce
the idea of propaganda and review some of the
questions gone over to begin and conclude the
previous lesson to ensure students still have an
understanding of what they are doing.
Topic Questions
Who can tell me what we talked about
last week?
(propaganda, why it existed, what social
issues are important to us, how we will
represent them)
What ways are you communicating
your issue?

Purpose
- By introducing the
PowerPoint students will be
engaged in the activity.
Students will not only have a
better grasp of the subject
through viewing of the artist
examples of propaganda this
PowerPoint.
- Students will also have a
concept on persuasive
- Students will be reminded of
what they learned in the
previous lesson. This will
ensure that most still have a
firm grip on what the project
is and what it is really about.
- Students will start
remembering that one can
use words and pictures when
communicating visually

10-15minutes

What do you remember about

printmaking?
(students will respond with a general review
of the art of printmaking)
Transition Question
How have you finished illustrating that idea
on paper?
Can anyone tell me what we are doing
with our brainstorming pieces
( we are transferring them onto our blocks)
What can you tell me about carving in
the printing process
(carving is when you carve in linoleum)
\Visualization Question
what kinds of things do you think
might be important in thinking about
in terms of carving your piece to make
it visually successful
(Things like what kind of tools to use, what
kinds of art terms to think about, (line, pattern,
repetition, etc.), how to carve their lines
accurately, etc.)
The teacher will then also try to go over again
how words can be used along with pictures to
be persuasive in visual communication.
Presentation/Explicit Instruction:
Then the teachers will bring out a personal
example of a carved print.
The teacher will also produce a sample of a
linoleum block that has had a sketch
transferred onto it.
1. The teacher will then begin to demonstrate
the transferring of the final sketch onto the
linoleum block.
2. The teacher will then demonstrate tracing
over the transfer or drawn lines with a marker.
Finally the teacher will discuss the differences
between the carving tools and start a very
clear demonstration of each tool and the
carving of the linoleum block.

-this will get the students thinking

about things like line, pattern, etc.

15-20 minutes

Structured Practice/Exploration:
After listening to the very clear instruction,
students will then begin the process of
transferring their final sketch onto the

Students will begin to reenter

the mindset of the previous
lesson to ensure they have a
good focus on their project.

By observing a personal
example of the transfer
process students will get a
grasp of what the work is
supposed to look like
By watching the transfer
demonstration take place the
students will have little
reason to misinterpret
information
By watching the teacher
going over pencil lines in
maker the students will be
able to see a more solid
version of the example
By watching the discussion
on the individual carving
tools the student will have a
general knowledge on how to
carve the linoleum tile safely
and correctly
Keeping things clear and
concise, especially in regard
to instruction of transferring
and carving is going to be one

linoleum block.
When this is done the students will go over the
transferred image with permanent marker.
Once students have a solid picture that has
received positive feedback from the teacher,
they will begin carving their linoleum block
2-5 minutes

2-5 minutes

Guided Practice/Feedback:
Feedback will be given by the teacher to the
individual students as needed about how well
they are completing their assignment and
whether or not, they are ready to move on.
Independent Practice/Application:
Once the allotted time for carving is up,
students will return as a class and discuss their
some of their experiences with it
What did you like about carving or transfer?
Which did you like better?
What were some things you found more
difficult about making art this way?
What were some things you found easier?

Closure
- Go over what propaganda is
- Go over the vocabulary
- Go over how the propaganda is used
in other culture and in our own.
Follow Up/ Review Questions
- What did you like about carving or
transfer?
- Which did you like better?
- What were some things you found
more difficult about making art this
way?
- What were some things you found
easier?

of the most crucial parts.

Students will be completing
the given assignment at this
stage

Giving this feedback allows a

student to clean up their ideas
for the final product.
This helps to ensure that the
work is carefully planned and
thought through by students,
not just thrown together in a
few minutes.
Also if students have not
started their final sketches
this will give them the ability
to start virtually immediately
next lesson so that they can
catch up

Going over the information

again helps reinforce it in
their minds.
Going over the experiences of
image transfer and carving,
help inspire problem solving
strategies for next time.
These questions will also
allow the teacher to assess
how the class is doing with
the project. It will make it
much clearer as to whom is
struggling, which students are
ahead, and which students
may require additional
attention in the future.

Day 3:
Time
5 minutes

Learning Activities
Orientation/Engagement/Motivation:
The teacher will briefly reacquaint themselves

Purpose
- By introducing the
PowerPoint students will be

10-15 minutes

15 minutes

with the students before diving directly into

the next part of the project.
Looking at and Talking About This Type of
Art:
Now at this point the teacher will introduce
the idea of propaganda and review some of the
questions gone over to begin and conclude the
previous lesson to ensure students still have an
understanding of what they are doing.
Topic Questions Topic Questions
What can you tell me about what we
did last week?
(we carved our linoleum blocks and made
them ready to bray and, print)
What were some materials that we
used?
(linoleum block, carving tools)
Visualization Question
What ways are you communicating
your issue?
Transition Question
How have you finished illustrating
that idea on linoleum?
The teacher will then also try to go over again
how words can be used along with pictures to
be persuasive in visual communication.
Presentation/Explicit Instruction:
1. Then the teachers will bring out a
personal example of a rough draft
print
2. The teacher will then give a
demonstration on how to properly
use the ink on the linoleum block for
printing draft examples. The teacher
may do this several times before
moving on.
3. Once a few drafts have been done the
teacher will demonstrate how to
properly use different colors with the
ink
4. Finally the teacher will present 3
final prints on ceramic tile.
5. The teacher will then demonstrate to
the students how to effectively print
in certain variety onto the ceramic
tiles
6. The teacher will then very carefully
reemphasize important instructions
Structured Practice/Exploration:
After listening to the very clear instruction,

engaged in the activity.

Students will not only have a
better grasp of the subject
through viewing of the artist
examples of propaganda this
PowerPoint.
Students will also have a
concept on persuasive
Students will be reminded of
what they learned in the
previous lesson. This will
ensure that most still have a
firm grip on what the project
is and what it is really about.
Students will start
remembering that one can
use words and pictures when
communicating visually
Students will begin to reenter
the mindset of the previous
lesson to ensure they have a
good focus on their project.

By observing a personal
example of the transfer
process students will get a
grasp of what the work is
supposed to look like
By watching the process of
controlling the ink and using
it on the paper drafts, students
will have little reason to
misinterpret information
By watching the teacher
going over ink and how to
control the colors in prints the
students will finally begin to
understand where they are
headed
By watching the final
demonstration students will
have a very clear
understanding of what they
must accomplish
Students will finally be
finishing up their work at this

5--10 minutes

2-5 minutes

students will then begin the process of

finishing their carving
When this is done the students will begin to
print rough drafts using ink as they were
instructed
Once students have a satisfaction in their
ability to control the ink and its colors,
students will begin to print their final drafts
onto the ceramic tile
Guided Practice/Feedback:
Feedback will be given by the teacher to the
individual students as needed about how well
they have done in the total completion of their
assignment
Independent Practice/Application:
Once the students have finalized their projects
they will return as a class and discuss their
some of their experiences with it

Closure
Follow Up/ Review Questions
- What did you like about this project?
- What did you dislike about it?
- What were some things you found
more difficult about making art this
way?
- What were some things you found
easier?
- What is one way you think this could
be made better in the future?
(all answers will be open to
interperetation)

point
Students will be using
drafting to prepare
themselves for the final draft
Students will complete their
final draft to ensure they can
participate in class critique
Giving this feedback allows a
student to clean up their ideas
for the final product.
This helps to ensure that the
work is carefully planned and
thought through by students,
not just thrown together in a
few minutes.
Also if students have not
started their final sketches
this will give them the ability
to start virtually immediately
next lesson so that they can
catch up

Going over the experiences of

this project with students
helps to make it more
humanizing for them
Going over the information
helps to reinforce it in their
minds
Asking them how they felt
about the lesson, is very
conducive to making the
lesson better for the future

Student Handout
Some Social Issues to Think About and Choose from:

Racism
Sexism
Capitalism
Socialism
Political corruption
Smoking
Cancer research
Despise control
National education requirements
Freedom is it really free?
Recession
Economic policy
Medical treatment
Poaching
Animal testing
Environmental protection
Pollution
Oil spills in the ocean
Personal accountability
Extinction

Obesity
Unrealistic expectations of beauty
Photoshop
World hunger
Medication
Global warming
Toxic waste
Waste of natural resources
Energy crises
Greed
Money
Child abuse
Drug abuse
Overpopulation
Education
Lust for power
Bad relationships
Whale hunting
Hording

9. Teaching Reflection

Thomas Flaherty
Art 344 Teaching Reflection
The first thing that I would like to focus on in my reflection is how I transformed
as an educator and a teacher. One thing I really feel like both changed and weakened my
performance as an educator were my nerves in front of the classroom. My physical ability to
perform in front of multiple individuals was perhaps something that I was not particularly
worried about initially. This was most likely because, being a standup comedian and
someone who generally loved to give speeches in front of others and enjoyed public
performance. However to my initial shock I found that when I arrived and stood in front of
the class for my first lesson I was shaken to the core with fear and reckless nerves. As usual
I tried to dominate my feelings in this regard however in this instance I was quite
unsuccessful. In addition to my growing fear in front of my class, I only had four students.
Although I had known that this was going to be the case I still felt completely taken aback
at their behavior. Most of the students were more shy and quiet. They had a general vibe of
not wanting to be there when I introduced what my project was and how it was going to be
completed. One girl even going so far as to state that she had done printmaking in several
other art lessons and so did not desire to do so again. I steadily became more and more
flustered under the pressure of both trying to teach and being verbally contradicted most
notably through the quietest of the students. In my fumbling I ended up skipping over parts
of my own introduction to the product and did not give a satisfactory explanation as to why
my art was different. This was not a very encouraging experience to say the least. Horrified
at my inability to behave and teach in a satisfactory manner to my own standards, I spent
much more time preparing verbally for my next lesson. In my second lesson again I felt
uncharacteristic nervousness and fear. This time I performed a bit better however. In this
lesson I reminded the students who again confronted me with the argument of having
previously done printmaking that propaganda is nothing less than an extension of a part of
themselves that has purified into an opinion and distributed. This seemed to hit home with
several of the students and I found myself much more confident easily keeping the
conversation going with the students as well. However still rapped in more nerves and selfjudgment than I cared for I found that I again forgot a part of my intro. Believing that only
drilling myself further toward perfection would bring me closer to living up to my standards
of teaching, I set to work intensifying my preparation verbally and physically for my final
lesson. Coming to my third lesson, though there certainly were jitters, they were nothing
onto what I had felt before. In this lesson I was sure that I did a fantastic job opening,
demoing, preforming, and closing.

One thing that I would really like to work on for next time is my ability to use my
time more wisely. In both my second and third lessons I started about five minutes late due
to poor time management. I feel that one way I could improve on this is to start preparing
for my next lesson about 5 minutes before my predecessor finishes their own lesson. By
doing this I will ensure that the lesson will start on time. In addition I plan to spend more
time working and less time speaking in my lesson, I would like to cut my demos and intros
shorter to afford for the maximum possible time to work on our lesson. Initially as well I
was always on time with my lessons, but at the end we were just shy of our artist
statements.

The quality of the work was fantastic as well. each of the students showed visible
evidence that they had listened to me during my demos and 3 out of 4 students finished
all three of their necessary tile prints. They were even good about the cleanup actively
following my instruction during demos without having to hear it again. After each day I
tried to do s closure of what they had completed or at least a reflection of the reasoning
behind their work which was marginally successful.
One of the things that I felt I personally did well at was my organization in my lesson.
My performance and time management aside, I felt like my organizational skills were
phenomenal. I had the entire lesson set out in individual parts across a few days. Even my
lesson binder was complete with flash drives, examples, demos and all necessary
handouts for the lesson. All of my materials were well stocked and I ended up having
more than enough for every student in every single lesson that I taught. Not only this but
I had every material divided up into separate sections so that I could be prepared for
every lesson separately and even brought extra materials to prepare for contingency.
Another thing that I would like to observe is how the students interoperated the lesson.
This is another part of my teaching that I am particularly proud of as well. Even in my
first lesson it was clear that the students really understood what I wanted them too. In the
first lesson many of the students were shy and unhelpful. One could even gather just by
being in the room with them that they did not want to be there. However even in my first
lesson I stressed to them the importance of choosing a social issue for their propaganda.
They took initiative and began to develop clear and concise ideas that had actual
relevance to their own daily lives.
There was a particular female student who I had an especially hard time adapting to the
lesson. She did not want to do it and went so far as to express boredom and discontent
with my lesson. However once I began to connect with her I managed to learn that she
had a background in dance and therefore was able to get her to choose the gender
associations with dance. Once she had picked an issue that was important to her and had
given her a new vision she wanted to see realized. Her improvement over just the three
classes I had with her was really encouraging and by the third class she was even able to
be helpful to other students. I also managed to express to her the importance of her
project in regards to just regular printing which also really helped her disposition.
Over all I felt like it was a good learning experience more so than a great teaching
experience. There are quite a few things that I plan to do differently for my next lesson
purely based on these lessons. I feel also that I learned more about teaching in these three
lessons than I did in many weeks of reading. In retrospect this lesson I learned presenting
my own makes me wonder and look forward to my next set of lessons to teach.

10. 7th Grade Photos and Student Work

The Process

1. An Introduction to propaganda and Visual Persuasion

2. Starting Our Thumbnail Sketches

3. Transferring the Images

4. All Set For printing

 The Final Products:

Charlie Vivirito
Dont let It Control you

Artist Statement

The issue that I chose to represent was that of smoking. The way I chose to say this
was to tell the viewers not to be controlled. It is important to me because there was once a
long history of people that have died from smoking. I also managed to successfully
visually persuade viewers my opinion. I showed people someone stomping on a cigarette
and a clear message on their foot. The reason that this was successful was because I felt I
was able to clearly get my statement across to my viewers and hope that through this it
can also help the world. Additionally I would like my viewers to know that this was an
important topic to me and I hope to get my message across through my work.

Maria Saicedo

Gender Doesnt Matter

Artist Statement

The issue that I chose to represent was that of sexism in the dance field. The way I
chose to say this was that gender doesnt matter. It is important to me because I like
ballet. Most people think that it is only for girls but it is for boys as well. I also managed
to successfully visually persuade viewers my opinion. I did this by using big words and
bright colors. The reason that this was successful was because it is easy to understand my
message by simply viewing the work. Additionally I would like my viewers to know that
men and women should be treated equally.

Chris Mazurek

Oil Spills in the Ocean

Artist Statement

The issue that I chose to represent was that of oil spills in the ocean. It is important to
me because many innocent animals are hurt by these spills and could get sick or be hurt
in these events. I also managed to successfully visually persuade viewers my opinion. I
tried to show different animals swimming or flying away from an oil rig on fire. While
this was all going on, I also incorporated an airplane that could be found flying above.
The reason that making my work in this way was successful was because it showed
animals not liking the oil spill and in the case of the airplane, it displays the people that
were observing but not helping. Additionally I would like my viewers to know that oil
spills are something to be aware of.

Zach Kackza
Cheese!

Artist Statement

The issue that I chose to represent was animal testing. It is important to me because
animals are also living creatures and they should be treated fairly. I also managed to
successfully visually persuade viewers my opinion. I did this by depicting a mouse going
for a mouse trap that was loaded with cheese. The reason that this was successful was
because the mouse was used to test the mousetrap. Additionally I would like my viewers
to know that animal testing is cruel to some animals even it could be heling us.

11.4th Grade Photos and student work.

Introducing the Topic

Demo for Thumbnails

Addressing Social Issues

Brainstorming

Sketching out Our Thumbnails

Beginning Work Carving Foam Squares

.Printing


Final Result

Final all together

Environmental Protection

Lucas, Grade 4
Environmental Protection

Artist Statement

The issue that I chose to represent was environmental protection. It is important to me

because I care about the world and feel so many people do not practice environmental
protection. I also managed to successfully visually persuade viewers my opinion. I did
this by showing trees and drawing my viewers attention to the environment. The reason
that this was successful was because I finished work and put it into the world.
Additionally I would like to remind my viewers that environmental protection should be
practiced by everyone.

12. The Exhibition Photos

7th Grade Set Up

One of The Most Successful Pieces in 7th grade

(Zack Kackza, Grade 7, Cheese!)

The Process Folder (Zack Kackza, Grade 7, Cheese!)

A Full Students Set Up (7th Grade)

Grade Four Artistic Propaganda Set Up

Some of the Best for Fourth Grade

(Lucas, Grade 4Environmental Protection)

Enjoying the Fruits of Our Hard Work

Objective I: The
students will
proficiently be
able to talk about
artistic
propaganda as a
social issue.

Objective II: The

student will find a
persuasive way to
convey their social
issue through their
own propaganda.

Objective III: The

student will draw
out a design that
depicts their issue
in a new light or
original way.

Objective IV: The

students will
create at least 3
prints each using
linoleum block

(1)
Stud
ent
didn
t or
barel
y
comp
leted
objec
tive
Stud
ent
does
not
unde
rstan
d the
topic
verba
lly
Stud
ent is
incap
able
of
visua
lly
repre
senti
ng
socia
l
issue
Stud
ent
cann
ot
draw
or
repre
sent
issue

(2)
Student
complete
d less
than half
of the
objective

(3)
Student
completed
only half
of the
objective

(4)
Student
completed
most of the
objective

(5)
Student
completed
the
objective
completely

Student
demonstr
ates a
poor or
inadequat
e
understan
ding of
the topic
verbally
Student
finds a
way to
visually
represent
their
social
issue

Student
demonstra
tes an
adequate
understan
ding of
the topic
verbally

Student
demonstrate
demonstrate
s a good
comprehensi
on of the
topic
verbally

Student
demonstrate
s an
impressive
level of
comprehensi
on of the
topic
verbally

Student
finds an
adequatel
y
persuasive
way to
visually
convey
their
social
issue

Students
demonstrate
s a more
than
adequately
persuasive
way to
visually
convey their
social issue.

Student
demonstrate
s an
exceptionall
y persuasive
way to
visually
convey their
social issue

Student
can draw
or
represent
issue

Student
highlights
issue in an
interesting
way
through
drawing

Student
highlights
issue in a
new or
original way
in their
drawing

Stud
ent
cann
ot
corre

Student
carves
tile in an
attempt
to

Student
successful
ly carves
out their
print

Student
carves
linoleum
tiles and
creates

Student
demonstrate
s the ability
to draw the
topic in an a
new or
original way
that
captivates
the viewer
Student
carves
linoleum
tiles and
creates

carvings printed
on ceramic tile.

ctly
carve
tile

Objective V: The
students will be
able to
respectfully
critique each
others work and
articulate the
effect of the
medium on the
propaganda

Stud
ent is
disre
spect
ful
and
does
not
unde
rstan
d the
topic

represent
issue

Student
is able to
be
respectfu
l but does
not have
a strong
grasp of
critique

accurately

Student is
able to
respectfull
y critique
others
work with
adequate
prowess

persuasive
prints

Student is
able to
demonstrate
a strong
understandi
ng of the
topic and a
respectful
critique

exceptionall
y persuasive
and neatly
pressed
prints
Student is
exceptionall
y respectful
and
constructive
ly critical of
their peers