Lesson Plan Movie Poster 2i3z1e
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AESTHETIC CRITICISM – MOVIE REVIEW POSTER
I.
CLASS: 9th grade class 50 minutes.
II.
TIME NEEDED: 4 Class periods (1 day for introduction, 2 work days, 1 day final critique and presentation)
III.
ART HISTORICAL BACKGROUND RELATED TO LESSON: Many people may not think movie posters as a particular art form, but it is and has been a viable career for fine artists in the age of film and blockbuster movies. Drew Struzan and John Alvin are some of the most well known artists in this field, who are known for their iconic posters of films like Star Wars, Indiana Jones, Back to the Future, Blade Runner, Blazing Saddles, E.T., and many more. Before the advent of digital based media, they often used traditional forms of media such as paints, but the same principals of art and design apply regardless of what medium they use, and artists today have shifted their focus into more modern forms of media on the computer to create their designs and illustrations. Movie posters is just one example of the many types of careers available for working artists today, and people like Drew Struzan and John Alvin are prime examples of such artists.
IV.
SUBJECT: The point of this lesson is to use aesthetic criticism to review a movie and use digital tools to design & illustrate a movie poster that summarizes their critique and represents the main characters and theme of the movie.
V.
EQUIPMENT / AV MATERIALS: PowerPoint presentation, Smart Board projector, digital images of movie posters.
VI.
SUPPLIES: Computer, drawing tablet, digital scanner.
VII.
OBJECTIVES: Academic Skills: Students will be able to identify artists that illustrate and design movie posters as a particular career in the fine arts. Students will also learn how to summarize their critique and pick out the Craftsmanship Skills: Students will use drawing and Photoshop tools like layers, selection, text tools, etc. to create a compelling and well composed movie poster Cognitive Skills: Students with be able to develop an aesthetic criteria for whether a film was ‘good’ or ‘bad’ and explain using proper art vocabulary the reasons and justification for why they hold that judgment. Behavior/Social Skills: Develop a sense of respect when performing a peerassessment of their fellow students during class critiques
VIII. BENCHMARKS AND STANDARDS: HS BEGINNING A. Ohio Benchmarks and Standards in the Visual Arts: 3PE: Identify the relationship between community or cultural values and trends in visual art. 5PE: Describe the role of technology as a visual art medium. 3PR: Explore multiple solutions to visual art problems through preparatory work. 5PR: Investigate how to access available digital tools and innovative technologies to create and manipulate artwork. 1RE: Explore various methods of art criticism in responding to artworks. B. Benchmarks and Standards in Other Disciplines: Mathematics: - Geometry and Spatial Sense: Students will need to think about the compositional space for where to place images and text in their poster that doesn’t look cluttered for random. Social Studies: - History: Think about the use of game throughout history and the relative recent phenomena of video games. English: - Language Acquisition: Students will hear and use vocabulary words including: background, middle ground, foreground, production, concept artist, graphic design, illustration, composition, layers, drop shadow, font, line, balance, symmetry, asymmetry, and emphasis. IX.
LEARNER OUTCOMES: Students will develop and use a personal, aesthetic criteria for evaluating a piece of pop culture media (e.g. a popular movie, book, video game, etc.), learn how to writing a review of that product using that criteria, and use digital software and tools to create a custom movie poster that includes highlights from their review.
X.
SAFETY CONSIDERATIONS: Keep liquids and magnets away from computers and electronic devices.
XI.
ALTERNATIVES TO THE LESSON: Students who wish to review something other than a movie can choose alternative such as a book, graphic novel, T.V. show, or video game.
XII.
THEORIES/THEORISTS RELATED TO LESSON: Howard Garner and his Multiple Intelligences theory is relevant because students are given a wide range of choices to complete the task e.g. reviews of a popular movie (visual), book (linguistic), musical album (musical), or video game (kinesthetic). Bloom’s taxonomy is also utilized here because students will have to use all stages in order to complete the project, from ing their movies, book, etc., applying their understanding of it to analyze, evaluate (critique) and eventually create a work of art expressing those thoughts.
XIII. ACADEMIC LANGUAGE: The students will be hearing and learning art vocabulary including: foreground, background, middle ground, aesthetics, critique, production, concept artist, graphic design, illustration, composition, layers, drop shadow, font, line, balance, symmetry, asymmetry, and emphasis. Non-art vocabulary include: criteria, justify, protagonist, antagonist, and summarize. XIV. PROCEDURE: 1. Introduction: The 1st class will begin with a discussion about aesthetics and popular culture media. This will segway into a PowerPoint presentation on movie posters a form of Art as well as an example of the many careers that are possible as a digital artist and designer. The presentation will then explain the procedures and expectations for the project. A. Motivation – As a way to model what I’m expecting from the student in their aesthetic critique, as well as a way to give them practice before starting the project, I will play a clip from the film Koyaanisqatsi, and discuss my own critique of the film. Then I will open it up for students to make remarks and give their own critiques of what they saw as a way to talk about and practice aesthetic criticism. B. New and Reviewed Experiences – Students will be drawing upon their own experiences and interests by choosing a movie, book, etc. of their liking (or disliking) to critique for the project. They will also be asked to think about their own daily aesthetic criticisms when it comes to clothes people wear, music they listen to, etc. What will likely be new for student is putting down these aesthetic ideas and criticisms into a formal context such as writing a review and creating a movie poster that expresses that review. 2. Distribution of Materials and Implements: Helpers will be chosen to out materials—1 helper for each material. 3. Work Period: Students will be given 5 work days to complete assignment. A. Day 1: Students will begin by writing their reviews of their movie, book, etc. B. Day 2: Begin to sketch out thumbnail drawings of possible poster ideas to help them get an idea of structure and composition. When students have completed at least 3 different thumbnail sketches of possible ideas, they can begin working on the computer creating their poster. C. Day 3: Students will continue to work on their posters D. Day 4: Do a quick in-progress critique to help student address problems and issues they may be having. Continue to work on project. E. Day 5: Last day to work on project. Posters will be due at the beginning of next class for critique. F. Day 6: Conduct a class critique and presentation of their posters. Print out posters in class if time allows. 4. Clean Up: Each group will be responsible for saving their work, cleaning up their work stations, and shutting down their computers before leaving class. 5. Teacher-pupil Appraisal of the Art Activity: During the activity I will be walking around to check if each student is making progress, and at the end of each session
a quick formative assessment will be applied by asking review questions about art vocabulary and concepts including art historical questions. XV.
EVALUATION OF STUDENT WORK:
Assessment of student ability to complete art activity Criteria 1 – Process: Poster includes at least 2 main characters, 3 highlights from written review, a rating out of 5 stars, and a background. Criteria 2 – Craftsmanship: Poster has a good composition i.e. not too cluttered, can read the words, not too much overlap in images. Criteria 3 – Behavior: Participates & shows respect for students during project & class critique/discussions Criteria 4 – Effort: Shows effort, uses times wisely and demonstrates planning before beginning poster i.e. creates at least 3 thumbnail sketches Criteria 5 – Creativity: Creates a unique and personally meaningful poster that shows imagination and expresses their own aesthetic criticisms Total: 50 (possible points) 50 – 46 points = A
Excellent
Good
Average
10 – 9
8–7
6–5
Needs improvement 4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
45 – 40 points = B
39 – 33 points = C
32 –25 points = D
24 – 0 points = F
I.
CLASS: 9th grade class 50 minutes.
II.
TIME NEEDED: 4 Class periods (1 day for introduction, 2 work days, 1 day final critique and presentation)
III.
ART HISTORICAL BACKGROUND RELATED TO LESSON: Many people may not think movie posters as a particular art form, but it is and has been a viable career for fine artists in the age of film and blockbuster movies. Drew Struzan and John Alvin are some of the most well known artists in this field, who are known for their iconic posters of films like Star Wars, Indiana Jones, Back to the Future, Blade Runner, Blazing Saddles, E.T., and many more. Before the advent of digital based media, they often used traditional forms of media such as paints, but the same principals of art and design apply regardless of what medium they use, and artists today have shifted their focus into more modern forms of media on the computer to create their designs and illustrations. Movie posters is just one example of the many types of careers available for working artists today, and people like Drew Struzan and John Alvin are prime examples of such artists.
IV.
SUBJECT: The point of this lesson is to use aesthetic criticism to review a movie and use digital tools to design & illustrate a movie poster that summarizes their critique and represents the main characters and theme of the movie.
V.
EQUIPMENT / AV MATERIALS: PowerPoint presentation, Smart Board projector, digital images of movie posters.
VI.
SUPPLIES: Computer, drawing tablet, digital scanner.
VII.
OBJECTIVES: Academic Skills: Students will be able to identify artists that illustrate and design movie posters as a particular career in the fine arts. Students will also learn how to summarize their critique and pick out the Craftsmanship Skills: Students will use drawing and Photoshop tools like layers, selection, text tools, etc. to create a compelling and well composed movie poster Cognitive Skills: Students with be able to develop an aesthetic criteria for whether a film was ‘good’ or ‘bad’ and explain using proper art vocabulary the reasons and justification for why they hold that judgment. Behavior/Social Skills: Develop a sense of respect when performing a peerassessment of their fellow students during class critiques
VIII. BENCHMARKS AND STANDARDS: HS BEGINNING A. Ohio Benchmarks and Standards in the Visual Arts: 3PE: Identify the relationship between community or cultural values and trends in visual art. 5PE: Describe the role of technology as a visual art medium. 3PR: Explore multiple solutions to visual art problems through preparatory work. 5PR: Investigate how to access available digital tools and innovative technologies to create and manipulate artwork. 1RE: Explore various methods of art criticism in responding to artworks. B. Benchmarks and Standards in Other Disciplines: Mathematics: - Geometry and Spatial Sense: Students will need to think about the compositional space for where to place images and text in their poster that doesn’t look cluttered for random. Social Studies: - History: Think about the use of game throughout history and the relative recent phenomena of video games. English: - Language Acquisition: Students will hear and use vocabulary words including: background, middle ground, foreground, production, concept artist, graphic design, illustration, composition, layers, drop shadow, font, line, balance, symmetry, asymmetry, and emphasis. IX.
LEARNER OUTCOMES: Students will develop and use a personal, aesthetic criteria for evaluating a piece of pop culture media (e.g. a popular movie, book, video game, etc.), learn how to writing a review of that product using that criteria, and use digital software and tools to create a custom movie poster that includes highlights from their review.
X.
SAFETY CONSIDERATIONS: Keep liquids and magnets away from computers and electronic devices.
XI.
ALTERNATIVES TO THE LESSON: Students who wish to review something other than a movie can choose alternative such as a book, graphic novel, T.V. show, or video game.
XII.
THEORIES/THEORISTS RELATED TO LESSON: Howard Garner and his Multiple Intelligences theory is relevant because students are given a wide range of choices to complete the task e.g. reviews of a popular movie (visual), book (linguistic), musical album (musical), or video game (kinesthetic). Bloom’s taxonomy is also utilized here because students will have to use all stages in order to complete the project, from ing their movies, book, etc., applying their understanding of it to analyze, evaluate (critique) and eventually create a work of art expressing those thoughts.
XIII. ACADEMIC LANGUAGE: The students will be hearing and learning art vocabulary including: foreground, background, middle ground, aesthetics, critique, production, concept artist, graphic design, illustration, composition, layers, drop shadow, font, line, balance, symmetry, asymmetry, and emphasis. Non-art vocabulary include: criteria, justify, protagonist, antagonist, and summarize. XIV. PROCEDURE: 1. Introduction: The 1st class will begin with a discussion about aesthetics and popular culture media. This will segway into a PowerPoint presentation on movie posters a form of Art as well as an example of the many careers that are possible as a digital artist and designer. The presentation will then explain the procedures and expectations for the project. A. Motivation – As a way to model what I’m expecting from the student in their aesthetic critique, as well as a way to give them practice before starting the project, I will play a clip from the film Koyaanisqatsi, and discuss my own critique of the film. Then I will open it up for students to make remarks and give their own critiques of what they saw as a way to talk about and practice aesthetic criticism. B. New and Reviewed Experiences – Students will be drawing upon their own experiences and interests by choosing a movie, book, etc. of their liking (or disliking) to critique for the project. They will also be asked to think about their own daily aesthetic criticisms when it comes to clothes people wear, music they listen to, etc. What will likely be new for student is putting down these aesthetic ideas and criticisms into a formal context such as writing a review and creating a movie poster that expresses that review. 2. Distribution of Materials and Implements: Helpers will be chosen to out materials—1 helper for each material. 3. Work Period: Students will be given 5 work days to complete assignment. A. Day 1: Students will begin by writing their reviews of their movie, book, etc. B. Day 2: Begin to sketch out thumbnail drawings of possible poster ideas to help them get an idea of structure and composition. When students have completed at least 3 different thumbnail sketches of possible ideas, they can begin working on the computer creating their poster. C. Day 3: Students will continue to work on their posters D. Day 4: Do a quick in-progress critique to help student address problems and issues they may be having. Continue to work on project. E. Day 5: Last day to work on project. Posters will be due at the beginning of next class for critique. F. Day 6: Conduct a class critique and presentation of their posters. Print out posters in class if time allows. 4. Clean Up: Each group will be responsible for saving their work, cleaning up their work stations, and shutting down their computers before leaving class. 5. Teacher-pupil Appraisal of the Art Activity: During the activity I will be walking around to check if each student is making progress, and at the end of each session
a quick formative assessment will be applied by asking review questions about art vocabulary and concepts including art historical questions. XV.
EVALUATION OF STUDENT WORK:
Assessment of student ability to complete art activity Criteria 1 – Process: Poster includes at least 2 main characters, 3 highlights from written review, a rating out of 5 stars, and a background. Criteria 2 – Craftsmanship: Poster has a good composition i.e. not too cluttered, can read the words, not too much overlap in images. Criteria 3 – Behavior: Participates & shows respect for students during project & class critique/discussions Criteria 4 – Effort: Shows effort, uses times wisely and demonstrates planning before beginning poster i.e. creates at least 3 thumbnail sketches Criteria 5 – Creativity: Creates a unique and personally meaningful poster that shows imagination and expresses their own aesthetic criticisms Total: 50 (possible points) 50 – 46 points = A
Excellent
Good
Average
10 – 9
8–7
6–5
Needs improvement 4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
10 – 9
8–7
6–5
4 or less
45 – 40 points = B
39 – 33 points = C
32 –25 points = D
24 – 0 points = F
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