Mini-Activity Six, Art + History: "Propaganda Art"
Propaganda Art
Grade Level: 7th & 8th
Length: Two 45-minute class periods
Theme Concept(s): Propaganda, manipulating, advertising. Positive and negative space- silhouettes.
Art History, Aesthetics, Art Criticism: Andy Warhol was a Pop artist who used recognizable icons and mass production. His work focused on positive and negative space. Do you consider these works art or advertisements? Are advertisements art? Why or why not? What objects do you see? Why do you think the artist used them? Warhol. Shepard Fairey- Obama “Hope”. J Howard Miller- “We can do it!”. Vasceraly.
Art Production Concept(s): Figure ground relationship, foreground/background and positive/negative space to create visual intrigue.
Teaching Strategies: Introduction, Discussion, Demonstration, Art Production
Creative & Critical Behaviors Students Enhance: Develop an awareness of the affects and object has when placed in the foreground versus background. Enhance students’ abilities to identify propaganda art and become more critical consumers. Enhances decision making and communicating skills.
NJCCCS (one visual arts and one non-arts): Visual Arts- 1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
Social Studies- 6.2.12.D.4.g Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war”
Materials and Supplies: Colored Paper, exacto knives, scissors, rubber cement. Samples of artists’ works.
INTRODUCTION: Ask students to think about a message that they want to get out to the world. Have them think of ways to illustrate it: symbols, text, literal and non-literal illustrations. Tell students to quickly exchange ideas with peers and receive feedback.
DISCUSSION:
Art History, Art Criticism and Aesthetics: Andy Warhol was a Pop artist who used recognizable icons and mass production. His work focused on positive and negative space. Do you consider these works art or advertisements? Are advertisements art? Why or why not? What objects do you see? Why do you think the artist used them? Do you think it is fair to use art to get people to buy and item or believe something? Warhol. Shepard Fairey- Obama “Hope”. J Howard Miller- “We can do it!”.
DEMONSTRATION: Teacher sketches positive and negative space outline onto one sheet of colored paper. Show students how to cut out to create silhouette. Rubber cement it to another sheet of contrasting colored paper.
ART PRODUCTION: Students will brain storm and sketch ideas for their propaganda art/advertisement. Students will need to translate it into a silhouette considering the positive and negative space. Students will cut out negative spaces and glue final positive space shape to a second sheet of contrasting colored paper. Students will share works.
Grade Level: 7th & 8th
Length: Two 45-minute class periods
Theme Concept(s): Propaganda, manipulating, advertising. Positive and negative space- silhouettes.
Art History, Aesthetics, Art Criticism: Andy Warhol was a Pop artist who used recognizable icons and mass production. His work focused on positive and negative space. Do you consider these works art or advertisements? Are advertisements art? Why or why not? What objects do you see? Why do you think the artist used them? Warhol. Shepard Fairey- Obama “Hope”. J Howard Miller- “We can do it!”. Vasceraly.
Art Production Concept(s): Figure ground relationship, foreground/background and positive/negative space to create visual intrigue.
Teaching Strategies: Introduction, Discussion, Demonstration, Art Production
Creative & Critical Behaviors Students Enhance: Develop an awareness of the affects and object has when placed in the foreground versus background. Enhance students’ abilities to identify propaganda art and become more critical consumers. Enhances decision making and communicating skills.
NJCCCS (one visual arts and one non-arts): Visual Arts- 1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
Social Studies- 6.2.12.D.4.g Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war”
Materials and Supplies: Colored Paper, exacto knives, scissors, rubber cement. Samples of artists’ works.
INTRODUCTION: Ask students to think about a message that they want to get out to the world. Have them think of ways to illustrate it: symbols, text, literal and non-literal illustrations. Tell students to quickly exchange ideas with peers and receive feedback.
DISCUSSION:
Art History, Art Criticism and Aesthetics: Andy Warhol was a Pop artist who used recognizable icons and mass production. His work focused on positive and negative space. Do you consider these works art or advertisements? Are advertisements art? Why or why not? What objects do you see? Why do you think the artist used them? Do you think it is fair to use art to get people to buy and item or believe something? Warhol. Shepard Fairey- Obama “Hope”. J Howard Miller- “We can do it!”.
DEMONSTRATION: Teacher sketches positive and negative space outline onto one sheet of colored paper. Show students how to cut out to create silhouette. Rubber cement it to another sheet of contrasting colored paper.
ART PRODUCTION: Students will brain storm and sketch ideas for their propaganda art/advertisement. Students will need to translate it into a silhouette considering the positive and negative space. Students will cut out negative spaces and glue final positive space shape to a second sheet of contrasting colored paper. Students will share works.