LESSON 5
II. Bitstrips – The
comic world and identity formation & Lesson Purpose: What do I want
students to learn or accomplish today?
Students will learn about using comics as a form of
exploring the theme of identity. Students will use bitstrips in order to
portray one thing concerning their current use of social media within the art
classroom.
III. UNIT Key Concepts:
Identify the key concepts to be investigated in this
unit.
Students will learn about how
humans construct their identity through social media
Students will learn about the use
of comics within art and identity formation
Students will think critically
about their social media choices and learn to deconstruct the visual images
they and others create.
Students will learn how social
media is used as a form of artistic expression.
IV. Essential
Question:
How do the 2-Dimensional choices available on applications
such as Bitstrips form our identity?
How do students construct their identity through social
media?
How do other people use social media to create and alter
their identities?
How can we use comics to convey a message?
V. Lesson Objectives:
After the lesson students will be able to analyze how
others, especially celebrities form their identities on social media.
Students will learn how they form an identity through a
2-dimensional format
Students will reflect on the different elements people use
to create or hide their identities.
VI. Specific Art
Content:
List the specific art content to be taught, such as concepts
about art, the nature of art, skills, elements and principles, processes, and
techniques used to communicate ideas.
Digital media concepts, software applications, elements
(shape, color), creating a storyline with comics.
VII. Instruction and
Its Sequencing:
Lesson 5, Day 1
- Introduction/Motivation 5 min:
Briefly introduce the comic strip lesson
by asking students if they ever read comics. Then show Youtube video on Bitstrip
creation.
- Instruction: Explain to students that they will be using
bitstripsforschool.com to create their own bitstrip this week. Ask
students if they need any clarification/ modify curriculum if certain
students would rather draw their own comic.
- Resources & Materials for Teacher: Internet, youtube,
projector, computer, computers for class
- Resources & Materials for Students: Mobile devices,
computers for class(ask school library to borrow laptops available in most
schools if possible), paper, pencils, markers, colors if students choose
to draw their own comics.
- Guided Practice. Students will be given the rest of the class
period to come up with 3 different scenarios for their Bitstrips in their
journals. Must include at least one sentence answering some of the
following questions. Possible questions to answer: How have you felt using
social media in the past three lessons? What do you like most of art
class? What problems do you have with your 2-D character?
- Independent Practice: Students will create their own bitstrip
on the following class day.
- Closure 5 min.: As students prepare to leave class, ask
students to take a moment and reflect on the positive and negative aspects
of identity formation through 2-d software.
- Formative Evaluation: Review journal writings/plus sketches
and offer suggestions to students.
- Classroom Management Procedures: Continually ask students if
they need help/suggestions and make sure students stay on task by walking
around the classroom monitoring noise levels and project progress.
- Adaptations for Students with Special Needs: If students
cannot use mobile devices or laptops, give students paper with comic strip
outlines so them to draw in. Help individual students depending on their
needs.
Lesson 5, Day 2
A.Introduction/Motivation 5 min:
Show examples of bitstrips created
for educational purposes on bitstripsforschools.com. Also show students
websites such as this
and ask students to further consider how we form a comic identity with certain
‘ideal’ features.
- Instruction: As students begin bitstrips/comic drawings,
remind students to consider the use of ‘idealized’ features and how this
forms a certain identity. Allow students to also formulate their own
version of an idealized 2-d identity or to portray themselves more like
their real ‘selves’
- Resources & Materials for Teacher: internet, projector,
computer, bitsstripsforschool.com
- Resources & Materials for Students: mobile device, laptop,
paper, pencils, markers, color pencils, internet
- Guided Practice. Same as day 1.
- Independent Practice: Students will demonstrate their
understanding of assignment by creating a bitstrip or hand drawn comic
from their guided practice from day 1.
- Closure 5 min: ask
students to do a 5 min. free write answering the following prompt: do you think
it is better to portray yourself as true to form(real self) or would you
rather seem more like an idealize comic superhero?
- Formative Evaluation: Check journal responses.
- Classroom Management Procedures: Same as day 1.
- Adaptations for Students with Special Needs: Same as day 1.
Lesson 5, Day 3-4
- Introduction/Motivation 5 min:
Have examples of educational
bitstrips on projector.
- Instruction: Reiterate instructions from previous day.
- Resources & Materials for Teacher: Same as previous day.
- Resources & Materials for Students: Same as previous day.
- Guided Practice. Same from previous day.
- Independent Practice: continuation of bitstrip/comic drawing.
- Closure: On day 4, ask students to spend 15 minutes sharing
their bitstrips/ comic drawings and briefly ask students to explain why
they chose to convey what they did.
- Formative Evaluation: check journal, guided practice, and
final bitstrips/comic drawing.
- Classroom Management Procedures: same as previous day
- Adaptations for Students with Special Needs: Same as previous
day.
VIII. Summative
Assessment and Evaluation:
- Evaluate using unit
rubric, journals, and sketches.
- As the final individual
project, also ask students to write a paragraph in journal answering the
following questions: What project did you like best? What project were you
most confident/least confident with? How have the previous lessons using
social media affected the way you now look at your social networks.
- Use the paragraph
reflection to evaluate student progress with lessons.
X. Interdisciplinary Connections:
Language Arts: (23) (C) uses
graphics and illustrations to help explain concepts where
appropriate;(D) uses a variety of evaluative tools
(24) Listening and
Speaking/Listening.
XI. References & Resources:
Carpenter, B.S.,
& Taylor, P.G. (2003). Racing thoughts: Altering our ways of knowing and
being in art through computer hypertext. Studies
in Art Education, 45(1), 40-55.
Youtube links: http://www.youtube.com/watch?v=2mkb0gw_oRQ,
Scott McCloud
XII. Art TEKS
(1)
Perception. The student develops and organizes ideas
from the environment. The student is expected to:(A) illustrate ideas for
artworks from direct observation, experiences, and imagination; and (B) compare
and contrast the use of art elements (color, texture, form, line, space, value)
and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in
personal artworks and those of others, using vocabulary accurately.
(3) Historical/cultural heritage. The student demonstrates an
understanding of art history and culture as records of human achievement. The
student is expected to:(A) compare and contrast historical and contemporary
styles, identifying general themes and trends;
(4) Response/evaluation. The student makes informed judgments
about personal artworks and the artworks of others. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in personal artworks;
and (B) select and analyze original artworks, portfolios, and exhibitions by
peers and others to form precise conclusions about formal qualities, historical
and cultural contexts, intents, and meanings.
XIII. National Art
Standards
4. Content Standard: Understanding the visual arts in
relation to history and cultures
(c.) Analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying conclusions made in the
analysis and using such conclusions to inform their own art making.
5. Content Standard: Reflecting upon and assessing the
characteristics and merits of their work and the work of others
6. Content Standard: Making connections between visual arts
and other disciplines
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