Aim: The goal of this integrated unit is to look at art, music, drama and dance in the past, present and future. Students will examine how youth changed and challenged their present society and how they had a voice in expressing who they were through the arts. Students will learn about artists that "rebelled" in the past, that are "rebelling" now and will have the chance to create their own original works about who they are for the future.
Foundational Objectives:
1) Examine ways in which music, art, drama and dance mirrors and influences individuals, societies and cultures, past and present.
2) Examine the work of various musicians, artists, choreographers actors and composers.
3) Develop critical thought and learn to support interpretations and opinions when responding to music, art, drama and dance.
4) Develop an understanding of the elements of art and the principles of design and learn to apply this understanding to their expressions and responses to works of art.
5) Express ideas, images and feelings using voices and instruments (including traditional, found and homemade instruments).
6) Examine sources of ideas for art-making, make connections between ideas and visual art works, and generate ideas for personal expression.
7) Demonstrate belief in the dramatic situation and in roles assumed within it.
8) Develop an understanding of the elements of dance and principles of composition and apply this understanding to all their dance experiences.
9) Examine sources of ideas for dance-making, make connections between ideas and dance expressions, and use dance for personal expression.
Time: 12-16 weeks
Grade : 6-9
Resources:
Books:
1) Let's Meet Famous Women Artists
Websites:
1) Hip Hop related definitions: http://www.wordiq.com/definition/Graffiti
2) Movie Data Base: http://www.imdb.com/
3)
Appendix:

Motivational Set: What is rebel?
Objectives:
Materials:
-access to Internet, dictionary, encyclopedia
-paper, pencils
-pretend "drafted" letters (appendix)
-sign saying "Ashbury-Hight District"
Time: 1 class (1 1/2 hrs)
-revolution music (appendix)
-costumes to dress up as Hippies (if possible)
-resource info on youth rebellion of the 60's.
Lesson #1 Part 1
As students walk into room, play a song about youth rebellion (Anthem 2000 by
Silverchair for example.) On the board, write two brainstorming clouds.
What is a Rebel? Why do people (youth) rebel?
What is a counterculture?
* Students will get into groups of 3-4. Using a computer with internet or any books available or their own mind, students come up with a definition or reason for each. They may brainstorm some ideas. Students have 10 min. to work with their group.
* When they return, students share their answers with the class. Teacher writes answers on board. Students write down important points they don't have.

Lesson #2 - Part 2 - Youth Rebellion of the 60's

Students will then again leave the class. Teacher instructs them that when they return, the classroom will be transformed into a different time in a different era. Teacher will be in-role when the students return.

Once students have left class, play "Fortunate Son" and have lyrics posted on overhead as they walk back in. Put up the District sign in a corner of the classroom. Set up the room to look like a college meeting area.

In the hallway, tell students who they are and what the dramatic situation is.
If students haven't had prior knowledge of role drama, explain boundaries and expectations. Each student is to think of a name, an age between 17-25 and their college major. They are university students during the 1960's. They are smart, energetic and motivated and strong willed. When they enter the class, they will be receiving some news that will change their life.

Teacher goes back to classroom, puts on some glasses or some costume piece. Teacher will play role of student body president with an idea to not go to war and wants to convince others to rebel as well. Teacher hands them their draft letters as they come into the class. They have been drafted to the
Vietnam war.

When they come in, they are to sit in the meeting formation and read their letter looking at the song lyrics and listening to the words. They are to think about what thoughts are going through their head right now.

Teacher introduces self and expresses concern about the draft letter. Music playing (____________________) as students do Thoughts-Out-Loud technique. They all freeze. Teacher walks around and taps them on shoulder. One at a time, they express what they're first reaction about this letter is and how they're feeling.

Teacher calls meeting to order and expresses that she does not want to go…would anyone else be willing to rebel and take a stand against the war.

Have a meeting to discuss what they could do. Talk about forming a united group (a counterculture) that opposes the war. Someone records the ideas.
what will we look like?
What will we wear to stand out from the main culture?
Should we grow our hair out? Why?
What should we believe in?

What traditional values should we challenge?
Where can we all live together?
What symbols will represent who we are?
(teacher can use background info on the Hippie Movement to direct questions.)

once students are pumped about this new counterculture, they put their costume pieces on and dance and sing to the song, REVOLUTION by the
Beatles. Teacher puts song lyrics on overhead. They are travelling to San
Francisco to the Ashbury Hieght District to live.

Once there, they write letters home to their families describing their lifestyle and surroundings. Play the song "Like a rolling stone" for the students. Have them explain in their letters why they feel like a rolling stone. Sing lyrics.

Music often had a message in the 1960's. Many songs commented on the events of the times and gave perspectives through music. Many songs fueled the efforts of the Hippies. Listen to a few selections and follow along with the lyrics. Can you interpret the messages? Give students lyrics to a Dylan song but with some lines missing. Tell them there is a musician that wants to write songs about what the Hippies are doing and what they're all about. Have them fill in the lyrics then play the real song and have them sing along. Talk about how this song reflects the times.
_________________________________

Out of role, discuss the counterculture of the Hippie movement and what it was all about. Discuss in terms of rebellion, counterculture and then introduce unit overview for this unit, Rebels with a Cause. Talk about good and bad rebellion and the grey areas in between. Talk about some of the downsides of being a Hippie. Explain that the unit will be looking a rebellion through history using the arts. Artists, musicians, dancers, society that rebelled in the past, the present and their voice - the future. The youth of the
60's were able to change a decade. Imagine what you're voice could do to change society and attack social injustices for the future!
Evaluation:
-participation rubric
-journal reflection

Lesson #3 - Youth Rebellion Today
Objectives:
Materials:
chart paper
Time: 1 class
markers
Dead Poet's Society Movie
Activities:
As students enter class, have lyrics up to song For what it's Worth and have music playing. Talk about how some students of the 60's died for what they believed in. Just like the 60's, there are many issues facing teens today. Why do kids rebel today? How do the rebel? Why do they rebel?
In groups of 5-6, students go away and work together to generate a list of as many issues facing teens today. Students have 15 minutes to compile their list.
When they return, each group takes a turn sharing an idea while teacher writes a master list on chart paper. If an idea has been said, another group doesn't say that idea.
Once a large list as been compiled, teacher will put this list up on the Rebels with a Cause bulletin board to refer to throughout the unit.
Picking a few issues, explain how teens rebel to fit in or to deal with that issue.
Teacher shows a clip from Dead Poet's Society.
How does this clip reflect rebellion? Who is responsible? Is this good or bad rebellion? Why? Students answer in their journals. What issues did these teens face? How did they deal with it?
Students will use a variety of drama strategies to explore teen rebellion issues today. (see appendix)
Life Uncommon lyrics - activity with - voice of the future
Use your voice to change the world for the better. It is yours to inherit!

Lesson #4 - Drama today - movies about Rebellion
Objectives:
Materials:
appendix ( )
-poster paper
-colouring utensils of their choice
Time: 2-4 classes
-Powerpoint slideshow - teen rebellion movies
Dead Poet's Society movie
Resources: http://www.imdb.com/ - huge movie database
Activities:

Introduce students to film vocabulary by simply reading some definitions and seeing if they can guess what the word is.

Distribute film vocabulary sheet and crossword puzzle. Students must know vocab for next assignment.
Movie Terms to Know:
What is a director?
A writer?
A casting director?
A producer?
A lead actor/actress?
A supporting actor/actress?
What is a screen play?
What is a trailer?
What is a cinematographer?
What is a set?
What is a soundtrack?

To demonstrate their knowledge, teacher puts in Dead Poet's Society intro and asks students to fill out the appropriate sheet using the film vocab they just learning about. Correct together and review roles of these people.

Assignment:

For many years, the idea of youth rebellion has been a popular topic for movie writers and directors. Teens have always rebelled and wanted to be independent for one reason or another. Sometimes it's as simple as just wanting to be different from their parents and sometimes it's for more serious reasons like war, oppression, abuse and bullying. For whatever reason, there have been MANY movies made about teen rebellion. Check out the following, just to name a few. Most movies are rated pg-13 or above, why?
* (powerpoint presentation) Have students read the movie synopsis' and see if they can match the title with the movie poster on the powerpoint presentation!
(appendix)

What is a director?
Directors are responsible for everything that goes before the camera including action and dialogue. Also in charge of lighting, sound, action directors.
Supervisor of almost everything!
A writer?
A general term for someone who creates a written work, be it a novel, script , screenplay , or teleplay .
What is a Set?
An environment used for filming. When used in contrast to location, it refers to one artifically constructed.
A casting director?
The person responsible for the selection of players in a film. S/he is also culpable for the hiring phase in the early stages of production.
What is a soundtrack?
Technically, this term refers to the audio component of a movie. Popularly, it refers to a collection of songs which are heard during the movie, often sold as an album.
What is a producer?
The essential overseer in the process of making a movie and bringing it to fruition. S/he is responsible for obtaining the rights to the story that is going to be depicted and the complete responsibilites are not over even after the film is in the can. Ideally the producer will be a person with good business skills, have a command of authority and respect, and have the ability to work with a number of different personality types.
A lead actor/actress?
The term is male in orientation but refers to any male or female who plays a role in film, on stage or in television productions. Lead refers to the main characters or stars of the movie.
A supporting actor/actress?
This position in a film is often a secondary character to the lead who, though subsidiary, is important to the content of the story. Occasionally a supporting character will act as a foil to the lead but may, in other cases, make the film.

What is a screen play?
Open to multiple interpretations and rewrites the screenplay is the basic text with which a film is produced. The screenplay is often dependent upon a book, play, novel, short story, non-fictional human event or original `creations' by a screen writer
What is a trailer?
A short film clip for advertisement purposes often shown in theatres to promote upcoming presentations. Trailers attempt to illustrate the highlights of a film without destroying integral surprises, plots or climactic events.
What is a cinematographer?
The person in charge of arranging the lighting and photographing the film.
What is a synopsis?
A synopsis gives an entire summation of a film in as brief a statement/report as possible. Synopses are often employed in the marketing of a film idea to an editor or producer.
What is an editor?
The person or team responsible for cutting film and piecing it together in a logical, creative way.
What is a scene?
A continuous block of storytelling either set in a single location or following a particular character. The end of a scene is typically marked by a change in location, style, or time.
What is a tag line?
A slogan or phrase that visually conveys the most important product attribute or benefit that the advertiser wishes to convey. Generally, a theme to a campaign.

Dead Poet's Society Plot Summary:
Painfully shy Todd Anderson has been sent to the school where his popular older brother was valedictorian. His room-mate, Neil, although exceedingly bright and popular, is very much under the thumb of his overbearing father. The two, along with their other friends, meet Professor Keating, their new English teacher, who tells them of the Dead Poets Society, and encourages them to go against the status quo. Each, in their own way, does this, and are changed for life.
(1989)
Watch the opening credits for the film, Dead Poet's Society. Fill in the names of following:
Who is the producer? ____________________________________________
Who is the director? _____________________________________________
Who did the music? _____________________________________________
Who was the editor? ____________________________________________
Who stars in the movie? _________________________________________
Name 3 other actors that star in the movie.
-
-
-
Who wrote the movie? ____________________________________________
Based on the music and opening scene, where do you think the movie takes place? __________________________________ What atmosphere does it create for the viewer?
________________________________________________________________
________________________________________________________________
___/10 marks

Congratulations! Your production team has just been approved to make a new movie about teen rebellion ! Your assignment is to complete the following before production can begin. Be specific and make sure your movie appeals to teens of today and the issues facing them!
Production Group Names:
___/ 1 marks Working Title:
___/ 5 marks Synopsis:
__/2 marks Tag Line:
___/10 marks Advertising Poster (visual trailer):
___/16 marks 1 important scene from movie acted out:
___/4 marks Lead actor/actresses and why chosen:
___/4 marks Supporting actors/actresses and why chosen:
___/4 marks Location:
____/6 marks Soundtrack for one scene and one soundtrack for trailer:
___/ 5 marks Set design for one scene:
___/2 marks Rating and reason why:
___/ 1 mark Release date:
___/2 marks Target Audience and Age Group:
___/62 marks
Comments:

View the following slideshow and guess which synopsis belongs to which movie!
________________ (2002) The daughter of orthodox East Indian
Sikh rebels against her parents' traditionalism by running off to
Germany with a football team (soccer in America).
_________________________(1955) - A rebellious young man with a troubled past comes to a new town, finding friends and enemies.
_________________________(1985) - Forced to spend a Saturday detention in school, five desparate high school kids find that they have more in common than they ever realized.
_________________________(1983) - Based on S.E. Hinton's popular novel, this is a simplistic movie about kids from the wrong side of the tracks.
_________________________(1993) - The story of a close-knit group of young kids in Nazi Germany who listen to banned swing music from the US...
_________________________(1997) Fact-based story of the 1839 revolt and rebellion by Africans on the slaveship and their subsequent trial when they are taken on American soil.
_________________________(1995) - People from all different walks of life, encounter racial tension, rape, responsibility, and the meaning of an education on a university campus.
_________________________(1978) - The friendships, romances, and adventures of a group of highschool kids in the 1950s. A musical turned into a movie.

_______________________________________(1973) - Two boys are scheduled to leave for college in the morning. Each has his own doubts. They spend a final evening cruising the strip and have every adventure possible before dawn when they will each have to decide what they will do.
______________________________________(1990) - Mark
(Christian Slater) runs a pirate radio station and causes an uproar when he speaks his mind and enthralls fellow teens.
-Rebel without a Cause -The Outsiders
-Breakfast Club -Swing Kids
-Amistad -American Graffiti
-Pump Up the Volume -Higher Learning
-Bend it Like Beckham -Grease

View the following slideshow and guess which synopsis belongs to which movie!
_____Bend It Like Beckham_____ (2002) The daughter of orthodox East Indian Sikh rebels against her parents' traditionalism by running off to Germany with a football team (soccer in America).
____ Rebel Without A Cause _______(1955) - A rebellious young man with a troubled past comes to a new town, finding friends and enemies.
_____ The Breakfast Club ____(1985) - Forced to spend a Saturday detention in school, five disparate high school kids find that they have more in common than they ever realized.
____ The Outsiders__________ (1983) - Based on S.E. Hinton's popular novel, this is a simplistic movie about kids from the wrong side of the tracks.
___ The Swing Kids_________ (1993) - The story of a close-knit group of young kids in Nazi Germany who listen to banned swing music from the US...
___ Amistad __________(1997) Fact-based story of the 1839 revolt and rebellion by Africans on the slaveship Amistad and their subsequent trial when they are taken on American soil.
__ Higher Learning____ (1995) - People from all different walks of life, encounter racial tension, rape, responsibility, and the meaning of an education on a university campus.
__ Grease ____________(1978) - The friendships, romances, and adventures of a group of highschool kids in the 1950s. A musical turned into a movie.

___American Graffiti___( 1973) - Two boys are scheduled to leave for college in the morning. Each has his own doubts. They spend a final evening cruising the strip and have every adventure possible before dawn when they will each have to decide what they will do.
__ Pump Up the Volume __(1990) - Mark (Christian Slater) runs a pirate radio station and causes an uproar when he speaks his mind and enthralls fellow teens.
-Rebel without a Cause
-The Outsiders
-Breakfast Club
-Swing Kids
-Amistad
-American Graffiti
-Pump Up the Volume
-Bend it Like Beckham
-Grease
-Higher Learning

Life Uncommon by Jewel
Don't worry mother it'll be all right
And don't worry sister say your prayers and sleep tight
It'll be fine lover of mine
It'll be just fine
Lend your voices only to sounds of freedom
No longer lend your strength to that which you wish to be free from
Fill your lives with love and bravery
And you shall lead a life uncommon
I've heard your anguish I've heard your hearts cry out
We are tired we are weary but we aren't worn out
Set down your chains, until only faith remains
Set down your chains
And lend your voices only to sounds of freedom
No longer lend your strength to that
Which you wish to be free from
Fill your lives with love and bravery
And we shall lead a life uncommon
There are plenty of people who pray for peace
But if praying were enough it would have come to be
Let your words enslave no one and the heavens will hush themselves
To hear our voices ring out clear
With sounds of freedom
Sounds of freedom
Come on you unbelievers, move out of the way
There is a new army coming and we are armed with faith
To live, we must give
To live
And lend our voices only to sounds of freedom
No longer lend our strength to that we wish to be free from
Fill your lives with love and bravery
And we shall lead...
Lend our voices only to sounds of freedom
No longer lend our strength to that which we wish to be free from
Fill your lives with love and bravery
And we shall lead a life uncommon

Lesson #1: Rebel of her Time: KATHE KOLLWITZ
Objectives: C/H, C/P, C/R
Time:
Materials:
-biography hand-out on Kollwitz (appendix A)
-Kollwitz PowerPoint Presentation slideshow (see C.D. in binder)
1 class
-Graphic Organizer (appendix B)
-sketchbooks
-charcoal (vine and compressed)
-fine/X-fine/Ultra-fine pen/ink markers
-optional: images representing strong human emotions
Activities:
1) Play sombre music and introduce Kollwitz' work on slideshow.
2) Give students bio info and have them read it while filling out graphic organizer.
3) What makes Kollwitz a rebel of her time?
4) Go through answers and slideshow again showing images that reflect the different periods and times in her life.
Assignment:
1) Kollwitz was a graphic designer/printmaker. Students will use charcoal and/or pen/ink to depict a strong, human emotion in their sketchbook. Students may do a self portrait or render a drawing using a magazine or photographic image. The use of gestural line should be used effectively and purposefully to depict the human emotion. (do a quick mini lesson and studies on gestural drawing.)
Evaluation:
-self evaluation (participation)
-accurate completion of graphic organizer (transferring knowledge)
-art product rubric based on criteria for emotion sketch.

Name: Grade:
Who is she?
Where was she born?
When?
What Heritage is she?
What kind of artist was she?
Who was her family?
When did she die?
What are the titles of her famous art works or series of artworks?
How and why was Kollwitz a REBEL? Who rebelled against her and her artwork?
Accomplishements
Date:
What was her artwork about?
What art materials did she use?

Lesson #2: Rebels with a Cause - Graffiti VS. Street Art Time: 1 class
Objectives: C/H, C/R, C/P
Materials:
- Street Art PowerPoint Slideshow (binder)
Graphic organizer (appendix c)
Background info on Street art,etc.(appendix d and e)
Sketchbooks
Markers, chalk, crayons, etc.
Hip hop music : ________________________________
Activites:
creatively introduce students to the 4 aspects of hip-hop culture. Talk about
"graffiti"/Street art as one of those aspects of today. Ask a question: Why do you think people do graffiti in the first place? What is it they really want?
Give info. Sheet with terms and definitions on it. Do a true/false handout
(appendix d) based on statements. After, discuss and debate these statements in accordance with the actual definitions.
Students view Street Art slideshow and on other handout (appendix e) rate each work as graffiti, street art, mural, tag, toon, art or non-art and why. Play
Hip Hop music while watching slideshow.Temporary or fixed? Discuss and debate each work. Aesthetics and art to masses of people (like Kollwitz) even if it means breaking the law? How do we solve this?
How are Street Artists Rebels of our time? Do they still have something important to say? Are they "real" artists?
ASSIGNMENT:
-in sketchbooks, students are given a template of a fake "brick wall." They must make a tag, toon, mural, or street artwork on the given brick wall. They must say the location and be prepared to share their work. They may use coloured markers, pencil crayons, etc.
Evaluation:
self evaluation (participation)
-sketchbook assignment rubric/checklist
-

Name: _________________________ Grade: ____________Date: _________
The following statements are either true or false. Pick the best answer.
_____1. Hip hop is a cultural movement that began amongst urban , African
American & Puerto Rican youth in New York and has since spread around the world.
_____ 2. The four main elements of hip-hop are MCing, DJing, graffiti art, and breakdancing.
_____3. Hip hop music and rap is the same thing.
_____4. Public art is art that is exposed in a public space, either an outdoor location or in a publicly accessible building.
_____5. Public art is hard to take care of, is not very durable and and is often destroyed by weather.
_____6. Some public artists use the freedom afforded by an outdoor site to create very large works that would not be possible to create in a gallery.
_____7. Public art is not usually authorized by government and the government and companies do not encourage it.
_____8. Even fast food restaurants such as McDonald's have purchased art and install the art in some of their restaurants.
_____9. The term graffiti , in its modern day use, refers to deliberate human markings on property.
_____10. Graffiti can take the form of art, drawings, or words, and is often legal, even if it is done without the property owner's consent.
_____11. Graffiti is a Greek word meaning, "to write."
_____12. A tag is a stylized signature, while a tagger or a writer is a person who
"tags". A crew is a group of writers or graffiti artists.
_____13. Informal competition sometimes exists between taggers as to who can put up the most, or the most visible or artistic tags. Writers with the most tags up will gain respect among other graffiti artists, although they will also incur a greater risk that if caught by authorities, they will be held responsible for a greater number of tags.

_____14 . Graffiti materials like spray cans and permanent markers are safe to use and do not cause any brain damage.
_____15. In an effort to reduce vandalism, many cities have designated walls or areas exclusively for use by graffiti artists.
_____16. Some of those who practice graffiti art are keen to distance themselves from gang graffiti.
There are differences in both form and intent. The purpose of graffiti art is self-expression and creativity, and may involve highly stylized letter forms drawn with markers, or cryptic and colorful spray paint murals on walls, buildings, and even freight trains. Graffiti artists strive to improve their art, which is constantly changing and progressing.
_____17. The purpose of gang graffiti , on the other hand, is to mark territorial boundaries, and is therefore limited to a gang's neighborhood.
_____18. A mural is a painting on a wall, ceiling, or other large permanent surface and is considered graffiti.
_____19. Street Art and Post-Graffiti are the same thing and is a new form of public art that started in the 1990's.
_____20. Street Artists use media such as sticker, poster, stencil but also paint and put up installations in the urban space. What they all have in common is that the work is put up illegally.
_____21 . Street Art is legal but graffiti is illegal.
_____22. The most important aim of the street artist is to get their artwork seen by as many people as possible. They just want their artwork to be seen by the public.
What do You Think?
_____23 . Vandalism is the willing destruction of public property. It is ok as long as you are disagreeing with politics for a good reason.
_____24. Street art and graffiti are ok as long as the space isn't being used by anyone or it's in a real run-down area.
_____25. Street art reflects the society today so it should be recognized as a true art form, even if all of it isn't legal.
_____26. As long as the work isn't permanent , like chalk art, then it's not graffiti.

View the following slides and determine if they are "street art" or "graffiti".
Slide
#
Graffiti Street Art Mural Tag and/or
Toon
Other
My Thoughts and Opinions:
1) How are street and graffiti artists rebels of our time? Are they rebels with or without a cause?

Lesson #3: Voices of Youth Art Project
Objectives:
Materials:
-paper
-cardboard
-potential objects to do public art on (mini versions)
Time : 2 classes
-airbrush/paint (if possible)
-markers, charcoal, paint, ink pens, chalk
-brainstorming list
Activites:
students will brainstorm a list of social issues, concerns and beliefs present in their lives today.
-after generating a good list, students will use street art techniques to depict their feelings about a strong, emotional social issue, etc. like Kollwitz. Students can combine materials and styles of Kollwitz and Street Artists to make their own unique work.
-students must title their work, give a brief artist statement and list the media used.
***how does their artwork reflect the "voice of youth" today? If people were to view this 100 years from now, what would they be able to tell about our current society and culture from a youth's point of view?
Evaluation:
-art product rubric
-self evaluation (participation)

Name: ___Answer Key____________ Grade: ____________Date: _________
The following statements are either true or false. Pick the best answer.
__T___1. Hip hop is a cultural movement that began amongst urban , African
American & Puerto Rican youth in New York and has since spread around the world.
__T___ 2. The four main elements of hip-hop are MCing, DJing, graffiti art, and breakdancing.
___F__3. Hip hop music and rap is the same thing.
__T___4. Public art is art that is exposed in a public space, either an outdoor location or in a publicly accessible building.
__F___5. Public art is hard to take care of, is not very durable and and is often destroyed by weather.
___T__6. Some public artists use the freedom afforded by an outdoor site to create very large works that would not be possible to create in a gallery.
___F__7. Public art is not usually authorized by government and the government and companies do not encourage it.
__T___8. Even fast food restaurants such as McDonald's have purchased art and install the art in some of their restaurants.
___T__9. The term graffiti , in its modern day use, refers to deliberate human markings on property.
___F__10. Graffiti can take the form of art, drawings, or words, and is often legal, even if it is done without the property owner's consent.
__T___11. Graffiti is a Greek word meaning, "to write."
___T__12. A tag is a stylized signature, while a tagger or a writer is a person who "tags". A crew is a group of writers or graffiti artists.
__T___13. Informal competition sometimes exists between taggers as to who can put up the most, or the most visible or artistic tags. Writers with the most tags up will gain respect among other graffiti artists, although they will also have a greater risk that if caught by authorities, they will be held responsible for a greater number of tags.

__F___14 . Graffiti materials like spray cans and permanent markers are safe to use and do not cause any brain damage.
__T___15. In an effort to reduce vandalism, many cities have designated walls or areas exclusively for use by graffiti artists.
___T__16. Some of those who practice graffiti art are keen to distance themselves from gang graffiti.
There are differences in both form and intent. The purpose of graffiti art is self-expression and creativity, and may involve highly stylized letter forms drawn with markers, or cryptic and colorful spray paint murals on walls, buildings, and even freight trains. Graffiti artists strive to improve their art, which is constantly changing and progressing.
__T___17. The purpose of gang graffiti is to mark territorial boundaries, and is therefore limited to a gang's neighborhood.
__T___18. A mural is a painting on a wall, ceiling, or other large permanent surface and can be considered graffiti.
__T___19. Street Art and Post-Graffiti are the same thing and is a new form of public art that started in the 1990's.
__T___20. Street Artists use media such as sticker, poster, stencil but also paint and put up installations in the urban space. What they all have in common is that the work is put up illegally.
___F__21 . Street Art is legal but graffiti is illegal.
__T___22. The most important aim of the street artist is to get their artwork seen by as many people as possible. They just want their artwork to be seen by the public.
What do You Think?
_____23 . Vandalism is the willing destruction of public property. It is ok as long as you are disagreeing with politics for a good reason.
_____24. Street art and graffiti are ok as long as the space isn't being used by anyone or it's in a real run-down area.
_____25. Street art reflects the society today so it should be recognized as a true art form, even if all of it isn't legal.
_____26. As long as the work isn't permanent , like chalk art, then it's not graffiti.

Lesson #1 : History of Rock and Roll
Objectives:
Time:
Materials:
Activities:
Rock and roll , also called rock , is a form of popular music , usually featuring vocals (often with vocal harmony backing), electric guitars and a strong back beat ; other instruments, such as the saxophone , are common in some styles. As a cultural phenomenon, rock's social impact on the world is likely unparalleled by any other kind of music. It has been credited with ending wars and spreading peace and tolerance, as well as corrupting the innocent and spreading moral rot.
Rock has become popular across the globe, far from its birthplace in the United
States , and evolved into a multitude of highly-varying styles.
Social Impact of Rock and Roll
From its beginnings, rock and roll has been associated with youth, rebellion, and anti-establishmentism. The combination of black influences, suggestive lyrics, and wild response by the younger set made rock and roll shocking and threatening to the older generation. The ability to shock the elders in turn became part of the appeal of the music to young people. Attempts to control the influence of rock often turned comical; after several previous television appearances became controversial, Elvis Presley was famously shown from the waist up (to avoid offending viewers with his suggestive hip swivels) on the Ed Sullivan Show in 1956. Hollywood was quick to capitalize on the trend, turning out a series of rock-and-roll themed exploitation films designed to thrill teenagers and horrify adults.
As the original generations of rock and roll fans matured, the music became an accepted and deeply-interwoven thread in popular culture. Beginning in the early
1970s, rock songs and acts began to be used regularly in television commercials; starting in the 1980s rock music was often featured in film and television program soundtracks. While mainstream rock music was no longer able to shock or offend, new forms of music, particularly punk rock and hip hop emerged to fill this role; people who as youths delighted in the effect rock and roll had on their parents found themselves railing in a similar fashion against their children's music.

How Rock and roll changed a generation
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1. 1950's Parents and teens Before rock and roll :children were seen and not heard. After rock and roll started ( see one of my other webpages): 1950's teens struggling to be heard 2. 1950's Clothing Before Rock and Roll: very conservative clothing. After rock and roll started.(see one of my other webpages): 1950's fashion Elvis Presley was the singer that symbolized Rock and Roll - colorful turned up collar..... 3. 1950's Music Before Rock and roll: performers were pretty conservative in their stage performances. And teenagers and parents were in general pretty conservative when they danced. After rock and roll started: performers really moved to the music( see the same wepage as above) Elvis rocking and rolling and the following webpage 1950's music 4. 1950's Hair styles
Before Rock and Roll: Teen boys hair was cut short and or combed to the side with a part. After rock and roll: Side burns and longer hair (see my webpages) fifties hair and fifties hairstyle In general for a list of 1950's fashion, clothing, hair( see my following webpage: List . When rock and roll became popular, some clothing for teens became looser. As teens rocked to the music they liked wear that let them move more freely. Baggier pants for teen boys, and full skirts for teen girls become popular.
Clothing Styles it was the beginning of a transition in style--- from the height of formality evidenced in the 40's, to an ever-increasing informality in styles that were present by the late fifties.
Elvis Presley and clothing styles: In the Mid 1950's, there were rumblings about this young singer and fashion rebel, Elvis Presley. In 1956; Elvis, with his first #1 hit Heartbreak Hotel and his appearance on the Ed Sullivan show, becomes the symbol of fashion for the young generation. Examples of clothing….
Loose, longer jacket, more color.
Tale Of Two Legends James Dean. And such a man -- Elvis Presley.
Both have been a symbol for today's youth. Jimmy was the personification of youth struggling to be heard, of young people who were longing to find a place in this world.
And Elvis, too, is a symbol, the idol of youth who are struggling to be known in a world of adults, to have their very own and very private world. Let the adults laugh all they want. It just proves that this is one thing they can't have, and one world to which they can't belong. For once the teenagers are the insiders, and Elvis is the key to that world .
Each in his own way represents the spirit of rebellion, the yearning for adventure of the young people of the restless generation.
But the similarities between the two go further and deeper than that.

Teen Rebellion The very early 50's were still strict. You can kind of think of it as a build up towards rebellion...The movie, Rebel without a cause played in 1955.
The real in your face rebellion began showing itself with the upstart of rock n roll and Elvis Presley...beginning 54, 55....But 1956 was a big year for public Elvis on the Ed Sullivan Show and the big outbreak that he caused with parents. See my
Elvis Presley webpage
Name: _____________________ Class: ___________Date:
1. What kind of music did you listen to when you were a teen?
2. Did YOUR parents like it or not? Did they let you know what they thought of it?
3. What did you think of YOUR parent's music?
4. What was one of your favourite songs and why?
5. Who was your favourite group or singer and why?
6. Did you associate your music with different events in your life?
Give an example.
7. What do you think of teen music today?
8. Did you ever listen to music to be rebellious? Explain.
9. Did music affect the way you dressed or acted? Give an example.
10. How important are lyrics to a song? Should some music be censored? Why or why not?

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