Julia Doughtie
Final Proposal
ARE 4351
Painting Lesson- Frank Romero
Statement of Origin
For this lesson, I was inspired by Eisner's article “What do
Children Learn When They Paint?”. One quote that really stood
out to me was, “The ninth thing that children learn when they
paint is that the world itself can be regarded as a source of
aesthetic experience and as a pool of expressive form”. I want
my students to see art as a way to express their own stories and
lives, and I want my students to see the world as a constant
source of inspiration. I thought that Frank Romero went perfectly
with this idea, especially since he is self taught and really just
paints from his heart, using his own stories and feelings. Through
color theory, students can learn a lot about how to look at the
world and how you can tell a meaningful story through art.
Objectives

Students will recognize Frank Romero's artworks.

Students will recognize the content and story in Frank Romero's
artworks.

Students will recognize connotations between certain colors and
certain emotions.

Students will use color theory to convey a story from their own lives
and realize how color is an integral element in showing emotion and
meaning.
Procedures
Students will watch the youtube video “Meet Frank Romero”
(https://www.youtube.com/watch?v=zyOE_UmsL6w).

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Students will be asked guided class discussion questions:

What element of art does Frank Romero use to show emotion in his paintings?
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What colors would you use if you wanted to paint something happy? Sad? Angry? Calm?

What emotion do you think of when you see red? Green? Blue? Yellow?

What kind stories from your life are important to you?

What kind of colors would you use to tell that story?

Students will be given a handout on color and meaning (1 per table).
Handout
Procedures

Students will use the handout to help them understand meanings behind different colors.

Students will be asked to use their sketchbooks to write a 1-2 paragraph story from their own lives
that they would like to paint.

Once the story is approved by the teacher, students will draw a planning drawing for their scene in
their notebooks, accompanied by colors that they would like to use for their story and why.

Students will use bristol board to draw their scene which they wrote about.

Students will use the paint colors they chose to paint the scene.
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Students who volunteer may stand at the front of the class to read their story aloud while their
painting hangs behind them.
Sculpture Lesson- Saeri Kiritani
Statement of Origin
For this lesson, I was inspired by Olivia Gude's
article “Principles of Possibility”. The point from this
article I took the most from was about forming the self. It
is important for students to create artworks that promote
self-awareness and self reflection, and it is also
important to recognize one's heritage and culture. I
thought that Japanese artist Saeri Kiritani's sculpture
created from rice was a great example of a culturally
relevant and contemporary piece that explored themes
of self-actualization and personal heritage. Having
students create their own 3D self portrait while exploring
themes of their own heritage through medium is a fun
way for students to get thinking about their own identity.
Objectives

Students will recognize how important choice of medium can be.

Students will recognize Saeri Kiritani's artwork and understand her
choice of medium.

Students will learn proportion and facial structure through planning
drawings and the creation of the final product.

Students will create a 3 dimensional portrait using materials that
represent their own culture and heritage.
Procedures


Students will view the youtube video “Saeri Kiritani”
(https://www.youtube.com/watch?v=XfXLkEfB1W8).
Students will be asked discussion questions:

Where is Saeri Kiritani from?

What medium did she use for her self portrait sculpture?

Why do you think Saeri Kiritani used rice for her self portrait sculpture?

What does your culture or heritage mean to you?
Procedures


What is a small object, like rice, that could symbolize your heritage or culture? (Help
students come up with ideas for their own objects)

Why is it important to recognize and respect your own heritage as well as other people's?
Students will use their sketchbooks to brainstorm and write about their culture, family history, or
heritage.

I will walk around the class to help students think of ideas.

Students will use their brainstorming pages to think of small objects that could represent themselves,
family, or culture.

Students will bring objects to class the next class (Could be pasta, buttons, fabric, etc.).

I will tell students to draw an oval, then lines to mark the proportions, and then where the eyes, nose,
mouth and ears go, while I do the same on the board. I will draw with them them step by step to
create a proportional face.
Handout
Handout
Procedures

Students will be handed out face proportion sheets to reference while drawing (1 per table).

Students will use their sketchbooks to practice correct face proportions.

I will walk around to help students with any questions and to make sure students are getting the proportions
correct.

Once students understand the proportions, students will draw a self portrait on bristol board.

Students will then use the objects they brought from home to paste onto their face drawings to create texture
and make the portrait 3 dimensional.

Students who volunteer may stand at the front of the class to share:

Their personal heritage, culture, or family history
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The object they chose
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Why they chose that object

What they learned from the lesson
Ceramics Lesson- Dan Abramson
Statement of Origin
For this lesson, I was deeply inspired by Dan Abramson's works. I found it
beautiful the way he took childhood toys of soldiers, and changed their
significance completely. The toys went from being about war and fighting, to
being about inner peace and meditation through yoga. From this class I have
learned about how important art is in that it shows children how to see the
world and things around them in a new way. I thought more about how artists
throughout history really change the way an audience sees an object or
concept, and thought it would be interesting for students to think out of the box
and try to create something new out of a familiar object. “Art Analysis: Looking
at and Responding to Art” had a quote that really justified this lesson, which
was “To have a dialogue with an artwork means to enter into and interact with
the work- to experience it by looking at it, responding to it, and comprehending
it. It requires a perception of just what is art”. I want my students to be able to
comprehend the meaning behind artworks and see things in a new way. I think
that Abramson's art challenges students by showing them something familiar
to them but with changed meaning, and it is a worthy practice to try to get
students to see things differently.
Objectives

Students will be able to recognize the works of Dan Abramson.

Students will be able to understand how artists use familiar objects in a
new way to change the meaning of the object and make the viewer
see it in an entirely different way.

Students will create a ceramic piece that is based on a familiar object,
but will make interesting changes and present it in a new way.
Procedures

Students will be shown the ceramic works of Dan Abramson.

Explain to the students that artists can use familiar objects in entirely new ways to change the
meaning of that object and make the audience see things differently.

Students will be asked discussion questions:

Do you recognize these objects?

What are these toy soldiers doing?
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Are those the poses normal toy soldiers are usually in?

What is yoga?

How are war and yoga different?

Does this art make you happy? Do you think it's funny? Why?
Procedures

Discuss how Abramson changed the toy soldiers by putting them in yoga poses. Explain that yoga is
associated with inner peace, reflection, relaxation, and joy. Explain that this is quite different than usual toy
soldiers, that are associated with war and violence.

Have the students pick out an object from the ones that I provide (including small toys, kick-knacs, etc.)

Have the students create two columns in their sketchbooks. The first column is for what the object
represents, facts about it, and what it is associated with. The second column is for opposites of the first
column.

Have the student use their sketchbook page to think of how they could change this object so that it could be
looked at differently. Explain that the changes don't have to be extremely drastic, because you want to still be
able to recognize it. Explain it is more about the meaning behind it.

Walk around the room to help students think of facts, associations, and ideas.

Have students create a planning drawing in their sketchbooks of what they want to create with clay.

Once sketch is approved, students may get clay to start working on their ceramics.
Procedures
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Walk around room to help with hand-building and answer questions.

Once completed, have students write artist statements about their original object, the
associations with that object, and how they changed it and why.


Ask students final discussion questions:

How did Abramson's work make you see toy soldiers differently?
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Did Abramson's work inspire you?

How did you change the meaning of your object?
Volunteers may stand at the front of the class and read their artist statement while their
ceramic piece is displayed.
Drawing Lesson- Basquiat
12
10
8
Column 1
Column 2
Column 3
6
4
2
0
Row 1
Row 2
Row 3
Row 4
Statement of Origin
Basquiat has always been one of my favorite
artists. He is also an artist known for his use of words
and symbols in his art. From Eisner's “What Do
Children Learn When They Paint?”, I learned just how
important it is for children to learn how to create and
use symbols, and to allow children to explore other
roles and worlds through “symbolic play” (Eisner, 32).
So what better artist for a lesson on symbols than
Basquiat. Basquiat also explores themes of heroes and
justice, so I thought that this could be interesting and
culturally relevant to most children who enjoy stories
and movies about heroes.
Objectives

Students will recognize the artworks of Jean-Michel Basquiat.

Students will understand that words and symbols can make powerful
statements in art.

Students will create a drawing about a personal hero that uses key
words and symbols to give meaning to the artwork.
Procedures

Students will be shown the works of Jean-Michel Basquiat.

Students will be asked the questions in a guided discussion:

What words do you see in these paintings?

What symbols do you see?

What can you interpret from these words and symbols?

How can artists create meaning through words and symbols?

Read the quote: “Every line means something.” -Basquiat.

Explain that Basquiat was an artist who is known for his symbols and words in his works. Explain that
he showed the viewers meaning through these words, and chose meaningful and powerful words to
use in his paintings. Explain that he also chose powerful symbols to give meaning. He often used
symbols such as crowns, wings, heads, and halos.
Procedures
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
Explain that a common theme Basquiat explored in his paintings was heroes.
Explain that a hero can be anyone, as long as they are special to you and are
a positive influence to you.
Read the Basquiat quote: "Since I was seventeen, I thought I might be a star.
I'd think about all my heroes, Charlie Parker, Jimi Hendrix.... I had a romantic
feeling of how people had become famous." — Jean-Michel Basquiat

Have the students think of a personal hero that they would like to create a
drawing about.

In their sketchbooks, have the students write a 1-2 paragraph “biography” about
their chosen personal hero.
Procedures


From this writing, have students circle 5-10 powerful and descriptive words that they could use in
their drawing.
In their sketchbooks, have students brainstorm on what kind of symbols would represent the hero
they chose. (For example, if it was a fireman, they could have symbols including a helmet, fire, a
hose, etc.)

Once students have their hero chosen, biography written, powerful words circled, and symbols
drawn, they may begin to work on bristol board.

Remind the students to keep content and meaning in mind. Remind them that “every line should have
meaning”.

Have students create their drawings using the words and symbols they created.

Volunteers may come to the front of the class to read their biography while their Basquiat inspired
piece is displayed.
Media Criticism- Dove vs. Axe
Statement of Origin
I was shocked to find out that Axe and Dove were under the
same company, Unilever. The advertisements for them send a
completely different message to its viewers. While Dove seems
to perpetuate self love, independence confidence, and inner
beauty to women, Axe perpetuates the sexualization and
objectification of women. I found it funny and sad that the
company really is just catering to what their product's target
consumer wants to see, and is doing so in such a hypocritical
way. I thought this would be a great way for students to learn
about how advertisements' goal is to make you feel a certain way
so that you buy their product, and to not be so trustful of what you
see on television.
Objectives


Students will realize that advertisements at their core exist to sell you
something.
Students will understand that advertisements use certain campaigns
and commercials to make you feel the way they want you to feel, so
you buy their product.

Students will realize that not everything on television is to be accepted,
but should be questioned and challenged.
Procedures


Show students commercials from Dove and Axe commercials (https://www.youtube.com/watch?v=Ei6JvK0W60I Dove, https://www.youtube.com/watch?v=xzD-hnXCx8s- Axe)
Lead a class discussion:

These advertisements are obviously pretty opposite. What do you think each one is trying to say?

The first commercial is about inner beauty and self esteem for girls, right?

And the second commercial is about guys “getting the girl”.

Would you be surprised to find out that these commercials are from the same company?

Does knowing that change the way you see these commercials?

Why do you think they have such different commercials for their different products?

Who is the Dove commercial's target audience?

Who is the Axe commercial's target audience?

The commercials were both trying to sell you something. Did you want to buy it?
Procedures


Explain that commercials and advertisements are there to sell you
something. Explain that just like art, the media is to be looked at
critically, and not just accepted.
Have students write a page in their sketchbooks about what they
learned from the class discussion, how they feel about the
commercials, and how they can look at the media through critical eyes.
References
Romero Studio - The Art of Frank & Sharon Romero. (n.d.). Retrieved from http://www.romerostudio.net/
Christie, M. (2014). How to choose a colour scheme for your logo design. Retrieved from http://www.creativebloq.com/branding/choose-colour-logo-design-8133973
Eisner, E. (1978). What do children learn when they paint? Art Education (60)1. 31-35.
Standards. CPALMS.org. Retrieved from http://www.cpalms.org/Public/
Gude, O. (2007). Principles and possibilities: Considerations for a 21 st century art & culture curriculum. Art Education, 60 (1), 6-17.
National Portrait Gallery | Face to Face blog: Portrait of an Artist: Saeri Kiritani. (2013). Retrieved from http://face2face.si.edu/my_weblog/2013/05/portrait-of-an-artistsaerikiritani-1.html
National Portrait Gallery. (2013). Saeri Kiritani, Artist, Portrait Competition 2013. Retrieved from https://www.youtube.com/watch?v=XfXLkEfB1W8
Tutorial Tuesday: Faces. (n.d.). Retrieved from http://thegreatshono.tumblr.com/post/24470366135/tutorial-tuesday-faces
Roberts. (2014). ABS Year 9 Art. Retrieved from http://absyear9art.blogspot.co.uk/2010/11/proportions-of-face.html
Linderman. Chapter 11: Art analysis: looking at and responding to art. University Reader, 67-80
Yoga Joes by Dan Abramson. (2014). Retrieved from http://www.ignant.de/2014/10/09/yoga-joes-by-dan-abramson/
Street to Studio: The Art of Jean-Michel Basquiat. (n.d.). Retrieved from http://www.brooklynmuseum.org/exhibitions/basquiat/street-to-studio/english/home.php
The Estate of Jean-Michel Basquiat. The artist. (n.d.). Retrieved from http://www.basquiat.com/artist.htm
Step Video Labs. (2013). Funny Axe Commercial. Retrieved from https://www.youtube.com/watch?v=xzD-hnXCx8s
Tim Piper. (2007). Beauty Pressure. Retrieved from https://www.youtube.com/watch?v=Ei6JvK0W60I