Brooke Bennett
LaCherith@knights.ucf.edu
386-316-4442
ARE 4352
Secondary Art Lesson Plans: 6-12
Lesson 1: Screen printing
Mixing cultural icons and humor in art
Grade Level: 9-12
Allotted time: 5 class sessions
Objectives: students will:

Explore and recognize the work of Mr. Brainwash

Become aware of cultural icons and the use of them in art/pop art

Acknowledge the use of humor in various artist’s artworks

Create a screen print image that incorporates the mix of two or more cultural icons that
would produce humorous content to your audience
SSS: VA.A.1.4.1- uses two-dimensional and three-dimensional media, techniques, tools, and
processes to communicate an idea or concept based on research, environment, personal
experience, observation, or imagination. VA.C.1.4.1- understands how social, cultural,
ecological, economic, religious, and political conditions influence the function, meaning, and
execution of works of art.
Materials:

Cultural icon examples

Screen printing materials

Printing paper
Resources:

Elvis ( Brainwash, 2008)

Obama Superman (Brainwash, 2008)

www.mrbrainwash.com (Mr. Brainwash site)

Pop Art (Tilman Osterwold, 1999)
Essential Questions:

What is a cultural icon?

What genre of art uses cultural icons for their main focus?

Why do you think artists use humor in their art?
Procedures:
1. Start with showing class the two images by Mr. Brainwash (Elvis and Obama Superman).
2. Ask students to name the individuals who are in the images.
3. Ask students what genre of art these images might be categorized under (Pop art).
4. Ask students why these artworks might be considered Pop art (celebrities, famous people,
cultural icons, ect.)
5. Let students look at the book Pop Art (1999) by Tilman Osterwold to view other
examples of Pop art.
6. Discuss what a cultural icon is with the class:
 A cultural icon can be a name, symbol, logo, name, person or other image that is
recognized easily within a wide cultural group.
7. Give students some background information on the artist and his artwork and show the
artist’s website to class if time is permitted.
 Mr. Brainwash is a French filmmaker who has filmed street art by Bansky and
Obey- these artists are other street/graffiti artists (Art republic 2008).
 Started doing street art in 1999 with spray paint after becoming inspired by other
street artists that he filmed (Art republic 2008).
 He went from making stickers to giant sized paste-ups (Art republic 2008).
 His work is seen all over the streets of New York and Los Angeles, as well as, in
galleries (Art republic 2008)
 Mr. Brainwash says that Andy Warhol is his strongest influence (Art republic
2008)
 MBW uses icons of consumer culture and celebrity and mixes them with early
pop art images to create his own pop art (Art republic 2008).
 Most of his work is associated with humor in which he takes appropriated images
and exaggerates or juxtapositions them in his own way (Art republic 2008).
8. Ask students why they think artists uses humor in their art?
 Maybe to create a message in a less dynamic way
 Maybe to argue an issue in a more light-hearted way
 Maybe to make a mock of an event or a person
9. Explain to students that they will be creating a screen print image that:
 Combines at least two different cultural icons
 Would be categorized as Pop art
 Depicts some kind of humorous significance
10. Students are able to go home and find some of their own examples of cultural icons to put
together or many magazines and pictures will be available for them to use for reference.
11. Once students have their ideas constructed they will take a piece of the plain printing
paper and sketch their message or illustration on the paper.
12. Each table which is in groups of four and complete the screen printing steps that were
demonstrated the previous week.
13. After all students have completed their screen print they will write a brief summary about
their Pop artwork and explain the combination of their cultural icons.
14. Students will finally complete a self evaluation on their artwork.
Assessment:

Students will create a pop art screen print like artist Mr. Brainwash that combines
different cultural icons

Students will write a brief summary explaining their piece and then complete the self
evaluation rubric on their artwork.
State of Origin: I acquired the idea for this lesson plan by observing and researching Mr.
Brainwash’s work and the significance of it and also from the Klein (2008) article Comic
Liberation, which discusses the use of satire and parody when creating art.
References
Art Republic. (2008). Mr. Brainwash biography. Retrieved April 1, 2010, from
http://www.artrepublic.com/biographies/222.mr.brainwash.html
Brainwash, Mr. (artist). (2008) Don’t Be Cruel [image of screen print]. Los Angeles, United
States. Retrieved February 22, 2010, from
http://www.guyhepner.com/artists/full_info/mr_brainwash
Brainwash, Mr. (artist). (2008) Obama Superman [image of screen print]. Los Angeles, United
States. Retrieved February 22, 2010, from www.flashartonline.com
Brainwash, Mr. (2010). Mr. Brainwash art. Retrieved Febuary 22, 2010, from
http://www.mrbrainwash.com
Klein, S. (2008). Comic liberation: The feminist face of humor in contemporary art.
Art Education. 61(2). 47-52.
Osterwold, T. (1999). Pop art. London: Taschen.
Lesson 2: Painting
Personal/Social Issues Integrated with Art
Grade Level: 9th-12th grade
Allotted Time: 4 to 5 class sessions
Objectives: students will:

Examine and identify the work of Frank Moore

Recognize personal and social issues and how they can be integrated in art

Notice the use of art to project present and future awareness issues

Use sketchbooks to sketch out ideas for final artwork

Execute a painting that presents a personal or social issue which could be viewed
positively, negatively, or both
SSS: VA.B.1.4.1- applies various subjects, symbols, and ideas in works of art. VA.C.1.4.1understands how social, cultural, ecological, economic, religious, and political conditions
influence the function, meaning, and execution of works of art.
Materials:

18 x 24 watercolor paper

Various paint brushes

Acrylics and watercolors

Pencils
Resources:

Wizard (Moore, 1994)

Gulliver Awake (Moore, 1994-95)

www.gessofoundation.org (Frank Moore foundation site)
Essential Questions:

What would be some personal issues?

What would be some social issues?

Why do you think artists choose to do art that reflect these kinds of issues?
Procedures:
1. Begin by showing students the two images of Frank Moore (Wizard & Gulliver Awake).
2. Have students look closely at the paintings and then as a class discuss what might be
going on in these paintings or what the artist was trying to communicate.
3. Give students some background information on the artist and his artwork:
 Moore was born in New York in 1953 and died of AIDS in 2002 (Gesso
Foundation, 2009).
 As a young child Moore had a strong interest in the natural world (Gesso
Foundation, 2009).
 He attended art school at Yale where he was an avid painter (Gesso Foundation,
2009).
 In 1985 Moore learned he was HIV positive and after his diagnosis his work
began to show issues around AIDS, environmental degradation, bioethics,
homosexuality, and healthcare (Gesso Foundation, 2009).
 Moore became a noted AIDS activist and was instrumental in creating the Red
Ribbon Project that became a worldwide symbol of AIDS awareness (Gesso
Foundation, 2009).
 Moore saw both sides of most issues: like how genetic engineering was keeping
him alive, but at the same time their effects were hurting human health and the
environment (Gesso Foundation, 2009)
 The Gesso Foundation was created for the artist Frank Moore after he passed
away upon respect for his wishes: The Foundation’s purpose is to preserve,
protect, and expand awareness of Moore’s art and to support non-profit
organizations devoted to the arts, social justice, environmental or AIDS-related
causes (Gesso Foundation, 2009).
4. If time permits explore with students the Gesso Foundation website :
www.gessofoundation.com
5. Ask students what social issues are and give examples?
 Social issues are related to the fabric of the community, including conflicts among
the interests of community members and are beyond the control of any one
individual.
 Health care, crime, violence, religion, pollution, racism, sexism, war, economical
situations, education, ect.
6. Ask students what some personal issues would be?
 Bullying, abortion, discrimination, unemployment, poverty, drug abuse
 Personal issues are social issues that can affect an individual directly.
7. Ask students why an artist might reflect these kinds of issues in their art?
 Possibly to publicly show awareness of these issues
 Maybe to help themselves deal with an issue
8. Inform students that they will be creating a painting using acrylics or watercolors to
express a personal or social issue (the issue could be viewed in a positive, negative, or
unsure way).
9. Each student will receive an 18 x 24 piece of watercolor paper for their final painting.
10. Students will be instructed to begin sketching out ideas for their paintings in sketchbooks
(students will be encouraged to do this at home out of school) and then transfer onto
water color paper for completion of the painting.
11. After the student has finished their painting they are to write a one-page typed paper
about the issue presented and the reason why it was chosen for topic.
12. Students will be given points for their sketches and painting based off the classroom
rubric and their papers that correspond with the artwork.
Assessment:

Create a painting that presents a personal or social issue following art class rubric.

Write a one-page typed paper about the issue presented and the reason why it was chosen
for topic.
State of Origin: I obtained the idea for this lesson plan through researching the artist Frank
Moore’s artworks and the intentions behind them (Gesso Foundation, 2009). Also, I wanted
students to benefit from using sketchbooks for planning their artwork, which I took the idea from
the reading on sketchbooks discussed by McNeal and Rice (1990).
References
Gesso Foundation. (2009). Frank Moore. Retrieved February 18, 2010 from
http://www.gessofoundation.org
McNeal, S.E., & Rice, R.W. (1990). Sketchbooks. Little, B.E. (Ed.), Secondary art education:
An anthology of issues (pp.107-123). The National Art Education Association.
Moore, Frank (artist). (1994-95) Gulliver Awake [image of painting]. New York: Private
Collection. Retrieved February 18, 2010, from http://www.speronewestwater.com
Moore, Frank (artist). (1994) Wizard [image of painting]. New York: Private Collection.
Retrieved February 18, 2010, from http://www.speronewestwater.com
Lesson 3: Ceramics
Cultural storytelling through art
Grade Level: 9th-12th grade
Allotted time: 6-10 class sessions
Objectives: students will:

Explore and recognize the work of Tony Natsoulas

Research folktales, stories, myths, and legends from various cultures

Realize that folktales, stories, myths, and legends can be inspiration for the production of
artworks

Become aware of the use of exaggeration and figurative elements in the making of art

Complete a ceramic piece that portrays his/herself as someone from a selected cultural
folktale, story, myth, or legend providing details about the story within the art piece
SSS: VA.A.1.4.4- uses effective control of media, techniques, and tools when communicating
an idea in both two-dimensional and three-dimensional works of art. VA.B.1.4.1- applies various
subjects, symbols, and ideas in works of art. VA.B.1.4.2- understands that works of art can
communicate an idea and elicit a variety of responses through the use of selected media,
techniques, and processes.
Materials:

Clay

Glazes and stains

Acrylic paints

Acrylic spray sealer

Tools for shaping and molding clay
Resources:

Hephaestus sculpts Pandora (Natsoulas, 2009)

Lee Counts his Snails under the Bodi tree (Natsoulas, 2009)

Books and resources on various cultural folktales, stories, myths, and legends

www.tonynatsoulas.com (artist Natsoulas website)
Essential Questions:

What would be some examples of a folktale, story, myth, or legend?

Are there folktales, stories, myths, and legends from different cultures?

How could one use exaggeration in their art?

How could figurative elements be used in the execution of art making?
Procedures:
1. Start with showing students the two images by Natsoulas ( Hephaestus sculpts Pandora
and Lee Counts his Snails under the Bodi tree).
2. Ask students to describe what might be going on in these two sculptures.
3. Give students some background information on Natsoulas and his artwork:
 Natsoulas received his Masters of Fine arts at the University of California at
Davis in 1985 (Natsoulas, 2010).
 He is a professional artist in ceramic sculpture with a studio in Sacramento
California (Natsoulas, 2010).
 Has been commissioned to do several public and private sculptures in ceramics,
as well as, other materials (Natsoulas, 2010).
 Natsoulas’s main interest has been large scale, humorous figurative ceramic
sculptures (Natsoulas, 2010).
 Uses friends, family, and mentors as subjects for his ceramic pieces that are
drawn from stories, folktales, and myths (Natsoulas, 2010).
 Natsoulas exaggerates features of his characters using parody and figurative
elements (Natsoulas, 2010).
 In Hephaestus sculpts Pandora (2009) Natsoulas portrays his friend as
Hephaestus and figuratively tells the folktale of the Greek god of Mt. Olympus
who became honored for his excellent skill in making jewelry (Natsoulas, 2010).
 In Lee Counts his Snails under the Bodi tree (2009) Natsoulas depicts another
friend, who loved Asian culture, as the Buddha and the mythological tale about
snails protecting the Buddha’s thoughts from the scorching sun (Natsoulas, 2010).
4. Ask students to give some examples of a folktale, story, myth, or legend?
 The Heron and the Hummingbird
 Brer Rabbit
 Bloody Mary
 Jack and the Beanstalk
 Paul Bunyan
 The Maid of the Mist
 Saint Nicholas
5. Ask class if there are folktales, stories, myths, and legends from different cultures?
 They have them throughout all cultures (American, Canadian, Greek, Jewish,
Native American, Asian, Mexican, ect.).
6. Explain to students that they will be completing a ceramic piece that portrays him/herself
as the subject from a selected folktale, story, myth, or legend providing figurative
elements that would tell the story.
 Figurative elements would be symbolic or metaphorical things that could explain
the story.
7. Students will have two class sessions to research different cultural folktales, stories,
myths, and legends and pick one that might represent his/her own beliefs, cultural, or
interest and come up with components they will use in their art piece.
8. Students can exaggerate features in their ceramic piece like Natsoulas but it is not
required.
9. Once students begin working with the clay they will have approximately one week to
finish their ceramic piece including the painting.
10. After all students have completed their story ceramics each student will write a short
essay explaining their piece and tell their folktale, story, myth, or legend to the class.
11. Students will be given points for the execution of their piece and the completion of a selfevaluation.
Assessment:

Students will complete a ceramic piece that portrays himself/herself in a selected
cultural folktale, story, myth, or legend.

Students will write a short essay about the folktale, story, myth, or legend they chose
and explain the components they used to tell the story.

Students will self-evaluate their art work when complete.
State of Origin: The idea for this lesson plan came from the idea behind the artist Tony
Natsoulas’s work and from the Gude (2007) article, Considerations for a 21st – Century Art &
Culture Curriculum, which discusses how good multicultural curriculum introduces us to the
generative themes of others.
References
Gude, O. (2007). Principals of possibility: Considerations for a 21st-century art & culture
Curriculum. Art Education, 60(1), 6-17.
Natsoulas, Anthony (artist). (2009) Hephaestus sculpts Pandora [image of ceramic]. Sacramento
California. Retrieved March 12, 2010, from
http://www.tonynatsoulas.com/stories/joe.html
Natsoulas, Anthony (artist). (2009) Lee Counts his Snails under the Bodi tree [image of
ceramic]. Sacramento, California. Retrieved March 12, 2010, from
http://www.tonynatsoulas.com/stories/lee.html
Natsoulas, A. (2010). Anthony Natsoulas ceramic sculptures. Retrieved March 12, 2010,
from http://www.tonynatsoulas.com
Lesson 4: Drawing
Making a global statement with art
Grade Level: 9th-12th grade
Allotted time: 3 to 5 class sessions
Objectives: students will:

Investigate and examine the work of John Robertson

Recognize the use of text with images that fabricate statements regarding ideas and issues

Understand particular points of view and perspectives in artworks

Acknowledge how artists can use comedy as a way of community important issues

Create a simple yet powerful image combined with text to confront a global issue or
concern
SSS: VA.B.1.4.1- applies various subjects, symbols, and ideas in works of art. VA.B.1.4.3understands some of the implications of intentions as purposes in particular works of art.
VA.D.1.4.1- understands and determines the differences between the artist’s intent and public
interpretation through evaluative criteria and judgment.
Materials:

18 x 24 artist paper

Pencils, markers, colored pencils, pastels

Rulers

Artist white tape
Resources:

Dine on Children (Robertson, 2007)

Now Cough (Robertson, 2007)

www.globalissues.org (Global issues)

Research material on global issues
Essential Questions:

What are global issues?

Why do you think an artist would choose to use global issues as a topic for his/her art?

Is there a reason why comedy might be used in an art piece that is anticipated as a
concerned issue?
Procedure:
1. Begin by showing students the artwork by John Robertson (Dine on Children and Now
Cough).
2. Ask students what they think the message is behind these two artworks?
 Dine on Children (2007) – A lot of farm workers are children and we are dining at
their expense.
 Now Cough (2007) – Clear message out what smoking does to people.
3. Give some background information on the artist John Robertson and his artwork:
 Robertson earned a BA degree in English Literature from California State
University (Robertson, 2010).
 He is a self taught artist who uses a variety of image sources and text as raw
material for his artwork (Robertson, 2010).
 Robertson says his work is a social engagement and documentation that has
become a part of his anthology of life (Robertson, 2010).
 In this artist’s work he addresses issues of hunger, health conditions endured by
farmers, abortion, death penalty, charity, ect. (Robertson, 2010).
 Robertson’s social/global artwork that contains sharp messages embedded in a
colorful medium has been used in different movies, television shows, and
commercials (Robertson, 2010).
 Robertson claims that the object of his art is not to convince his social/global
positions but to rather be able to better understand a perspective and investigate
an idea (Robertson, 2010).
4. Ask students what global issues are? Have discussion about global issues. If time permits
as a class visit www.globalissues.org to view current global issues.
 Social, political, economical, environmental issues that affect us all
 Child labor, disease, hunger, global warming, ect.
5. Ask students why an artist would choose to use a global issue as a topic for his/her art?
 Possibly to understand different perspectives on an issue
 To investigate an idea about an issue
 To convince target audience about an issue
6. Have a discussion about how some artist’s might incorporate a taste of comedy in their
artwork even if the topic is suppose to be of concern, awareness, or a serious matter.
7. Advise the students that they will be creating a simple yet powerful image combined with
text to confront a global issue or concern.
8. Student will have time to research global issues: online, journals, books.
9. Each student will choose a specific global issue and begin creating their piece using text
to effectively convey the message.
10. Students will use pencils, markers, colored pencils, and pastels for their art piece.
11. Encourage students to use a comic strategy when conveying the message.
12. When students have completed their artwork they will explain the executed piece in
written essay form and each piece will be discussed among the class.
Assessment:

Students will create a drawing combined with text to convey a message about a global
issue or concern

Students will explain the executed piece in written essay form

Students will be given points on their artwork based on the art class assignment rubric
State of Origin: I collected the idea for this lesson plan through the artist Robertson’s political
and social artwork and from the Comic Liberation article by Klein (2008), which examines
various types of comedy in art.
References
Global Issues. (1998-2010). Retrieved April 2, 2010, from http://www.globalissues.org
Robertson, John (artist). (2007) Dine on Children [image of painting]. Los Angeles, California.
Retrieved March 19, 2010, from http://www.streetcredart.com/PoliticalDineOnChildren
Robertson, John (artist). (2007) Now Cough [image of painting]. Los Angeles, California.
Retrieved March 19, 2010, from http://www/streetcredart.com/PoliticalNowCough.htm
Robertson, A. (2010). Street Credible Art. Retrieved March 19, 2010, from
http://www.streetcredart.com
Lesson 5: Sculpture
Creating biological viruses from technology waste
Grade Level: 9th-12th grade
Allotted time: 3 to 5 class sessions
Objectives: students will:

Examine and recognize the work of Forrest McCluer

Investigate biological viruses of the human body

Become aware of the human impact of toxic technology waste

Acknowledge the benefits of using recycled material for art

Create a human virus sculpture from recycled technology parts
SSS: VA.A.1.4.1- uses two-dimensional and three-dimensional media, techniques, tools, and
processes to communicate an idea or concept based on research, environment, personal
experience, observation, or imagination. VA.C.1.4.1- understands how social, cultural,
ecological, economic, religious, and political conditions influence the function, meaning, and
execution of works of art.
Materials:

Found technological parts from discarded or old computers, cell phones, printers, ect.

Wire

Hot glue
Resources:

Transformer Virus (McCluer, 2009)

Wilco Virus (McCluer, 2009)

www.30computers.com (artist Forrest McCluer website)

Viruses and Human Disease (Ellen & James Strauss, 2002)

Books and websites on various human viruses and technology waste
Essential Questions:

What would be some human viruses?

What would be some examples of technology waste?

How could we cut down on the problem of technology waste?
Procedures:
1. Start with showing students the two images by Forrest McCluer (Transformer Virus &
Wilco Virus)
2. Ask students what they think these sculptures represent?
3. Ask students what they think these sculptures might be made from?
4. Give students some background information on the artist and his artwork:
 In 2003, McCluer noticed many computers being discarded outside of a building
next to where he worked (McCluer, 2008).
 The objective of McCluer’s project was to construct sculptures out of the parts of
30 personal computers that he collected so they didn’t have to be thrown away
(McCluer, 2008).
 The computer virus series consists of: The Floppy Virus, Wilco Virus,
Transformer Virus, Capacitor Virus, Magneto Virus, and T9 Track Virus
(McCluer, 2008).
 McCluer is still working on other sculptures for this series (McCluer, 2008).
 All the sculptures in this series are based off real human viruses, as well as, their
similarities between computer viruses and at the same time helping with
technological waste (McCluer, 2008).
5. Look at artist’s website if time permits to see examples of all the sculptures in his
Computer Virus Series.
6. Ask students what would be some examples of human viruses? (HIV, the flu, ect.)
7. Then have a discussion with the class on technology waste.
8. Ask what are some examples of technology waste? (Computer monitors, television
monitors, circuit boards, batteries in electrical products, switches, cables, old cell phones,
keyboards).
9. Discuss ways in which we could cut down on technology waste? (Reduce, Reuse,
Recycle).
10. Explain to students that they will be constructing a sculpture based on a human virus or
bacteria.
 The students must research their virus or bacteria.
 The students must sketch out their building plan for their structure
 The students must make their sculpture out of old or discarded technological
waste using glue or wire to put it together.
11. After the students are complete with their sculptures they are to complete a typed report
of no more than 2 pages giving information about their virus, what they learned and how
they went about executing their sculpture.
12. Each student will briefly give their report to the class and be given points following the
art class rubric.
Assessment:

Students will research biological viruses and bacteria and create a human virus or
bacteria sculpture from old or discarded technology parts.

Students will type and give an informative report on their virus or bacteria to the class.

Students will be given points on the execution of their piece following the art class rubric.
State of Origin: I acquired the idea for this lesson plan from the objective of artist Forrest
McCluer’s (2008) “Computer Virus” series and from my own belief of encouraging students to
help the environment.
References
McCluer, Forrest (artist). (2009) Transformer Virus [image of sculpture]. Falls Church, Virginia.
Retrieved from www.30computers.com/ComputerVirus.htm
McCluer, Forrest (artist). (2009) Wilco Virus [image of sculpture]. Falls Church, Virginia.
Retrieved from www.30computers.com/ComputersVirus.htm
McCluer, M. (2008). 30 Computers. Retrieved April 2, 2010, from
http://www.30computers.com/index.htm
Strauss, E. & Strauss, J. (2002). Viruses and human disease. (1st ed.) Canada: Academic Press.