Name: Jill Vyverberg
Course: ART333 W10
Date: 4-1-10
Community
An Art Making Unit for Grade: 6-8
Lesson 5: Community Commercial
What will students do? Students will produce a promotional video/commercial. This will be done using their photos
and video captures of their community to convey a positive image of the community.
What will students learn from this? Students will learn computer programs such as, Adobe Flash and iMovie.
Conceptual Framework:
Community is location or group of people having common interests or goals. Here are some examples of community art:
A Sunday on the LaGrande Jatte by Georges Seurat, The Heidelberg Project by Tyree Guyton, Home Visit by Pepon Osorio,
and Seoul Home/L.A. Home/New York Home/Baltimore Home/London Home/Seattle Home by Do-Ho Suh. These four
different artists show us what community or place means to them in their work. When we look at our community, what
do we see? The artist statements below include their take on community.
A Sunday on the LaGrande Jatte - Seurat spent two years painting this canvas, concentrating on the landscape of the park before focusing on the
people; Individuals did not interest him, only their formal elegance. There is no untidiness in Seurat; all is beautifully balanced. The park was quite
a noisy place: a man blows his bugle, children run around, there are dogs. Yet the impression we receive is of silence, of control, of nothing disordered.
This that makes La Grande Jatte so moving to us who live in such a disordered world: Seurat's control. There is an intellectual clarity here that sets
him free to paint this small park with an astonishing poetry. Even if the people in the park are pairs or groups, they still seem alone in their
concision of form - alone but not lonely. No figure encroaches on another's space: all coexist in peace.
The Heidelberg Project, bearing the name of the street on which it exists, was started in 1986 by Tyree Guyton. Tyree was raised on
Heidelberg Street and, at the age of 12, witnessed the tragic effect of the Detroit riots - from which he claims the City of Detroit never recovered.
Though once racially integrated, many neighborhoods have become segregated; urban ghettos characterized by poverty, abandonment, and despair.
Armed with a paintbrush, a broom, and neighborhood children, his former wife Karen, and his dearly beloved Grandpa, Guyton, began by cleaning
up vacant lots on Heidelberg and Elba Streets. From the refuse they collected, Guyton began to transform the street into a massive art environment.
Vacant lots literally became “lots of art” and abandoned houses became “gigantic art sculptures.” Guyton not only transformed vacant houses and
lots, he integrated the street, sidewalks, and trees into his mammoth installation and called his work, "The Heidelberg Project.” Despite numerous
awards, the city demolished parts of the Heidelberg Project installation in 1991 and again in 1999. Still, the Heidelberg Project continues to exist,
evolve, and grow - providing hope and inspiration to the local community and the community of the world. The Heidelberg Project is recognized
as one of the most influential art environments in the world. http://www.heidelberg.org/history.html
"Home Visit" 1999-2000 Details of "Tina's House." Mixed media, 20 x 28 x 17 inches. "'Home Visit' is rooted in a very religious tradition in Latin
America and Puerto Rico...of the visiting saint...I was interested in restoring faith at some point... Somehow coming to terms with the idea of living
in a place for 25 years- I've been in New York City and then I just moved to Philadelphia- I needed to somehow believe that it was going to be
okay. And what a clever way to do it...(LAUGHS)...to have 'Home Visit' going from one home to another, and visiting different places and getting to
know all the people." - Pepón Osorio
"Seoul Home/L.A. Home/New York Home/Baltimore Home/London Home/Seattle Home" 1999 Silk, 149 x 240 x 240 inches. "I think
that by measuring and scrutinizing and investigating everything possible you really consume the space and it becomes part of you. Now you feel like it’s
in you and you feel comfortable. That’s why I did my first site-specific installations, and I did the same thing with my Korean house project. But
once you take that piece down from its site and transport it and display it in a different place, the idea of site-specific becomes highly questionable
and refutable. That’s what I was really interested in because I think this notion of home is something you can repeat infinitely." - Do-Ho Suh
Key Concepts for the Unit
Community is a place that people gather with common interests. Community is groups of people with common interests.
Community is where you live. Community is where you grew up. Community is the street your house is on. Community
is the school you went to. Community is what you share with people who have not been to your town. Community is a
unified body of individuals: as state, commonwealth. Community is people with common interests living in a particular
area; broadly: the area itself. Community is an interacting population of various kinds of individuals (as species) in a
common location. Community is a group of people with a common characteristic or interest living together within a
larger society. Community is a group linked by a common policy. Community is a body of persons having a common
history or common social, economic, and political interests. Community is a body of persons of common professional
interests scattered through a larger society. Community is society at large. Community is joint ownership or
participation. Community is common character: likeness. Community is a social activity: fellowship. Community is social
state or condition.
Essential Question for the Unit
1. What does community mean to you?
2. What makes your hometown/community special to you?
2.a. What are the attractions in the community?
3. What would make a tourist stop in your community to take a photograph?
4. What is the appeal to living in this community? What is unappealing about the community?
5. How would you share your community with others whom have never been there?
Project #5 – Community Promotional Commercial
Key Concepts for the Project:
Community is where you live. Community is joint ownership or participation. Community is common character:
likeness. Community is people with common interests living in a particular area; broadly: the area itself. Community is
what you share with people who have not been to your town.
Essential Question/s for the Project:
What makes a community? What does community mean to you? What makes your town/community special? What are
the attractions in the community? What would make a tourist stop in your community to take a photograph? What is
the appeal to living here? What is unappealing?
Objective/s for the Project:
Students will create a 30-60 second promotional video/commercial of their community. Students will write a 100-word
essay of their favorite place before beginning their work. This essay will be an integrated project between Art and
English/Creative writing class.
Required Knowledge, Skills: Students will use prior knowledge of drawing skills for sketching storyboard layouts,
they will be able to load video clips taking on the walking field trips of the community onto the computer.
Motivational activity and introduction:
-This lesson will be the video project of theme of place and community. We will discuss what makes a community? Is it
the people, attractions, sporting events, schools, festivals or all of this combined?
Community is location or group of people having common interests or goals. Examples of community art: We will
watch the video from the Heidelberg Project to review video production and the viewpoints of community. Pure
Michigan commercial campaigns will be previewed.
Teaching tools and material:
Teacher: Sample of commercials from the Pure Michigan Campaign. This will show students how to look at the
community from a tourist’s point of view. Computers with video editing program iMovie will be used. Presentations of
the final videos may be sent to local chamber of commerce.
Activity Procedure:
Day 1: (45 Min) Teacher will remind students of behaviors on field trips. Students will look at Pure Michigan
Commercials and Heidelberg Project Videos. Both video presentations will remind students of the idea of commercial
video are. How are the commercials presented? What sound accompanies the playback? What colors are appropriate to
get calming effect or warming effect? Storyboard introductions will begin.
Student will begin working on storyboard layouts. These storyboards will be in their sketchbooks (10-15 pages worth of
storyboard ideas should be included.)
Day 2: (45 Min) Weather permitting; we may coordinate an additional walking filed trip outside of the school. Walk
should include going at least around the block to gain visual perspectives. Students will be encouraged to take
sketchbooks to capture ideas of what they see. Digital cameras will be used (students may use their own cameras for this
purpose, keeping in mind pictures are to be school appropriate). Students will be allowed and encouraged to take
additional videos as homework. Short video footage should be captured to be included in the final commercial.
Day 3: (45 Min) Students will begin to draw a storyboard of ideas for their community commercial. They will sketch a
beginning title sequence and images or video footage ideas, as well as an ending title sequence with credits or a
“sponsor” of the ad. Uploading of videos and photographs from camera to computers will begin. Student will need to
edit/crop photos into Photoshop. http://www.apple.com/ilife/imovie/
Day 4-6: (45 Min) Students will finally have images and video to upload onto computers. Students will be using iMovie
to produce a 30-60 second video of their community. Students will begin placing their photos and video coverage into
iMovie. They will also be encouraged to find a short song selection or make voice over or sound effects that add detail to
the Community Commercial. They may need additional computer time to finish.
Day 7-9: (45 Min) Students may need additional time on computers to finalize 30 – 60 second commercial video of their
community. Allow days for some of that time. Students are reminded to make sure video has smooth transitions.
Students will present their videos to their peers for critique. Students will be encouraged to share what they enjoyed and
disliked about making the video.
Benchmarks:
ART.I.VA.M.1
Select materials, techniques, media technology, and processes to achieve desired effects.
ART.I.VA.M.2
Use art materials and tools safely and responsibly to communicate experiences and ideas.
ART.I.VA.M.3
Select and use the visual characteristics and organizational principles of art to communicate ideas.
ART.I.VA.M.4
Be involved in the process and presentation of a final product or exhibit.
ART.II.VA.M.2
Employ organizational principles and analyze what makes them effective or not in the communication of ideas.
ART.II.VA.M.4
Use subjects, themes, and symbols that communicate intended meaning in artworks.
ART.III.VA.M.1
Form and defend judgments about characteristics and structures to accomplish commercial, personal, communal, or other
purposes of art.
ART.III.VA.M.4
Describe and compare the characteristics of personal artwork to the artwork of others.
ART.IV.VA.M.2
Describe and place a variety of art objects in historical and cultural contexts.
ART.IV.VA.M.3
Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence
visual characteristics that give meaning and value to a work of art.
ART.V.VA.M.1
Analyze personal, family, and community connections that involve work by visual artists.
Closure:
Students will learn to create their favorite place through any medium they choose. Therefore they should be responsible
enough to create it to the best of their ability using chosen medium.
Assessment Rubric: iMovie of Community
iMovie
Community Video
Promotion Project
Required Elements:
30-60 second
commercial
Subject matter
(Community)
Excellent - 25
Student understood
project format, using
titles and ending
credits appropriately.
Good - 20
Student understood
project but forgot
required elements
Fair - 15
Did not have proper
images of
community, and
didn’t include
required elements
Needs work - 5
No images of
community, and
required elements
were not included
Excellent - 25
Good - 20
Fair - 15
Needs work - 5
Presented Subject
matter clearly
(Community) Had
Subject Matter
(Community) was not
presently clearly
Subject Matter
(Community) was
not clear or
Subject Matter
(community) was
not present at all
Additional Notes
properly captured
images and music.
Work Ethic
Sketches/Notes
10-15 Storyboards
sketches
understood, had
minimal images.
Excellent - 25
Good - 20
Fair - 15
Needs work - 5
Student stayed on
time with all tasks
On task but not moving
to next step when
teacher moved on
Final video was
never produced or
presented to class
Excellent - 25
Good - 20
Student was not
prepared to move to
next step but was
working
Fair - 15
Student has many
sketches and notes of
work in progress.
Student sketches were
not detailed, notes were
not clear
Sketches were
missing, notes were
missing or not clear
No sketches or
notes were ever
turned in.
Excellent - 25
Good - 20
Fair - 15
Needs work - 5
Needs work - 5
100 Total Points:
Reflection of Project:
What did you notice about your community that you didn’t notice before this project?
How did you feel the first time you went to a new community?
Who will be the first person you share this community experience with?