Art education templete: Art 133

Title: Humor in literature

Big Idea: Humor

Grade level: 6

21st century approaches:

Choice-Based learning

Key concepts:
1. Creative expression
2. Children will learn to problem solve in a different way through humor
3. Through humor we want children to learn to expand their understandings of literature.

Essential questions:
1.
2.
3.
4.

What is considered funny?

How/Where does humor show up in your daily life?
What are different forms of humor?
What do you read that you find comical?

Learning objectives
1 We want the student to be able to identify different forms of humor.
5. We want students to be able to produce an art form of a character, event, or idea from
literature using different forms of humor. (Free choice activities)

Common Core standards

Standards for English Language Arts 6th grade. (pg.36)
2.Determine a theme or central idea of a text and how it is conveyed through particular
details;provide a summary of the text distinct from personal opinions or judgments.
4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.

Vocabulary
1.Parody-An imitation of the style of a particular writer, artist, or genre with deliberate
exaggeration for comical effect.
2.Satire-The use of humor, irony, exaggeration, or ridicule to expose and criticize
people's stupidity or vices, particularly in the context of contemporary politics and other topical
issues.

3.Transformation: An idea, character, or event is converted into another that is equivalent

in some important respect but is differently expressed or represented.
4. Imitation: an act of imitating a person's speech or mannerisms, especially for comic
effect.
5.Exaggeration: To magnify beyond the limits of truth; overstate; represent
disproportionately:

National Core standards

1

Creating: Design or redesign objects, places, or systems that meet the identified needs of
diverse users (VA:Cr2.3.6a)

6. Presenting: Individually or collaboratively, develop a visual plan for displaying works of art,
analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. (VA:Pr5.1.6a)
7. Responding: Analyze ways that visual components and cultural associations suggested by
images influence ideas, emotions, and actions. (VA:Re7.2.7a)
8. Connecting: Generate a collection of ideas reflecting current interests and concerns that
could be investigated in art-making. (VA:Cn10.1.6a)

California Visual and Performing Arts Standards

1.0: Artistic Perception:
-1.2 Discuss works of art as to theme, genre, style, idea, and differences in media.
-1.3 Describe how artists can show the same theme by using different media and styles.
2.0 Creative expression:
-2.4 Create increasingly complex original works of art reflecting personal choices and increased
technical skill.
-2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
5.0 Connections, relationships, and applications:
-5.2 Research how traditional characters (such as the trickster) found in a variety of cultures past
and present are represented in illustrations.

Lesson activities and procedures

INDIVIDUAL PROJECT
Materials

INDIVIDUAL PROJECT
Summary questions
What student prior knowledge will this lesson require/draw upon?
A-General concept of what the character, event, or idea that they selected means to them.
How will you engage students in creating, evaluating, analyzing, and/or applying in this
lesson?
A-Inspiring students by allowing them to brainstorm on how humor can be used in
different ways.
How will this lesson allow for / encourage students to solve problems in divergent ways?
A-Students will be able to express opinions and emotions through the use of one or more
different forms of humor in the creation of their artwork.
How will you engage students in routinely reflecting on their learning?
A-Interacting and engaging students while they create their project/
How will you adapt the various aspects of the lesson to differently-abled students?
A-Through a variety of materials students can experiment with different approaches in
order to create their own artwork.
What opportunities/activities will you provide students to share their learning in this
lesson?
A-Students will add a note card that will accompany their finished art, which will have a
short description of the original pieces name and why they made the modifications they did.

Article
By: Annie Grin
Title A second look at laughter: Humor in the visual arts
Discussion of article
Add pictures of artwork mentioned in article.