Grade Level: 10th 12th Grade Subject: Art, 10x Day Lesson (45 min.

.) Prepared By: Benjamin E. Hoffman, Student Art Teacher

Art Gallery Murals

Lesson Summary: Students will take part in a collaborative art making activity that will allow students to explore public art. Students will be divided into pairs to accomplish this
task. As an extension of public art, each pair of students will recreate a famous artwork while still considering its relevance to popular culture. Each students artwork will be
similar in size as well as broken down using a grid on a smaller reference image. Students are encouraged to add their own creative spin to their selected artwork given that it
remains a recognizable icon. In addition, these murals will act as the official start of the schools gallery outside of the classroom, as well as supplementary resource for the
Humanities course, that specifically covers American Art & Music from the 1950s to present. Students will paint their desired image using a variety of brushes and techniques as
demonstrated by the educator in preparation for this undertaking.

Big Idea: Throughout time and across cultures, artists have worked collaboratively
to create, construct, and redefine the limits of art.
Teacher Research &
Preparation:

Key Concepts:

Collaboration is an essential tool that many artists have used to construct large scale artworks.

The ways in which an image is divided can transform its overall appearance and understanding.

The size of an image can impact its meaning.

Where an artwork is placed can alter its meaning.

Essential Questions:

What challenges are presented when working collaboratively to construct a single artwork? Are these challenges
a matter of work ethic or personal beliefs?

How can scale affect an artwork? What does its difference in scale do or impact?

How does the location of an artwork influence its meaning? Why?

Does the value of an artwork decrease the more times in which it has been reproduced? Why?
Specific Objectives:

Students will work collaboratively to construct a large scale mural. Each assigned pair of students will be
responsible for the following:
o Students will recreate a famous artwork in conjunction to popular culture.
o Each students artwork will be broken down using a grid on a smaller reference image.
o Students will resize their image onto their designated wall space using a grid to accurately demonstrate
their understanding of proportions and distortions.
o Students will paint their designated image using a variety of brushes and techniques as demonstrated
by the educator.

Students will be assessed on craftsmanship, work progress and care for all tools and materials.
Standards Addressed:
9.1.12.A Shape, Line, Proportion/Scale & Contrast
9.1.12.B Recognize/Demonstrate Elements & Principles of Art

Verification/Assessment:
Pre-Assessment:

Students will be asked to share their

knowledge of Popular Culture and its
influence on their generation. This
discussion will transition into Pop Art.

Formative Assessment:

Evaluate students interpersonal

skills, work habits & attitudes as they
work collaboratively. In-progress
table discussions would prompt
students to constructively evaluate
one anothers contributions.
Additionally, students would observe
one anothers work to construct their
own ideas. A series of supplementary
questions will prompt student
success.

Summative:

Students will self-evaluate their

contribution to the whole artwork
before submitting. Students will
reflect on this experience as it serves
as an essential tool for artists working
at such a large scale.

9.1.12.E Unifying theme of Popular Culture/Collaboration

9.3.12.E Respond Critically & Evaluate Progress

Instructional Procedures
Motivation/Engagement/The Hook:

Traditional, each day, students would complete a Daily Warm-Up along with a QOTD
(Question of the Day) that would reflect the prior days lesson. In preparation for this
lesson, students would be responsible for laying out drop clothes at the start of each
class to maximize their work time. The advantage to this lesson is that it gets students
out of the classroom and into the school in a new and exciting way.

Development:

Upon the completion of sharing one anothers perceptions of Popular Culture and its
influence on their generation, students would be assigned their partner(s) and artwork.
Students will first prep their designated wall space using primer to better serve as an
underpainting. Once dry, students will resize their image onto their designated wall
space using a grid to accurately demonstrate their understanding of proportions and
distortions. Following, students will begin to paint their designated image using a
variety of brushes and techniques as demonstrated by the educator. Students will be
responsible for dividing the work up between one another. Within each pair of
students is an assigned Lead Artist, who is expected to take charge for delineating
tasks and assessing the projects overall completion. Students are encouraged to add
their own creative spin to their selected artwork given that it remains a recognizable
icon. In addition, these murals will act as the official start of the schools gallery.

Culmination/Close:

As the project progresses, each day, students would be reminded to stand back from
their collaborative artwork to ensure that each piece was correctly aligned with one
another and that its proportions were accurately drawn/painted. Students will reflect
on this experience and share any additional comments upon completion.

Student Laptops
Masking Tape
Blue Painters Tape
White Gesso (Primer)
Aprons
Acrylic Paint
(Various Colors)
Paint Brushes
(Various Sizes)
Drop Clothes
Rulers

Instructional Resources:

Reference Images
Exemplars (Reference
as needed)

__Student Supplies: __

Pencil

_____Vocabulary:____

Mural