KRISTIN GANTZ

Big Idea: Awareness and Advocacy

Grade Level: Upper Elementary (5th grade)
NATIONAL VISUAL ARTS STANDARDS:
VA: Cr1.1.5Combine ideas to generate an innovative idea for art-making.
VA: Cr1.2.5Identify and demonstrate diverse methods of artistic investigation to
choose an approach for beginning a work of art.
VA: Cr2.1.5Experiment and develop skills in multiple art-making techniques and
approaches through practice.
VA: Pr5.1.4aAnalyze the various considerations for presenting and protecting art in
various locations, indoor or outdoor settings, in temporary or permanent forms, and in
physical or digital formats.
VA: Re8.1.5aInterpret art by analyzing characteristics of form and structure,
contextual information, subject matter, visual elements, and use of media to identify
ideas and mood conveyed.
NETS:
1. BCreate original works as a means of personal or group expression.
2. AInteract, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
2. BCommunicate information and ideas effectively to multiple audiences using a
variety of media and formats.
2. DContribute to project teams to produce original works or solve problems.
4. AIdentify and define authentic problems and significant questions for investigation.
4. DUse multiple processes and diverse perspectives to explore alternative solutions.
6. AUnderstand and use technology systems.
RATIONALE and GOALS FOR THIS LESSON:
This experience exposes students to digital media techniques used in
contemporary art making and art-related careers.

This unit provides opportunities for personal and meaningful art-making

experiences that will also supply students with basic knowledge of graphic design
processes and video creating/editing skills.

Through this unit, students will better understand the themes of awareness and
advocacy in order to create art that serves a large population of viewers.

ENDURING BIG IDEA: (Define the BIG IDEA)

The big idea being investigated in this lesson is awareness and advocacy.
Students will explore the characteristics and traits that define these themes, the
different ways in which these themes appear in life, and how the idea can be
used in art-making experiences.

Students at the upper elementary age can identify problems and solutions in the
school environment. Being the role models for the younger students of the
school, this unit will empower students to be creative problem solvers and
advocate for positive change in the school environment.

ESSENTIAL QUESTIONS:
What is advocacy? What is awareness?
Who can be an advocate?
Why is it important to have advocates?
How can you use the idea of advocacy and awareness for art-making
inspiration?
KNOWLEDGE BASE, KEY CONCEPTS, and OBJECTIVES:
Students will learn to create a digital advertisement/poster.
Students will be able to identify visual balance.
Students will be able to identify and utilize their understanding of color theory in
their poster designs.
Students will learn basic photography skills.
Students will learn basic videography skills.
Students will be able to explain the work of a graphic designer, photographer,
and videographer.
1

VOCABULARY:

Analogous colors
Balance
Black & white
Complimentary colors
Contrast
Cool colors
Crop
Duration
Fade in/out
Filter

Font
Graphic designer
Intermediate (Tertiary) colors
Line
Pattern
Photographer
Primary colors
Public Service Announcement
Secondary Colors
Shape

Still
Subtitle
Storyboard
Theme
Title
Transition
Videographer
Voice over
Warm colors

LESSON SEQUENCE - LESSON VIGNETTES:

Day 1: Introduction to awareness and advocacy
Identify common problems within one area of the school
Form collaborative groups based on chosen problem area; assign roles
Design storyboard of the project that includes the groups desired theme and
tone.
Day 2-3: Discuss photography as an art form and career
Day 2-3 (contd): Discuss considerations when taking photographs

Take photographs of location that will be used in poster and/or PSA

Demonstrate photo editing techniques
Begin work on digital poster
Day 4: Discuss characteristics of visually attractive advertising (color theory, font,
balance, placement, etc.)
Finish work on digital poster
Day 5: Discuss locations to display posters & considerations
Hang posters
Discuss videography and video editing
Create storyboard for PSA
Day 6-8: Begin work on PSA
Day 9: Watch party
ASSESSMENT/RUBRIC:
Formative assessments in the form of exit slips will be delivered after demonstrating the
three types software. What questions do you still have about the program? Summative
assessment will be delivered in the form of a rubric, where students must incorporate
specific editing techniques in one area of each digital media (I used one still image in
my video, I used a title in my video, I used a sub title at the end of my video, etc.)
STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS:
How will you differentiate for your diverse classroom population? Working in a
collaborative group will allow for diverse students to accept a role that is appropriate for
their ability. Assigning specific roles will allow each student to feel equally important in
the collaborative process.
How will you keep students engaged? Providing students many options for finishing
their work will create opportunity for unique, individualized experiences. Allowing for
choices to be made generates student engagement with the chosen media.
What will you do to challenge students who are highly talented? What have you
planned for those who finish early? Students who are highly talented or who finish early
may be asked to demonstrate additional criteria in their final product.
MATERIALS, TEACHING RESOURCES/REFERENCES:
Lesson One:
Art assignment link (TBA)
Drawing paper, 60 lb.
Pencils

Lesson Three:

Lesson Two:
Personal electronic devices with the
following apps downloaded:
--Sketchbook Xpress
--Photoshop Express
--Photo Layers

Personal electronic devices with the following apps downloaded:

--VideoShow
Tutorial for this program: https://www.youtube.com/watch?v=lO_g9eG9UUg
TEACHER REFLECTION: These lessons are designed to incorporate various
components in order to encourage art-making experiences with multi-modality.
Providing opportunities for students to explore this medium and choosing their topics
independently allows for authentic learning experiences.