Zines

Grade 8 Photo and Paper ArtsAngela Huber

Crescent Heights HighDisciplinary unit: Art for Art’s Sake.

: Stage 1 – Desired ResultsEstablished Goals TRANSFER GOAL

Students will:

Students will be able to employ space, proportion and relationships for image making.

Students will be able to use expressiveness in their use of elements in the making of images.

The students must have a completed Zine, and understand why creating a zine is important, the meaning of getting their voice heard.

To create a Zine that the student can be proud of, that shows workmanship and dedication to the art.

MEANINGEnduring Understandings:

Students will understand that…

U1 There is no one way of making zines

U2 – How Zines can let students express himself or herself through art making,

U3 –All types of art are excepted in zines

Essential Questions:Students will keep considering…

Q 1 – Who is the audience that will be reading their finshed zine?

Q2 –What message (or non message) is the student are trying to convey with their art (zine)

Q3 – – importance of speaking out, that their voice matters

ACQUISITION OF KNOWLEDGE & SKILLSStudents will know…

History of Zines, History of the Dada (non) art

movement, How create collage

Students will be skilled at… How to create and publish their

own Zine, with multiple pages How to express themselves

through art making, to create something honest and raw

STAGE 2 – Evidence Evaluative CriteriaPerformance is judged in terms of -

Assessment EvidenceStudents will need to show their learning by:

See attached Rubric

Transfer Task: a completed Zine with artist statement in the back

2

Presentation Options: A Zine, with the minimum of 6 pages completed (including artist statement)

Other Evidence: Planning sketches, Rough drafts

Concept Map I drew out on paper:

3

Concept Map (not every lessen, brain storming only)

Lesson Ideas/Body Explore, develop, create.

Art Introduction, To see where students are at.

Hook: I know you like to talk, but now we are going to talk about the conversation, What is art anyways? Why does it matter? Show pictures from different classical periods, then show graffiti examples, some cubism, some whatever, as long as it’s “art”.This project is process based, rather then project based.

Zines Introduce them to Zines, What they are, and how they are going to make one based off of the “the none art movement” that is based in Switzerland.

1) One History Of Dada

'I have forced myself to contradict myself in order to avoid conforming to my own taste.’—Marcel Duchamp

The fountain, to shock at first…write the word “dada” up on the board, have students guess at the meaning…tell the story of the artists randomly choosing it by taking a dictionary and riffling through it and stabbing this word with a knife (see art history textbook) hobby horse

Will be a test on basic concepts of what Dada is near end of unitSome hand on activity…perhaps starts looking up dada artist? Computer lab? Must take research down in sketchbook. Only basics about the artist, want mostly to focus on works. What kind of things do they make in the dada movement? Have a debate about the dada movment.

2) Dada Something you might want to speak out about, voice for,

4

Collages/mixed media, you get to put stuff together. day one 60 mins

speaker.

Brainstorm!

Personal:Global: In school:

Art can help you express emotion. What is most important conversation you should be having? What is something you feel you need to speak out about?

Rip and cut images, gather as many as needed. Keep in mind words are powerful. Start gluing, keep in mind identity, a powerful life event, use symbolism. (may need to talk to them about this)Black and white images to color images. Must cut out/cover up any “branding” by commercial media. (perhaps with the word dada?) No space must be left uncovered, UNLESS, you have a very good reason, like balance of your composition.

Materials: Legal Size 8 1/2 by 14, all different colours including whiteTons of magazines, newspapers, other print media.

3) Dada collages continued will possibly take 2 more classes, gage where students are at.

Hook: Show them a few more dada pieces; get the students interested in the project again. After the collage is mostly done, other media can be introduced on top around, and then more collage can be done if necessary. Demonstrate the paint drip?Materials: Fabric scraps (go to fabric stores, beg, start your own box), lace, buttons, paint, charcoal, ectThese should be kept in a safe place, until the critic. Have the students go to the thrift store and find an unusual object.

Artist statement?

Oodles of Doodles

Making a Oodles of Doodles

5) Critic A book reading day, after the Zines, have been passed around and copied, reading, what worked well, what didn’t work well ect

5) Self On the zine making process

5

reflection/Artisit statement

Unit Plan Rationale:

The reason I am choosing to do a unit on Zines, is how they have the potential to spark the interest of young teenagers. We know that grade eights for the most part, are more interested in social networking with their peers then learning about art movements, and techniques. I also thought it would be a great unit to do, because it is a paper and photo arts class, rather then just a grade eight art class. This project will give them something hip, that has a great cool factor. It helps that I think they are a great medium to express yourself, or just whatever thoughts are going on in your mind at the moment. I really want to give them the sense, which you do not have to be the best artist to make a great zine. One does not have to draw the perfect person, or paint the perfect landscape. I hope will give them a sense of pride in their work, and hopefully spark some great creativity even from those who are not there by choice.

Zines will give the students the space/means to have a conversation through art making about what is important to them right at this moment. Whether it is about something personal, friends, family or something on a global level. It will give them a chance to have a conversation about what is most important to them right now. It will be up to the student how raw and honest they want to make it. I am giving some guidelines at the beginning of the project, and walking through the first 3 lessons with them. I want to direct them, so they have at least 3 pages planned for them, so it does not seem like an impossible task. The rest of the pages I am giving them options for filling, I will be showing them examples, but letting them explore, and providing massive amounts of resources so they can fill the zine to their liking. This will let them be creative but give them some direction, so they will not be floundering. This project also allows for diversity within the students. Those who want to make more pages in their Zine are welcome to it, or you can stick to the minimun of 6.

6

Unit Summary (Scope and Sequence):

I want the outcome of this unit, to be a completed Zine, that the students will have the opportunity to share and trade with friends. I will hook students in the beginning by allowing them to do research on Zines, and come up with a theme that is important to them at the moment. I will explain to them in the introduction class about how many pages should be in their Zine, and how I am going to walk through the first lessons with them, to insure that they have pages in there Zine. After the introduction lesson, I will be showing them the Oodles of Doodles lesson, which will allow all students to feel as if they are artists. The next lesson will be a Collage, which through examples and explanation they will be able to understand that narrative happens no matter what images are used. I will have a resource binder as well as other resources within the classroom for students to look at if they get stuck. The students will be able to reflect upon their work through an artist statement, which will be in the back of their zine. They will also have a chance to participate in a peer reflection with a critic day, where they will be trading and commenting on each other’s Zines. After each lesson, they will be keeping the page of their zine they work on organized in their folder. They will be making plenty of use of their sketchbook, for coming up with drawings as well as brainstorming for each activity. By doing this, I will be able to see thought process before the final project. The lessons are going to be sequenced in a way the in none threatening to the students. They will be to see the big picture of what they are going to do, but it will be broken down into manageable steps.

7

Grade 8 Zine Unit Assessment Plan:

Taxonomy and Content Evidence of LearningTaxonomic Level Knowledge/

ComprehensionApplication/Analysis/ Evaluation/ Synthesis

Objectives Sketchbook Zine ProjectsMarch 15/17LineSLO’s

Record-A: Shapes may be organic or geometric.

Record-B: Geometric and organic shapes can be used to create positive and negative spaces

Communicate-A: Line can be used freely and rhythmically to add mood or movement to a two dimensional image

Researching (mind map) (5%)

Brain storming shown

Intro to Zines and

Doodle Project (10%)

March 18/22/24SpaceSLO’s

Investigate-B: Overlapping figures or objects create an illusion of space in two-dimensional works

Components 2-C: Space can be altered or distorted for special effects in 2-d works

Mapout how images/use of media is going to look. (5%)

Collage Project (10%)

8

(Art History) Impact of Images-A: The way people

use art changes through time Impact of Images-B: Society has

various ways of preserving and displaying public and private art works

March 25/29/31Image Transformation (Art History)SLO’s

Impact of Images-A: The way people use art changes through time

Impact of Images-B: Society has various ways of preserving and displaying public and private art works

Image Transformation Project (10%)

April 1/5Pick your own Assignments

(min 3 pages, One being title page)

Brainstorming shown (10%)

Own Projects (30%)

April 7/8/12Critique/Trading of Zines

Articulate and Evaluate-C: Discussing the most appealing or favorite part of a student’s own work is part of learning to talk about art.

Artist’s Statement (10%)Participation in Class Critic (10%)

All Outcomes Sketchbook Final Zine (60 %)Totals 20 % 80%

9

Introduction to Art: What is it Anyway?!“There are no mistakes, just creative directions.” –Adam

This lesson focuses on discussion as a means of a conversation about what art is.

10

Lesson Length: 60 mins  Grade: Paper and Photo Arts 8, Art 7 GLO:Impact of Images: Students will become aware of the importance society places upon various works of art SLO: Students will understand the concept of how people use art (or media) changes through time.

Learning Objectives:1. Students will understand that art can not be defined with one

definition2. Students will understand that there are many types of art forms3. Students will know a brief history of Art through the ages

Materials:

Worksheet Power point

Procedure: Day 1Introduction: (10 minutes):

Explain to the students that as a new teacher coming into this art classroom, you are curious about their opinions on art, and what they think it is. Explain to them that you want them to do a “quick write”, nothing to long or extensive, just what they are thinking at the moment. It can be positive or negative thoughts, however you feel about it at the moment. There is no right or wrong answer. Spelling and grammar do not matter. Explain that you still ponder these questions yourself, as a practicing artist.

Activity #1 Quick Writes (10 mins)

Have students write “quick writes” to answer the following discussion

11

questions. Write on the board that it doesn’t have to be full sentences, it can be point form, it is just has to get the message across. Discussion Questions:

1. What do you think art is?2. How do you feel about art?3. What would the world be like without art?4. Can advertisements be considered art?5. Can artists use advertisements in their art? Or as art?6. How could you possibly use art to convey a

“message” ?7. Are Video games considered “art”?

Come back together as a class and discuss what you came up with.

Activity #2 Group Discussion (10 mins)

Have students discuss in table groups the following discussion questions. To form groups have them draw numbers or just give them numbers. Remind them to listen to their group members, as everyone is entitled to an opinion. Also remind them, you want them to be talking about the questions, and to try not to get to far off topic. Engage them y talking about how discussions are a really important part of art practice. Explain how in university you have discussion with your peers all the time, and you think they are mature enough to handle it.

Ask them the following questions about group work: “Just as a reminder” Slide in slide show, while they are discussing

What are some good habits for group discussions?If you get frustrated with a group member what can you do?Remember that everyone is entitled to their ideas.

Have them pick a spokes person for the end discussion.

Discussion Questions:

8. What do you think art is?9. How do you feel about art?

10. Does knowing the intention behind a work of art

12

affect your experience of it?11. What would the world be like without art?12. Can artists use advertisements in their art? Or as art?13. Can advertisements be considered art?14. How could you possibly use art to convey a

“message” 15. Are Video games considered “art”?16. What freezes your creativity?17. What fuels your creativity?

Activity #3 Slide Show (10 mins)

Show the students a variety of “art” from different periods of history. Briefly talk to the students about each of the images you show, and how at one time or another, they were all considered art. Allow for some discussion of select images. Ask: Do you consider this “art”? Why or Why not.

Conclusion: (15 mins)

1.    Talk about what they learned as a group, have spokes person briefly go over what they discussed 2.    Talk about how they are going to start an epic project next class. 3. Tell them how they will be in the computer lab next class for the beginning4. Have them hand in their work sheets.

13

Introduction to Zine Making

“The Secret to creativity is knowing how to hide your sources” –Albert Einstein (1879-1895)

14

Lesson Length: 60 mins  Grade: Paper and Photo Arts 8 GLO:Communicate: Students will use expressiveness in their use of elements in making of images

Impact of Images: Students will search for contemporary evidence relating to themes studied.

SLO:Concept: The ways people generate visual works can be influenced by a number of factors.

Learning Objectives:

Students will research themes for their zines Students will generate a visual mind map of their theme, the

most important conversation that they could be having right now.

Resources Consulted:

15

http://wemakezines.ning.com/http://www.brokenpencil.com/Whatcha Mean What’s a Zine?!? By Mark Todd and Esther Watson

Materials:

Sketchbooks Computer lab Mindmap Worksheet

Introduction: (10 minutes):

Whatcha Mean What’s a Zine?!?

Ask the student’s if they know what a Zine is. Chances are they won’t but that is ok, they will by the end of this project!

Tell them, because this is a scrap booking class, this is a chance for them to express themselves through a publication, a mini book.

You do not have to be able to draw prefect people, or paint perfect landscapes, this project is about creativity coming together with something that interests you, and you want to/will be able to talk about for the next few weeks.

Will show a slide show on basic history, and along with image examples. Explain the parameters and how they will be getting graded on it.

Body:Activity #1 Research/ Mind map (25 mins)**Computer Lab

Have them turn off computer screen, take out music, stop talking.

Motivational speech: In other classes, the teacher gives you assignment and you work within the boundaries of that assignment. But in this class, I am giving you a foundation of an epic assignment, a backbone to build upon. Think about it, as me giving you the supplies to build a house, and the land upon which to do it. This house can be

16

whatever you want, from a hut to mansion.

I want you to take this idea I am giving you, and build upon it. I will be giving you a few projects, which I will talk to you about in the coming classes to put within the Zine, using your theme (3 of them), but the other 3 is completely your choice! This is your baby, It will be as good as you make it.

A piece of advice is, the more raw and honest your Zine is, the easier it will come together. If you make it about something your passionate about, something that excites you, or something you want to talk about.

You want it to be the most important conversation you can be having right now.

You can speak up about anything, whether it be personal, global, it can be controversial, it can be banal (everyday).

This is about showing you, that yes, you do have a voice, and what you say and create IS meaningful.

Fill in Mind Map about Zine ideas in sketchbook. Start With “theme” in the middle in a circle. Branch out ideas from circle. Demo on White board.

Modifications: If the students are having trouble coming up with a theme for their Zine, Get them to look through the book, “Soul Pancake”: Chew on Life big questions. The questions can lead them in certain directions they might want to take their Zine.

Have them browse through the approved websites:

http://wemakezines.ning.com/ the photo section, for ideas on Zines.

http://www.brokenpencil.com/ A zine site, that has now turned into a magazine

17

http://www.soulpancake.com/tier/question/news If you need questions to start brainstorming.

Conclusion: (10mins)

1. Have them walk back to the classroom2. Explain that you want them to put their mind map into their

sketch books.3. Explain that you want them to keep thinking about their

theme, and what it means to them, tell next class, if they have time research ideas at home, as well as bring in images, and pictures.

4. Thank them for how well they did, and how excited you are to embark on this journey with them.

18

Zine Projects:

Project # 1 Oodles of Doodles

Every child is an artist.  The problem is how to remain an artist once we grow up.  ~Pablo Picasso

Lesson Length: 60 mins  Grade: Paper and Photo Arts 8 GLO:

Record: Students will examine and simplify basic shapes and spaces Investigate: Students will employ space, proportion and relationships for

image making SLO:

Record-A: Shapes may be organic or geometric. Record-B: Geometric and organic shapes can be used to create positive

and negative spaces Communicate-A: Line can be used freely and rhythmically to add mood

or movement to a two dimensional image

Learning Objectives:

19

Students will draw using mixed media to create movement in their doodles for their Zine

Students will employ knowledge of space and relationships for image making

Students will experiment with positive and negative space

Resources Consulted:

The Usborne Book of Art Projects

Materials:

Black pens Markers all different thicknesses Pre paint splattered papers, from the day before (legal sized) Pencils

Procedure: Day 1Introduction: (10 minutes):

Show them artists that doodle, as well as splatter paintings (Jackson Pollack.) Show some images that use positive and negative space well.

Body:Activity #1 Word Write (10 min)

Explain how they can pick just one word from their theme, give them time to brain storm and write/ sketch in their sketchbook. Remind them they need to write it so it fills the page. They can use a thick black marker to do this.

Activity #2 Oodles of Doodles (30 mins)

After they have written their word on their splatter page, they can use the media provided at their tables to doodle around the word, either patterns or appropriate smaller words that fit with their theme. They should doodle until the whole page is

20

filled up. Explain they can use the paint to draw around or over. Be as creative as possible.

Conclusion: (10 mins)

Clean up supplies Put Project in folder

Project # 2 Collage

"Destruction is also creation." — Marcel Duchamp

Lesson Length: 60 mins  Grade: Paper and Photo Arts 8

GLO’s

Communicate: Students will use expressiveness in their use of elements in the making of images

Investigate: Students will employ space, proportion and relationships for image making

SLO’s

21

Investigate-B: Overlapping figures or objects create an illusion of space in two-dimensional works

Components 2-C: Space can be altered or distorted for special effects in 2-d works

Learning Objectives:

Students will overlap images to create a collage that relates their theme of their zine.

Students will understand that use of positive and negative space can create a more interesting image.

Resources Consulted:

The Art of Collage Geraled F. BrommerSoul Pancake Rainn WillsonWhatcha Mean Whats a Zine? By Mark Tood and Esther WastonJanson’s History of Art

Materials:

Black pens Markers all different thicknesses Legal Sized Paper Magazines Gaint Ziplock bags Labeled with their names on them

Procedure: Day 2Introduction: (10 minutes):

Hook: Have Marcel Duchamps “The Fountain” up when they walk in.

Dada Images, Show them Collages, Explain how they were used to speak out, in WW1. Discuss the spirit of Dada, as ant-art, destructive, humorous, challenging to traditional ideas of 'high art', and show examples. Also show them other collage images.

22

Body:Activity #1 Find Images(NO GLUEING)(15 mins)

Challenge the Students to find two Images that talk about two different things in their works.

Rip and Cut Images that call out to them, storing them in their zip lock.

Activity #2 Sketchbook Planning (30 mins)Bring class back together

Have students plan out collage, how big whether it will be long or skinny, have pockets, ect. Get them thinking, with more images.

Have them plan in their sketch book. Tell them, this is not meant to be a quick process of just gluing images down. It about playing with the images they have, without gluing on their paper, following what they like the look of. Making artistic decisions, that follow with their theme.

At this point tell them other media can be used on top of the images if the decide. Also remind them, that although they are planning it out, to leave leeway for last min changes!

Activity #3 Making the Collage ( 60-90 mins)

Creating the collage with the knowledge they have learned previously in the lesson. It should show thought and care.

Conclusion: (10 mins)

Clean up magazines Put things back Put images in zip lock Put collage in folder Put sketch book away

23

Project 3# Dada Image (Basic Plan)

**Computer Lab needed

Objectives:

Students will have art history knowledge of the art movement Dada.

Students will use an appropriate painting or drawing programs on the computer to produce their own artwork.

Resources/Materials :

Copies of Leonardo Da Vinci's 'Mona Lisa' and Marcel Duchamp's 'Mona Lisa' to show the class.

Examples of Dada art works.

A selection of art books with good illustrations.

Computers and relevant softwareScanner(s).

24

Color printer.

Introduction: (10 minutes):Hook: Show Da Vinci's 'Mona Lisa' to the class.

Discuss the work, who knows it?

Where have they seen it?

Is this painting famous? Why?

Body:

Show Marcel Duchamp's version of the Mona Lisa with a moustache and beard. Discuss this image:

How is it different from the first 'Mona Lisa'?

What do you think the artist Duchamp was trying to show by putting facial hair on this famous painting?

Remind the students that Duchamp was a member of an art movement called Dada.(Like they were diccussing last class)

Activity # 1:

Tell students they are going to make their own piece of Dada art.

Model the process:

Choose a painting by a famous artist from one of the art books you have gathered. (or another option is to take a logo from the media and change it, ask Colleen which she thinks would be better) Scan the image into the computer. Insert the image into a drawing or painting program and use the toolbox to 'dadify' it.

(show them basic things they can do)

25

Examples: one of Georgia O'Keefe's Sheep skulls had a line of washing strung between it's horns, Monet's Waterlilies had a shark fin rising up from them ominously, and A Raphael Madonna clutched a can of beer.

Individually students are to scan images(get get them from google images and “graffiti” them.

Important!! Make sure they do not overdo it. For the act to be funny and subversive and Dada the original artwork/logo needs to be visible.

Lesson Summaries of all Lessons

Lesson One Introduction to Art and Me:

A discussion about art, what is, and means to the students. It will take one period, and will give me an idea where the students are coming from. It will also give the students some insight into their own thoughts on art. I will be showing them a slide show of different pieces of art throughout history, all the way to now with street art. Students will understand the concept of how people use art (or media) changes through time.

Lesson Two Introduction to Zines:

This lesson introduces the students to the idea of what they are going to be making and publishing over the next few lessons. It gives them the needed hook to get them into the idea of creating a Zine. By giving them a chance to research and chose there own theme, they will become more invested in their work. The next lessons break down the projects, so it does not seem over whelming to the student.

Lesson Three Oodles of Doodles:

This lesson lets the students experiment with lines, while working with the theme they have chosen. They will choose a word, which they will write over the paint splatter. From there they will fill up the rest of the page with doodles, according to what they want to portray on the page.

Lesson Four Collages:

Learn a bit about the history of Dada; the collages, and speaking out. The students will go through a creative process when making their collage, and employ space,

26

proportion and relationships for image making. It will reflect on the theme that they have chosen

Lesson Five Changing An Image:

In this lesson, keeping with the Dada theme, starting out with an image by Marcel Duchamp (the Mona Lisa with the moustache.) The students will get to change an advertisement from popular culture in some way, or a painting from history. They have to change it so that the image is still recognizable. This lesson integrates technology and gives students who are great with computers a chance to shine.

Lesson Six Choice Pages:

This lesson they get to choose what medium they are going to use.I will have a resource binder as well as some books they can get ideas from. This is the time where they can create a title page to bring their magazine together Some examples of choice pages are poem or comic, or anything that interests them. I will be going through different ideas at the beginning of class as well as walking around during class to make sure they are on task. This will take a few days, until the book is completed.

Lesson Seven:

The students will be making the final page of their zine, the artist statement ( I will give out a template.) They will then take this class to put the Zine together. After these two items are done, the students will get a chance to look at other student’s books and Discuss/Critic them in their table groups.

27

28