GROUP 2: 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

1. Our group will be sure to have our materials placed at each of the proper stations around the
classroom before the lesson starts.

2. We will start by introducing ourselves, our project name, and what we will be covering in the
lesson.
3. We will instruct the students to get out any found objects, pictures, or print outs that they
brought with them.
4. We will go over the powerpoint slide by slide pointing out important questions and vocabulary
they should start thinking about when they will be doing the studio.
5. We will talk about our inspiration artist and why the artist fits the studio we chose.
6.We will talk about the article that we had the students read before they came to class and start a
short class discussion on what they thought about it; If they agreed, disagreed, found it
interesting or not and why.
7. We will present questions to the class that could help them create their studio projects.
8. We will then talk about the several stations that we have set up for the studio, explaining what
materials each station has, how they can choose to do the project.
9. We will give a very brief introduction to each studio and show our completed work, providing
one option on how the completed work could look like.
10. We will be sure to remind the students that this is a free choice studio, everyones work will
look different and by no means does their finished project look like ours.
11.We will separate ourselves, as facilitators, to each of our sections that we have completed a
project at and help students with any questions they may have.
Barbie will go to the paint station (Barbie)
(During the demonstration it is best to have all the students gather closely around you so
everyone can get a chance to see the examples)
12. I would put the paint brushes together and place water cups next to them so that they are
easily accessible.
13. I would then put sponges and other found objects into one bin.
14. I would show all of the resources the students could use to paint.
15. I would then show them the different types paint that they are allowed to use.
16. While explaining these things I would hold an item as an example so all the students could
see exactly what I was talking about.
17. Next I would show the students a demonstration by showing the different patterns and
techniques that could be made by using paint brushes or sponges.

(During this time it would be good to give students examples of the different paint strokes
and how it can affect the way the paint looks on the paper)
18. After showing the demonstration I would then allow students to come and take whatever
supplies they needed.
Sara and Lizbeth will go to the sculpture station
19.At this time Students should have selected a character, event, or idea
from a popular piece of literature.
20. Students will choose one or more techniques that will enhance their
print/drawing.
21.Utilize the technique(s) to transform drawing with the use of additive
materials (Paper, googly eyes, gems, pipe cleaners, yarn, found objects, etc.)
(Students will have the option to transform a paper bag into version of
themselves using any form of humor)
Spencer will go to the Collage station
22.Students will search through provided magazines and cut out picture they want to use to
enhance their printed pictures
23. Once they have their cut out pictures out of the magazines, students will combine the pictures
with their print changing the meaning of their print using a form of humor they find necessary.
Laura will go to the drawing station
24. Students will take their printed art piece and change the appearance around it to enhance it
any way they seem fit to adapt to a form of humor.
25.While at our sections each facilitator will go around asking students about what their artwork
is, why they choose it/what it means to them, and compliment them on how great they are
working.
26. As the studio goes on we will remind students of the time remaining to complete the project,
making sure they know when there is 30 minutes and 10 minutes remaining. As the studio comes
to a close we will be sure to remind students to get to a good stopping point and let them know
that it is ok if they have not finished the project, they may just have to take it home with them to
finish it as homework.
27. Students will also fill out an index card. Briefly indicate how and why you
chose to approach your project in this way, and what technique(s) you used
to do so.

28. As the studio finishes we will assign students to be helpers and clean up certain stations. We
will be sure to have 10 minutes remaining before class ends so we can conclude our lesson with a
gallery walk.
29. As soon as the studio ends we will have the students take a seat.
30. We will explain the idea of the gallery walk to students and explain to them the purpose of
the notecards, that the students made, that will be next to the artwork.
31. Students will do the gallery walk
32. We will conclude our presentation.

Materials
Acrylic paint,water colors, paint brushes, sponges, sponge rollers, stamps, water cups,
yarn ribbon, googly eyes, gems/beads, pipe cleaners, construction paper, found objects,
glue (glue guns/glue sticks/Liquid glue), magazines, scissors, color pencils, crayons, and
markers.

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.