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Appropriation and Persuasion

Classroom Resource Information

Title:

Appropriation and Persuasion

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-10.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will discuss borrowing art and copyright. They will find appropriated images used to create products, advertisements, or persuasive devices. They will write an opinion piece about the purpose of using appropriated images. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Visual Arts	11) Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions. Example: Shepard Fairey's "Hope" poster influenced politics of the 2008 presidential election. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: Visual imagery influences understanding of and responses to the world. EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks. Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices. Examine and describe the influence of art in a community. Research examples of arts-related activities in communities around the world. Describe what the global community would look like or be like without art. Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning. Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria. Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events. Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art. Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork. Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education ARTS (2017) Grade: 6 Visual Arts	15) Analyze how art reflects changing societal and cultural traditions. Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Synthesize Essential Questions: EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Invent and depict a mythical creature after researching the mythology of another culture. Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape. Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects. Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style. Examine a work of art and describe what one sees and what one thinks is going on in the work and why. Individually or collaboratively create an artwork about a current world event. Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art. Identify how visual language communicates personal meaning. Describe ways artists contribute to society through their work. Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas. Utilize graffiti techniques to draw letters of names. Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art. Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas. Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
English Language Arts ELA2021 (2021) Grade: 6	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details. b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings. c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Literary elements Characters Plot Setting Point of view Conflict resolution Dialogue Sensory details 7b. Informative text Explanatory text Organized structure Formal style Point of view Clear purpose Credible evidence Technical word meaning 7c. Argument Claim Evidence Credible source Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution. The plot is a series of events in a narrative text. Dialogue is a conversation between two or more characters in a text. Sensory details use descriptions of the five senses. 7b. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. 7c. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement. Evidence to support the argument must be collected from various credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Include dialogue and sensory details in narrative writing. 7b. Gather credible information from multiple sources. Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words. 7c. Write an argument to convince a reader to take action or adopt a position. Include a claim, relevant evidence, and a conclusion in argumentative writing. Gather evidence from credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging. 7b. Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion. They must gather their facts about the topic from multiple credible research sources. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.

Tags:

advertisements, appropriation, copyright, opinion, writing

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Appropriation and Persuasion