Examples of Portraits that Comment on Our Culture.
Portrait and Commentary Lesson Plan
Instructional Objectives
After watching a portion of the short film Superstar: The Karen Carpenter Story by filmmaker Todd Haynes, analyzing the film, and discussing its message, students will create a portrait of a famous individual. Students will view numerous and varied portraits that convey larger messages than likeness. Students will use the portrait as a vehicle to comment on a current issue in society.
Product— Students will make a simple sketch first and will be challenged to think about how they will select a medium/media and use art elements such as color to convey a message. Students will use the medium/media of their choice to create a two-dimensional portrait that makes a statement about a current issue in our society.
Key Concept—Students will demonstrate their understanding of how a portrait can represent the embodiment of an ideal, a struggle, a victory, or a shortcoming of our culture.
New York State Learning Standards for the Arts
Standard Three—Responding to and Analyzing Works of Art
Students will analyze and discuss Superstar: The Karen Carpenter Story. Discussion will address the use of Barbie dolls as symbols, how the film made a statement about the objectification of women and what else the story of Karen Carpenter reveals about our culture during the 1970’s and 80’s.
Students will also learn about the cease and desist letter that Richard Carpenter sent to the film’s creator, Todd Haynes. Students will learn why Todd Haynes agreed to cease showing the film to avoid the time and expense of a copyright lawsuit. They will speculate as to why Richard Carpenter objected to the film.
After they receive their assignment—to create a portrait—students will also analyze numerous examples of portraits that convey messages beyond the likeness of the subject. They will be asked to explain how the messages are conveyed by the artists’ choice of subject, style, composition, use of color, selection of medium/media, etc.
Indicators
This will be evident from class discussion, when students articulate the messages communicated by the film Superstar: The Karen Carpenter Story and how filmmaker Todd Haynes used Karen Carpenter’s life story to speak out about taboo societal issues. Students will again demonstrate careful observation and consideration when they discuss portrait examples.
Standard Four—Understanding the Cultural Contribution of the Arts
Students will learn that artists use another “voice” to comment on issues in society. The film and numerous portrait examples will inspire students to use the portrait as a vehicle to speak out about issues that matter to them.
Indicators
First through contributions to class discussion, later through the selection of a subject for the portrait assignment, and finally through the portraits themselves, students will demonstrate an understanding of the fact that artists use visual media to speak out about important issues in society.
Standard One—Creating, Performing and Participating in the Arts
Students will create a portrait of a famous figure and use the portrait to convey a message about a societal issue that resonates with them.
Indicators
This will be evident when students select a subject and medium/media that communicate a message beyond a likeness of a famous figure. The successful portraits will use “tools” (effective use of appropriate media, deliberate use of art elements such as color and design principles) amassed over the course of the school year to help convey a relevant visual statement.
During a critique, students will explain why they chose their subjects, the messages they intended to convey, and how they employed their knowledge of “tools” available to visual artists to further their visual statements.
Motivation
The “hook” to draw students into this assignment will be a segment of the film Superstar: The Karen Carpenter Story. I will ask students what they think the filmmaker wanted to say through his choice of subject matter and use of symbols. I will ask if students think the film successfully conveyed a message(s) beyond the biography of Karen Carpenter.
Materials
This lesson will take place later in the school year and requires students to select media appropriate to their chosen subject. The following materials will be available: magazines and assorted papers for collage; glue; watercolors and watercolor paper; acrylic paints; pencils; erasers; sketch paper; matt board; and scissors. The lesson also requires a projector to show a PowerPoint presentation and Internet access with the ability to project.
Strategies
Lecture/presentations, giving students examples, use of media, class discussion, using higher level thinking skills, hands-on activity, and displaying and critiquing student work
Developmental Procedures
Activities:
Students will watch a segment of the film Superstar: The Karen Carpenter Story.
They will analyze the film.
Key Questions:
What messages does the film convey besides the biography of singer Karen Carpenter?
Have you heard the term ‘suspension of disbelief’? Can you explain it? Does Todd Haynes succeed in suspending your disbelief with this film? How?
Richard Carpenter sent a cease and desist letter to filmmaker Todd Haynes and the filmmaker agreed to cease public display of the film. Why do you think Richard Carpenter objected to Superstar?
Activities:
Students will see a PowerPoint selection of portraits of famous people. Each portrait communicates more than merely the likeness of the subject. Students will analyze and discuss the examples.
Key Questions:
What societal value or issue does this portrait address?
Is the subject him/herself relevant to our current culture? Why/How?
What art elements help to convey the message and how?
How might you depict the same subject differently and what message might you want to convey?
Activity:
I will distribute sketch paper and pencils; students will plan their portraits.
Key Questions:
What issue do you want to raise?
What famous figure might represent that issue?
How could you depict that person to make a larger statement?
What medium will best convey/bolster your message?
Think about composition: How can you use composition to make your message stronger?
Activities:
As the portraits progress, students will walk around the room and see the work of their peers. We will discuss successful aspects of the projects.
When the projects have been completed, we will critique each one. At that time, students will explain their choice of subject for the portrait and the issue or issues they wanted to address. Students will look at the work of their peers and articulate what statements they take from the portraits and how those messages were conveyed. Each student will explain his/her choice of medium/media.
Assessment
References, Resources and Further Interest:
http://movies.nytimes.com/movie/132168/Superstar-The-Karen-Carpenter-Story/overview
http://www.youtube.com/watch?v=B9XGUgOef28
http://www.cupblog.org/?p=5960
After watching a portion of the short film Superstar: The Karen Carpenter Story by filmmaker Todd Haynes, analyzing the film, and discussing its message, students will create a portrait of a famous individual. Students will view numerous and varied portraits that convey larger messages than likeness. Students will use the portrait as a vehicle to comment on a current issue in society.
Product— Students will make a simple sketch first and will be challenged to think about how they will select a medium/media and use art elements such as color to convey a message. Students will use the medium/media of their choice to create a two-dimensional portrait that makes a statement about a current issue in our society.
Key Concept—Students will demonstrate their understanding of how a portrait can represent the embodiment of an ideal, a struggle, a victory, or a shortcoming of our culture.
New York State Learning Standards for the Arts
Standard Three—Responding to and Analyzing Works of Art
Students will analyze and discuss Superstar: The Karen Carpenter Story. Discussion will address the use of Barbie dolls as symbols, how the film made a statement about the objectification of women and what else the story of Karen Carpenter reveals about our culture during the 1970’s and 80’s.
Students will also learn about the cease and desist letter that Richard Carpenter sent to the film’s creator, Todd Haynes. Students will learn why Todd Haynes agreed to cease showing the film to avoid the time and expense of a copyright lawsuit. They will speculate as to why Richard Carpenter objected to the film.
After they receive their assignment—to create a portrait—students will also analyze numerous examples of portraits that convey messages beyond the likeness of the subject. They will be asked to explain how the messages are conveyed by the artists’ choice of subject, style, composition, use of color, selection of medium/media, etc.
Indicators
This will be evident from class discussion, when students articulate the messages communicated by the film Superstar: The Karen Carpenter Story and how filmmaker Todd Haynes used Karen Carpenter’s life story to speak out about taboo societal issues. Students will again demonstrate careful observation and consideration when they discuss portrait examples.
Standard Four—Understanding the Cultural Contribution of the Arts
Students will learn that artists use another “voice” to comment on issues in society. The film and numerous portrait examples will inspire students to use the portrait as a vehicle to speak out about issues that matter to them.
Indicators
First through contributions to class discussion, later through the selection of a subject for the portrait assignment, and finally through the portraits themselves, students will demonstrate an understanding of the fact that artists use visual media to speak out about important issues in society.
Standard One—Creating, Performing and Participating in the Arts
Students will create a portrait of a famous figure and use the portrait to convey a message about a societal issue that resonates with them.
Indicators
This will be evident when students select a subject and medium/media that communicate a message beyond a likeness of a famous figure. The successful portraits will use “tools” (effective use of appropriate media, deliberate use of art elements such as color and design principles) amassed over the course of the school year to help convey a relevant visual statement.
During a critique, students will explain why they chose their subjects, the messages they intended to convey, and how they employed their knowledge of “tools” available to visual artists to further their visual statements.
Motivation
The “hook” to draw students into this assignment will be a segment of the film Superstar: The Karen Carpenter Story. I will ask students what they think the filmmaker wanted to say through his choice of subject matter and use of symbols. I will ask if students think the film successfully conveyed a message(s) beyond the biography of Karen Carpenter.
Materials
This lesson will take place later in the school year and requires students to select media appropriate to their chosen subject. The following materials will be available: magazines and assorted papers for collage; glue; watercolors and watercolor paper; acrylic paints; pencils; erasers; sketch paper; matt board; and scissors. The lesson also requires a projector to show a PowerPoint presentation and Internet access with the ability to project.
Strategies
Lecture/presentations, giving students examples, use of media, class discussion, using higher level thinking skills, hands-on activity, and displaying and critiquing student work
Developmental Procedures
Activities:
Students will watch a segment of the film Superstar: The Karen Carpenter Story.
They will analyze the film.
Key Questions:
What messages does the film convey besides the biography of singer Karen Carpenter?
Have you heard the term ‘suspension of disbelief’? Can you explain it? Does Todd Haynes succeed in suspending your disbelief with this film? How?
Richard Carpenter sent a cease and desist letter to filmmaker Todd Haynes and the filmmaker agreed to cease public display of the film. Why do you think Richard Carpenter objected to Superstar?
Activities:
Students will see a PowerPoint selection of portraits of famous people. Each portrait communicates more than merely the likeness of the subject. Students will analyze and discuss the examples.
Key Questions:
What societal value or issue does this portrait address?
Is the subject him/herself relevant to our current culture? Why/How?
What art elements help to convey the message and how?
How might you depict the same subject differently and what message might you want to convey?
Activity:
I will distribute sketch paper and pencils; students will plan their portraits.
Key Questions:
What issue do you want to raise?
What famous figure might represent that issue?
How could you depict that person to make a larger statement?
What medium will best convey/bolster your message?
Think about composition: How can you use composition to make your message stronger?
Activities:
As the portraits progress, students will walk around the room and see the work of their peers. We will discuss successful aspects of the projects.
When the projects have been completed, we will critique each one. At that time, students will explain their choice of subject for the portrait and the issue or issues they wanted to address. Students will look at the work of their peers and articulate what statements they take from the portraits and how those messages were conveyed. Each student will explain his/her choice of medium/media.
Assessment
- Students will choose a famous figure to depict. The figure should embody a value or concern of contemporary society.
- Students will select a medium or media for their portrait. The medium/media should advance the student’s message.
- Students will create a two-dimensional portrait of a famous figure.
- Students will use their choice of subject matter and media as well as visual elements and design principals to make a statement about an issue that matters to them.
References, Resources and Further Interest:
http://movies.nytimes.com/movie/132168/Superstar-The-Karen-Carpenter-Story/overview
http://www.youtube.com/watch?v=B9XGUgOef28
http://www.cupblog.org/?p=5960