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Keith Haring Figures Part IV
Art, Social Studies
9, 10, 11, 12
Title – Do Something about…
School Violence Art Curricula Unit
Day 11: Conflict Resolution – Keith Haring Figures Part IV
By – Do Something, Inc.
Primary Subject – Art
Secondary Subjects – Social Studies
Grade Level – 9-12
Do Something about…
The following lesson is the eleventh lesson of a 15-day
School Violence Art Curricula Unit from Do Something, Inc.
Other lessons in this unit are as follows:
| Day 1: Shape and Feeling
Students explore the use of abstract shapes and the feelings they evoke
| Day 2: The Emotional Aspects Of Color
The students learn about the emotional and physiological affects of color
| Day 3: Jackson Pollack – Lines Convey Emotion
Jackson Pollack – Students explore the use of line to convey emotion
| Day 4: Goya and Picasso – Shapes And Composition
Goya and Picasso – The students w explore two paintings and their use of shapes
| Day 5: Power Of Language
Students will explore the power of words in art
| Day 6: Tree Of Decisions
Students explore different choices and outcomes and use the branching pattern
| Day 7: Conversations And Arguments With Lines
Students learn to use visual language to have a conversation
| Day 8: Keith Haring Figures Part I – Conflict Resolution
Students work together to create a mural modeling cooperation and conflict resolution
|Day 9: Keith Haring Figures Part II|
|Day 10: Keith Haring Figures Part III|
| Day 11: Keith Haring Figures Part IV
(See lesson below.)
| Day 12: Safe Carriers Part I
Students use modern packaging materials to create a safe place
|Day 13: Safe Carriers Part II|
|Day 14: Safe Carriers Part III|
| Day 15: Final Project
Students create artwork based on their knowledge of line, shape, color, words and emotion
More student resources for this cause are at:
For more Service-Learning Curricula check out:
Day 11: Conflict Resolution –
Keith Haring Figures Part IV
- Students work together to create a mural modeling cooperation and conflict resolution
- Give the students scissors and have them cut out their figures.
- Have the students put their figures up on a huge wall in school using push pins.
- Remind them: everyone’s figure must be included and attached to at least two other figures. They must practice a culture of kindness with no negative or demeaning comments. Everyone’s opinion must be respected. Ask them to move the figures around until everyone is satisfied, but give them a deadline to the task of several minutes before the period ends. Remind them periodically of the time remaining.
- Photograph the process and the final result.
- Ask the students to think about how they worked together. Did several people take charge and lead the decision making process? Did some people not participate as much? Why not? How did they resolve differences of opinion? Was it hard to practice kindness? Did you have to remind them of this policy? What does it mean to work together? How did their “machine” function? Was it well-oiled or in need of “greasing?”
- If the technology is available, you could photograph the mural in many different stages, or have the kids change it several times and use a simple computer program to animate it. Alternatively, you could print the photos and make a simple “flip book” from the different arrangements.
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