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Students create artwork based on their knowledge of line, shape, color, words and emotion


Art, Social Studies  


9, 10, 11, 12  

Title – Do Something about…
School Violence Art Curricula Unit
Day 15: Final Project
By – Do Something, Inc. /
Primary Subject – Art
Secondary Subjects – Social Studies
Grade Level – 9-12

Do Something about…
School Violence
Art Curricula
15-Day Unit

The following lesson is the fifteenth 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
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
(See lesson below.)
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 15: Final Project


    Students will create artwork (paintings or collages, etc) based on their knowledge of line, shape, color, words and emotion.


  1. Put out the students’ exercises addressing line, shape, color, and words.
  2. Have them review their work.
  3. How can they best use this knowledge to create a piece of art that expresses how they feel about safety in school? Which of the exercises did they find the most interesting? What elements do they want to include from them? Do they want to make a collage, a painting, or something else entirely? Do they want to include words? What types of images will they use? Will it be abstract shapes or realistic imagery?
  4. What will be their subject matter? Have them write how they feel about this issue after all the discussions and exercises they have done. What is most important to them? What do they want to say about it?
  5. Have them write a list of the elements they want to incorporate in their final project. What materials will they use to convey their ideas?
  6. Have the students answer some of these questions in their sketchbooks or on a piece of paper. Have them make a sketch of what they want to make.
  7. Assist the students in creating their final project. Encourage the students to branch out and think outside the box to create something not yet discussed in class.

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