This username and password
combination was not found.

Please try again.

okay

view a plan

 Rate this Plan:

Do Something about… School Violence Art Curricula Unit Day 9: Conflict Resolution – Keith Haring Figures Part II

Subjects:

Art, Social Studies  

Grades:

9, 10, 11, 12  

Title – Do Something about…
School Violence Art Curricula Unit
Day 9: Conflict Resolution – Keith Haring Figures Part II
By – Do Something, Inc. / www.dosomething.org
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 ninth 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
(See lesson below.)

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

More student resources for this cause are at:
www.dosomething.org/causes/school_violence

For more Service-Learning Curricula check out:
www.dosomething.org/oldpeople

 

Day 9: Conflict Resolution – Keith Haring Figures Part II

Goal:
Students work together to create a mural modeling cooperation and conflict resolution

Process:

  1. Show the students pictures of Keith Haring’s paintings. Go to: http://www.haringkids.com for appropriate images from his work. Click on ‘books‘ and then look at the page entitled ‘teamwork.’ Discuss the poses of the figures and what they seem to be doing. How do the figures look like a machine? What parts of the figures have been changed to resemble machines? Are the figures connected? Do the figures fit together in some ways? What do the lines outside of the figures represent? What do the symbols on some of the figures mean? How could the figures be further changed and linked to fit together more? To seem more machine like?
  2. Tell the students that they are going to make a “Keith Haring” machine of people working together. Talk about Keith Haring’s figures. What do they look like? Do they have individualized features or characteristics? Why not? How does he create these figures and how realistic are they?
  3. Ask the students to sketch figures in Keith Haring’s simple linear style. Ask them to sketch them in different poses.
  4. Bring out the drawings of machine parts from the last period. How can the students change the figures to incorporate some of these elements? Can arms and legs become levers? Can hands, feet or heads become gears or wheels? What about the holes in Haring’s figures?
  5. Have them do several drawings of figures with these elements.

E-Mail Do Something, Inc.!

Print Friendly