Youth Art Month Banner Contest

Learning Targets

I can...

• Create a Youth Art Month Banner using graphic design techniques learned in class
• Use balance (bilateral, quadrilateral, radial, symmetrical), dimensions (small, medium, large), and photographic form (thumbnail, rough draft, digital image) inspired by American Company (1961-Present) The Art & Creative Materials Institute
• Use graphic design skills (textual content, collaged images, simple logo) and design principles (balance, composition, contrast) based on Multimedia Art
• Define Banner (a long strop of cloth bearing a slogan or design hung in a public place)

Lesson One
Day One, Art Start

1. Youth Art Month Banner Winner (2019-2020) Texas

2. Youth Art Month Banner Winner (2018-2019) New York

3. Discussion Questions "What makes art education valuable? What opportunities are available for individuals of all ages to participate in creative art learning? How do communities, businesses, and governments support art education? What are the goals of the National Art Education Association? How can we support art at the local, regional, and national level? How does art develop citizens of a global society? How is art committed to students, community, organizations, and individuals everywhere? What is the difference between a flag and a banner? What is the purpose of a flag or a banner? How do you display artwork on a banner?"

Lesson Activities

1. Choose 8.5" X 11" Drawing Paper

2. Use Letter Stencils to write theme (art theme, youth art month, school year) for banner design

3. Add images relating to art theme (Take A Journey Through Art, Unleash Your Creative Side, Art Connects Us) for the preliminary sketches (thumbnails, collage, outline) of the banner design 

Day Two, Art Start

1. Retrieve Youth Art Month Banner Design for Assigned Table

2. Youth Art Month Banner Winner (2018-2019) New Jersey

3. Discussion Questions "What design inspiration can you bring into your own banner? How can you, as a graphic designer, create and original banner design that represents the identity of artists in our state? How do designers and artists arrange elements to draw (grab) viewer's attention? What makes something look artistic and another not? Have you ever created a banner? If so, what was your favorite thing to include? What was something new you learned about this year? What would you consider a good flag? What does "Take A Journey Through Art, Unleash Your Creative Side, Art Connects Us" mean to you?"

Lesson Activities

1. Use graphic design techniques (textual content, collaged images, simple logo) to map out composition of banner designs

2. Use balance (bilateral, quadrilateral, radial, symmetrical) and dimensions (small, medium, large) to move digital images within the banner designs

3. Use neutral colors (black, white, grey) to add contrast to the positive space (reflective light) and negative space (casting shadow) of the Youth Art Month Banner Design

Day Three, Art Start

1. Retrieve Youth Art Month Banner Design for Assigned Table

2. Set Up Studio Area (scrapbooking paper, glue sticks, art objects)

Lesson Activities

1. Use drawing techniques (blending, contrast, shading) to add complimentary colors (blue orange, purple yellow, green red) to the background of the banner design

2. Add value (highlights, shadows) to collage images (art theme, youth art month, school year) of banner design 

3. Add design details (border, typography, scenery) to the background of the banner designs 

Artist Examples

Student Examples

Creative Yearbook Covers 

Learning Targets 

I can...

• Create a Creative Yearbook Cover using graphic design techniques learned in class
• Use balance (bilateral, quadrilateral, radial, symmetrical), dimensions (small, medium, large), and photographic form (thumbnail, rough draft, digital image) inspired by American Photographer (1834-1884) George K. Warren
• Use graphic design skills (textual content, collaged images, simple logo) and design principles (balance, composition, contrast) based on Multimedia Art 
• Define Yearbook (collection of events, pictures, or photographs of memories that occurred within a year)

Lesson One
Day One, Art Start

1. Profiles of Parts of the Class Graduated at Yale College (1806) George K. Warren

Lesson Activities

• Initials & Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Creative Yearbook Cover for Assigned Table
2. The Evergreen Yearbook (1845) Greenfield High School

Lesson Activities

1. Use graphic design techniques (textual content, collaged images, simple logo) to map out composition of yearbook cover
2. Use balance (bilateral, quadrilateral, radial, symmetrical) and dimensions (small, medium, large) to move digital images within the yearbook cover
3. Use neutral colors (black, white, grey) to add contrast to the positive space (reflective light) and negative space (casting shadows) of Creative Yearbook Covers

Day Three, Art Start

1. Retrieve Creative Yearbook Cover for Assigned Table
2. Set Up Studio Area (scrapbooking paper, glue sticks, school mascot)

Lesson Activities

1. Use drawing techniques (blending, contrast, shading) to add complimentary colors (purple yellow) to background of yearbook cover
2. Add value (highlights, shadows) to collages images (school theme, simple logo, school mascot) of yearbook cover
3. Add design details (border, typography, scenery) to background of yearbook cover

Artist Examples

Student Examples

Contemporary Portraits

Learning Targets

I can...

• Create a Contemporary Portrait using multimedia techniques learned in class 
• Use line types (horizontal, vertical, diagonal), color variation (complimentary, monochromatic, analogous), and space (positive, negative) inspired by Mexican American Artist (1964-Present) Maya Christina Gonzales 
• Use multimedia techniques (layering, cropping, transferring) and design principles (composition, movement, placement) based on Mexican American Art
• Define Portrait (a picture depicting the face, head, and shoulder)

Lesson One

Day One, Art Start 

1. Mother And Daughter Embrace (2009) Maya Christina Gonzales
2. "Just Like Me: Shorties & Self Portraits by Fourteen Artist" by Harriet Rohmer
3. Discussion Questions "When an artist makes a picture it is called a portrait. When the artist makes a picture of himself or herself, it is called a self portrait. How would you describe your looks to someone else? What would you like to learn about when making a face? If you made a portrait, do you think you would do better, worse, or the same a second time?"

Lesson Activities

1. Choose One 9" by 12" White Paper
2. Trace head template lightly with pencil in center of the paper
3. Outline & Trace portrait parts (head, neck, shoulder) with Sharpie Marker

Day Two, Art Start

1. Retrieve Contemporary Portrait for Assigned Table
2. Read Aloud The Colors of Us by Karen Katx
3. Famous Artist Quote "We do that more personal work inside so that as our voice comes out into the world it has greater strength and power to it and more authenticity which is not often taught or embraced in our culture, and so, how to become free in an unfree world in a sense and how that frees our voice"

Lesson Activities

1. Add facial features (hair, nose, eyebrows, ears) to portrait
2. Add decorations (barrettes, hair ties, beads for earrings, jewelry) to portrait
3. Use black marker to outline facial features and decorations for Contemporary Portraits

Day Three, Art Start

1. Retrieve Contemporary Portrait for Assigned Table
2. Set Up Studio Area (black sharpies, pencils, erasers)

Lesson Activities

1. Use complimentary colors (yellow, purple; blue, orange) to fill in the positive space
2. Use analogous colors (green, orange, violet) to fill in negative space
3. Add shadows (cast shadow, core shadows) and highlights (reflective light, light sources) to Contemporary Portraits 

Artist Examples

Student Examples