4th grade...Jasper Johns

Re-thinking Symbols

Purpose and Process

Jasper Johns's, Flag

Scholastic Art Magazine

Close to the end of last school year (spring, sometime), I worked with my 4th grade students on a lesson to be published in Scholastic Art Magazine.  The focus for this issue was Jasper Johns and 'Working with Symbols", on new stands today!  

I wanted to take this opportunity to challenge my students' perceptions and ideas on the various interpretations of classic, often popular, imagery, by creating a dialogue,  re-think symbols and alter a familiar symbol's connotation.

The Stop sign.

Our discussion began with an introduction and overview to the art and life of Jasper Johns.  In researching, anything and everything about Jasper Johns, what really caught my attention was how great the impact of "Flag" was in society.  We see this encaustic, big representation of the United States flag and think nothing of it.  As art teachers, we may think, "Great, let's make Jasper Johns flags for Memorial Day."  But this was not the sentiments in 1955 when the work was created (and perhaps this is something we miss about teaching art).  

Alfred Barr, critic and curator, of the Museum of Modern Art wanted to purchase "Flag" but worried that it might be seen as unpatriotic by his board, so he arranged for someone else to buy it and later donate it to the museum.

I questioned why someone would go to such lengths to avoid scrutiny.  This notion led the class discussion on altering the viewer's perceptions of symbols.

One, amazing, moment was when a debate ensued among my students, defending the work to be art....and insulting.

As we moved forward, our focus steered towards another common, universal image...the STOP sign.
I chose the stop sign to stimulate my students' individualized ideas and use Johns' work as inspiration, not mimic what he did. 

 Our goal was to use the hexagon and S T O P, as the platform for creating an art work that makes you look twice, exploring with layers and stenciling.  At first glance, "Flag" looks like a flag.  On closer examination, "Flag" has embedded images, making the viewer to a closer look and re-think its representation and what the artwork is communicating.

Take a closer look....
http://www.moma.org/collection/object.php?object_id=78805
http://en.wikipedia.org/wiki/Jasper_Johns
Google Slide Presenation/Lesson Plan
Scholastic ART Magazine: Jasper Johns Issue

Thanks to Scholastic ART Magazine for publishing this lesson and for the great resources and teacher materials they have created to support arts education!

xoxo, SMocK you.

The Symolic Colors of the Maasai.....3rd graders in Kenya

We took a short detour after our ridged trip to Antarctica and while waiting for the suitcases to arrive, and explored the life, culture and art of the Maasai tribe in Kenya on the continent of Africa. 

 

The focus of this travel experience was to learn and understand the different ways people from different parts of the world live, communicate and express themselves.  We started with an exciting discussion about the life and culture of the Maasai peoples of Kenya, along with a little bit of independent note taking.  Throughout our travel adventures, I have been guiding their note taking in their 'passports' by writing the information on the board. 

On this adventure, each student listened and wrote the information independently.  It was really awesome to see the students feel comfortable with this activity.  The main reason independent note taking was successfull is because of the consistent routine of our travel experiences. 



Maasai Warrior with Shield



The students used familiar techniques, knowledge and materials to create their own unique, self reflective shield or necklace.



http://www.maasai-association.org/maasai.html

Materials:

brown construction paper

white tagboard

pencils

erasers
scissors

black sharpies

paint (basic colors, plus white and black)

brushes


What to do:

After the introduction, discussion and answering a gazillion questions, students choose to create either a shield or a necklace. 

To Make a SHIELD: 

1. fold a piece of brown construction paper lengthwise

2. draw a half oval-ish shape, starting from the fold and ended at the fold to create a symetrical shape

3. cut it out
4. draw a symetrical design
5. trace with black sharpie

To Make a NECKLACE:       
1. trace a paper plate
2. draw a larger circle around the plate
3. cut it out, creating a slit to cut out the 'inside' circle
4. draw a pattern all the way around the necklace
5. trace with black sharpie
              

 

To PAINT both SHIELD and NECKLACE:

6. students use 4 colors from the Symbolism Chart and paint the shield and necklace

7. students use express why they chose the specific colors using the prompt:

I am _(color)_____________because___(description of characteristic)______________.

 

"I am red because I am brave. I will stand up for anyone who is getting bullied" 

written by a 3rd grade warrior

 

Students' curiosities and inquisitions were really amazing for this quick lesson.  From the differences of their houses to their daily lives, to the "jumping dance", students began to understand and appreciate the world outside of the art room.

Please refer to this link for the resources used in the lesson: 
African Art, History and just a bit of Mystery

Also, check out the links for more resources and help students 'see' the world!

http://www.youtube.com/watch?v=AidkPPF49xc 

(for video)

http://askenya.org/pdf/bmg-symbolism.pdf

(symbolic chart sheet)

http://www.maasai-association.org/maasai.html

http://www.kenya-information-guide.com/maasai-tribe.html

See you back in the

SMocKroom

xoxo, SMocK you.