Power Poses
University students, local youth and older adults created power poses using digital drawing apps during a feasibility study for the Digital Intergenerational (DIG) Art club.
Lesson Plans
DIG Lesson Plan with the Big Idea Identity
Continuous Contour Line Drawing
Grade Level
High School +
Time Frame 1-2 days
Goal of Lesson
How can an Ipad drawing app be used to depict identity through a continuous contour line drawing?
Objectives:
Use ipad to take a self portrait (selfie)
Upload selfie to photo gallery
Use Sketchbook Express Ipad app to create layers for drawing.
Trace contour of facial features using a single continuous line
Become familiar with artist, Tad Lauritzen Wright
Write an artist statement
Post drawing to an e-portfolio
Discuss peer work electronically
Resources & Materials for Teacher
Ipad, Sketchbook Express, work of Tad Lauritzen Wright, You tube tutorial videos.
Instructional Sequence/Teaching Procedure
Day 1-2
Introduction (__10__min.)
Become familiar with ipad manipulation.
Instructional Activities (10 min.) Perceptual or studio activity; instruction/demonstration
See ITunes U for instructions. Take selfie with Ipad. Upload into Sketchbook Express.
Guided and Independent Practice (10 min)
Use finger or stylus to outline facial features using one continuous line. Post drawing to e-portfolio. Write artist statement.
Closure (__10_ min.)
Comment on peers work.
Interdisciplinary Connections
English language arts
National Art Standards
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #6. Convey meaning through the presentation of artistic work. - See more at: http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#performing
Evaluation
Formative
Compare and self reflect in-progress work to others
Summative
Compare and self reflect completed work to others
Continuous Contour Line Drawing
Grade Level
High School +
Time Frame 1-2 days
Goal of Lesson
How can an Ipad drawing app be used to depict identity through a continuous contour line drawing?
Objectives:
Use ipad to take a self portrait (selfie)
Upload selfie to photo gallery
Use Sketchbook Express Ipad app to create layers for drawing.
Trace contour of facial features using a single continuous line
Become familiar with artist, Tad Lauritzen Wright
Write an artist statement
Post drawing to an e-portfolio
Discuss peer work electronically
Resources & Materials for Teacher
Ipad, Sketchbook Express, work of Tad Lauritzen Wright, You tube tutorial videos.
Instructional Sequence/Teaching Procedure
Day 1-2
Introduction (__10__min.)
Become familiar with ipad manipulation.
Instructional Activities (10 min.) Perceptual or studio activity; instruction/demonstration
See ITunes U for instructions. Take selfie with Ipad. Upload into Sketchbook Express.
Guided and Independent Practice (10 min)
Use finger or stylus to outline facial features using one continuous line. Post drawing to e-portfolio. Write artist statement.
Closure (__10_ min.)
Comment on peers work.
Interdisciplinary Connections
English language arts
National Art Standards
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #6. Convey meaning through the presentation of artistic work. - See more at: http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#performing
Evaluation
Formative
Compare and self reflect in-progress work to others
Summative
Compare and self reflect completed work to others
DIG Lesson Plan with the Big Idea Power
Power Poses after Kehinde Wiley
Grade Level
High School +
Time Frame 3 days
Goal of Lesson
How can Ipad drawing apps be used to depict self in a power pose similar to the style of Kehinde Wiley’s portraits
Objectives (After the lesson the students will be able to _______)
Use ipad to take a self portrait (selfie)
Upload images to photo gallery
Use Sketchbook Express Ipad app to create layers for drawing.
Use Amaziograph app to create a tessellated background that relates to the big idea of power
Use Superimpose app to create transparent backgrounds preparing photos for layering
Become familiar with the following artworks: Rosie the Riveter, Kehinde Wiley’s Portrait of Andries Stilte II, Napolean crossing the alps, Washington crossing the Delaware or other power poses.
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Ipad, Amaziograph, superimpose
http://www.seattleartmuseum.org/wiley http://www.artnet.com/artists/kehinde-wiley/biography
https://vimeo.com/80189596 tutorial for Amaziograph
https://vimeo.com/85257776 tutorial for Superimpose
Instructional Sequence/Teaching Procedure
Day 1-Tessellation
Day 2-Powerpose/selfie; Superimpose
Day 3- Sketchbook Express to import 3 layers to create empowered self
Introduction (__10__min.)
Show examples of Wiley’s power poses. Inform students will be using layering of Sketchbook Express to create self in a power pose with tessellated background.
Instructional Activities Perceptual or studio activity; instruction/demonstration
Step 1: Create a tessellated background using Amaziograph.
Day 2: Step 2. Choose favorite artwork that depict’s a power pose. (May Google a picture and save to clipboard on ipad by holding finger on picture) or choose an existing picture from Camera roll. It will save to camera roll. Step 3. Impersonate facial portion of the pose. Take a selfie.
Step 4. Use Superimpose to add transparent backgrounds to power pose and selfie.
Step 5. Import 3 layers into Sketchbook Express. Bottom layer is tessellation, Second layer is power pose. Third layer is artist’s head coming out of the power pose. such as Andries Stilte II.
Guided and Independent Practice Work on individual components until pleased with result
Closure (__10_ min.)
Comment on peers work.
Interdisciplinary Connections
English language arts
National Art Standards
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #6. Convey meaning through the presentation of artistic work. - See more at: http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#performing
Evaluation
Formative
Compare and self reflect in-progress work to others
Summative
Compare and self reflect completed work to others
Power Poses after Kehinde Wiley
Grade Level
High School +
Time Frame 3 days
Goal of Lesson
How can Ipad drawing apps be used to depict self in a power pose similar to the style of Kehinde Wiley’s portraits
Objectives (After the lesson the students will be able to _______)
Use ipad to take a self portrait (selfie)
Upload images to photo gallery
Use Sketchbook Express Ipad app to create layers for drawing.
Use Amaziograph app to create a tessellated background that relates to the big idea of power
Use Superimpose app to create transparent backgrounds preparing photos for layering
Become familiar with the following artworks: Rosie the Riveter, Kehinde Wiley’s Portrait of Andries Stilte II, Napolean crossing the alps, Washington crossing the Delaware or other power poses.
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Ipad, Amaziograph, superimpose
http://www.seattleartmuseum.org/wiley http://www.artnet.com/artists/kehinde-wiley/biography
https://vimeo.com/80189596 tutorial for Amaziograph
https://vimeo.com/85257776 tutorial for Superimpose
Instructional Sequence/Teaching Procedure
Day 1-Tessellation
Day 2-Powerpose/selfie; Superimpose
Day 3- Sketchbook Express to import 3 layers to create empowered self
Introduction (__10__min.)
Show examples of Wiley’s power poses. Inform students will be using layering of Sketchbook Express to create self in a power pose with tessellated background.
Instructional Activities Perceptual or studio activity; instruction/demonstration
Step 1: Create a tessellated background using Amaziograph.
Day 2: Step 2. Choose favorite artwork that depict’s a power pose. (May Google a picture and save to clipboard on ipad by holding finger on picture) or choose an existing picture from Camera roll. It will save to camera roll. Step 3. Impersonate facial portion of the pose. Take a selfie.
Step 4. Use Superimpose to add transparent backgrounds to power pose and selfie.
Step 5. Import 3 layers into Sketchbook Express. Bottom layer is tessellation, Second layer is power pose. Third layer is artist’s head coming out of the power pose. such as Andries Stilte II.
Guided and Independent Practice Work on individual components until pleased with result
Closure (__10_ min.)
Comment on peers work.
Interdisciplinary Connections
English language arts
National Art Standards
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #6. Convey meaning through the presentation of artistic work. - See more at: http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#performing
Evaluation
Formative
Compare and self reflect in-progress work to others
Summative
Compare and self reflect completed work to others