Content Focus: music, visual arts, movement, social studies

Language Focus: listening

Vocabulary Focus: Pop Art, Social Activism, Movement, Music, Hip-Hop

Standards:

• Social Studies Standards:
  • SS.BH1.a.4: Describe how a person’s understanding, perceptions, and behaviors are affected by relationships and environments
  • BH1.b.4: Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity
• Art Standards:
  • A.A.Cn.6.i: Explain how art and design are used to communicate ideas, beliefs, and values of groups and individuals
  • A.A.Cn.4.i: Describe and demonstrate relationships between art and design, and their learning in other disciplines
  • A.A.R.6.i: Describe details, subject matter, and the context of an artwork, Experiment with studio skills, techniques, materials, tolls and elements and principles of art and design through practice
• Music Standards:
  • MG4.Cn.5.i: Compare the historical and cultural aspects of music with other disciplines
  • MG3.R.6.i: Express musical ideas through verbal, movement, written, or artistic means

 

Arts Integration: Students will create original pop artwork inspired by Keith Haring and music/movement. They will then have a dance party using the different moves created in their artwork.

Lesson Objectives: Students will…

• Learn about Keith Haring’s life and artwork
• Explore the connections between music and Keith Haring’s art
• Create original artwork inspired by movement and Keith Haring’s artwork
• Have a class dance party with movement inspired by their original artwork

 

Activities: 

• Learn about Keith Haring and his artwork: https://tinyurl.com/KeithHaringMoves
• Explore the connection between music and Keith Haring’s art
• Look at examples of artwork that show dancing/connections to music and movement
• Discuss his use of lines and body angles to show movement in his artwork
• Create original artwork inspired by movement and Keith Haring’s artwork
• Consider the types of colors he used in his artwork
• Incorporate the use of lines and shapes to show movement
• Recreate the different shapes of the students’ original artwork during a dance party
  • Use some kind of school-appropriate hip-hop for the background music since that
    was the music that inspired Keith Haring the most
  • Encourage students to think creatively, just go for it, and have fun!

 

Engagement/Introduction:Read a book about Keith Haring (“Keith Haring: The Boy Who Just Kept Drawing” by Kay A. Haring or “Drawing on Walls” by Matthew Burgess”) and explore his life and artwork.

Assessment Procedure: Have students present their original artwork and explain how they used artistic elements to show movement.

Materials: paper, drawing utensils, speaker

Modifications: ELL students who just came to the USA will draw the Safety lab rules and write and read one word or two words short phrases.

Supporting Documents: Lesson Plan, Slideshow

Contact: Schuyler Pietz (spietz@pointschools.net)