Have A ______ Day

Minnesota 9-12 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.

  • 1b. Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation of, presentation of, or response to visual artworks.

  • 1c. Analyze how the characteristics of Western and non-Western styles, movements, and genres in art contribute to the creation of, presentation of, or response to artworks.

  • 1d. Apply understanding of the health and safety issues related to creating in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Analyze how visual artworks influence and are influenced by personal, social, cultural or historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Synthesize and express an individual view of the meaning and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create a single, complex artwork or multiple artworks to express ideas.

  • 4b. Revise artworks based on artistic intent and using multiple sources of critique and feedback.

  • 4c. Justify an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Present, exhibit, publish or demonstrate collections of artworks for different audiences and occasions.

  • 5b.Revise presentation based on artistic intent and using multiple sources of critique and feedback.

  • 5c. Justify artistic intent, including how audience and occasion influence presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the traditions of the art form.

  • 6b. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.

    • Additional Tie-ins

  • Depicting/drawing emotions
  • Humor
  • Hand Lettering Skills
  • Color/ink/shade
    • Apple is looking for new emoji's to include in their Messages app.

    First, a short lesson in hand-lettering is done. Students measure out guidelines for lettering including a center (dotted) line similar to what they had to practice on in elementary school. Letters are demonstrated and fonts are talked about. Serif vs Sans-Serif, Upper vs Lower Case, thick and thin lines, etc.

    Next students grid out the large paper so that there are 12 spaces for 12 emoji faces.

    This is an exercise in creativity. The title is:

    "Have a ________ Day"

    Students are to make "smiley" faces that reflect different "days" a person could have: Have a nice day, have a crazy day, etc. A quick cartooning lesson can also be done before students start in on the project. The difficult thing about this project is coming up with 20 expressive smiley face ideas that aren't current emoji symbols.

    Clicking the images will bring up a larger version in a new window.

    Evaluation:
    2 points -- Neat lettering of titles and headline
    2 points -- Humorous and creative
    3 points -- Descriptive/expressive smiley faces
    3 point -- Nicely shaded and colored (Line Weight too)