Symbolic Silhouettes

February 9, 2022

Lesson Level

Lesson Category

Lesson Content

Five 65-minute classes

Through this project, students explore various religions of the world and create silhouette art.

Students will learn about the history of silhouettes and view silhouette work of contemporary artist, Kara Walker. Students research their chosen religion and determine important symbols and imagery to incorporate into their artwork. Students draw and cut out silhouettes on black paper, then arrange and glue their silhouettes to a large sheet of white paper.

Objectives:

Students will research their chose religion
Students will identify important symbols and imagery
Students will demonstrate knowledge of symbols in the form of silhouettes
Students will design an artwork using at least three different silhouettes with the goal of communicating the major ideas/themes of their religion.
Students will write a three-to-four sentence statement about their artwork.

Basic Lesson Outline:

Introduce the project and share slideshow.
Discuss symbols and share history of silhouettes
Students begin researching their religion and identifying which items they will incorporate into their design
Discuss composition tips as well as safety tips for cutting.
Students cut their silhouette pieces.
Students attach silhouette pieces to their white paper to create the overall design.
Students display their work and artist statement, give feedback and discuss.

Art Supplies:

pencils and erasers and sharpeners
black paper
white paper
glue sticks
envelopes to hold silhouette pieces between classes

Other Resources:

Slideshow to introduce project, related artwork and concepts
Brainstorming worksheet

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.2.la: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.lla: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA:Cr2.3.llla: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

World History Goal:

Students will research the fundamental inspirations of ancient civilizations, many of which revolved around religious and spiritual beliefs, in order to understand why we are here now.

World History Objective(s):

I can understand how specific religious and spiritual beliefs influenced the specific culture that I have chosen for my art
I can use my art and my artist statement to reflect my knowledge of how religion and spiritual practices were inspiring to the civilizations on which my project focused.

Academic Language:

Subject area language: religion, beliefs, culture, ancient civilizations, practices
Art language: symbol, silhouette, composition, shape, line, outline, contour line
How students will use the vocabulary: Students will use the words when creating their silhouettes, when writing about their work in their artist statement, and when discussing their projects.

Vocabulary:

Students will use the words when creating their silhouettes, when writing about their work in their artist statement, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Introduce the project through the slide show

Introduce symbols, history of silhouettes and show artist work.
Engage students by encouraging them to critically think and ask:
o What message do I want to communicate?
o What kinds of symbols are common or important?
o What are the major themes and practices of the religion?
Discuss project goals and expectations.
Students choose religion then research and brainstorm to begin planning design.

Day 2 – Artmaking

Students finalize their design plan
Students begin cutting their silhouette pieces

Day 3 – Artmaking

Students continue cutting their silhouette shapes and begin assembling.

Day 4 – Artmaking

Students finish their silhouette design.
If time allows, they will begin working on their artist statement.

Day 5 – Presentations

Students will finalize artist statement paragraph.
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Slide Show Outline:

Discussion of silhouettes
Discussion of symbols
Religion in Art — examples across the list of religions
Project goal and education goals
History of the Silhouette — what it is and visual examples/art
Contemporary silhouette art — Kara Walker
Project Goal and Planning — idea/message, symbols, research
Composition tips
Cutting safety tips
Project check in
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What religion does your silhouette represent?
What symbols did you include and why/what do they mean?
Select another religion (Christianity, Judaism, Islam, Buddhism, Egyptian, Incan/Mayan/Aztec, Hinduism, or spirituality of native peoples) and compare it with your chosen religion:
o How are the two religions different and how are they similar? (Ex: do they pray to more than one god? Do they build temples? Do they include the human form in their art?)
o What else did you notice?

PDF of LESSON

DOC of Lessson

9th Grade

Symbolic Silhouettes

Symbolic Silhouettes

Through this project, students explore various religions of the world and create silhouette art.

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Presentations

0 comments

Leave a Comment