Interpretation of Power        T    By Marisa Howell
Estimated time:50 minutesObjective:Students will beable to interpretthe different rolesof power throughdrawing a KeithHari...
Materials:• Materials colored markers, Papermarkers, Paper  Black and – Black and colored   Inspired Resources:• Inspired ...
PA Standards• 9.1.3.B: Recognize, know, use and demonstrate a  variety of appropriate arts elements and principles to  pro...
Keith Haring Keith Haring• From Reading, Pennsylvania• -Bornfor his public “subway” drawings  Known in Reading, PA -Known ...
Compare and Contrast
What is Power?    Power• Fear  -Fear• Control    -Control•   -Inclusion and Exclusion    Inclusion and Exclusion
Pre-Assessment      Pre-Assessment• Who can tell me about the fairytale, The  Three Little Pigs?    Who can tell me the   ...
Read Aloud• The True Story of the Three Little Pigs by Jon Scieszka
Guided   Questions• How does thisstory differ fromthe original story?• Who has thepower in eachstory?• How were thepigs ab...
Wolf Power
Evaluation• Informal – Ask Questions• Formal – Rubric• -2 points = Student used appropriate colors for  characters• -2 poi...
Extensions/Modifications Extensions/Modifications• The students could use crayons, oil pastels, soft pastels to  substitut...
Art Mini-lesson PowerPoint - Power, Haring, Three Little Pigs
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Art Mini-lesson PowerPoint - Power, Haring, Three Little Pigs

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This is a powerpoint of a mini-lesson I created using the big idea power with Keith Haring and The Three Little Pigs as my inspiration.

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Art Mini-lesson PowerPoint - Power, Haring, Three Little Pigs

  1. 1. Interpretation of Power T By Marisa Howell
  2. 2. Estimated time:50 minutesObjective:Students will beable to interpretthe different rolesof power throughdrawing a KeithHaring inspiredpicture of theirinterpretation ofpower.
  3. 3. Materials:• Materials colored markers, Papermarkers, Paper Black and – Black and colored Inspired Resources:• Inspired Resources – Keith Haring – Keith Haring – haringkids.com haringkids.com• Resources - The True Story of the Three Little Pigs Resources: by Jon Scieszka the Three Little Pigs by Jon The True Story of Scieszka• Vocabulary – “Subway” art. Keith Haring did of Vocabulary: “Subway” art. Keith Haring did most most of his art public places, mainly subways his art in in public places, mainly subways
  4. 4. PA Standards• 9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.• 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.• 9.1.3.F: Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).• 9.2.3.H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
  5. 5. Keith Haring Keith Haring• From Reading, Pennsylvania• -Bornfor his public “subway” drawings Known in Reading, PA -Known for his “subway” drawings
  6. 6. Compare and Contrast
  7. 7. What is Power? Power• Fear -Fear• Control -Control• -Inclusion and Exclusion Inclusion and Exclusion
  8. 8. Pre-Assessment Pre-Assessment• Who can tell me about the fairytale, The Three Little Pigs? Who can tell me the fairytale, The Three Little Pigs?
  9. 9. Read Aloud• The True Story of the Three Little Pigs by Jon Scieszka
  10. 10. Guided Questions• How does thisstory differ fromthe original story?• Who has thepower in eachstory?• How were thepigs abusing theirpower in thesecond story?
  11. 11. Wolf Power
  12. 12. Evaluation• Informal – Ask Questions• Formal – Rubric• -2 points = Student used appropriate colors for characters• -2 points = used outlined drawings• -1 point = Student used only one appropriate color• -0 points = Student did not use any appropriate colors• -0 points = Student did not use outline drawings
  13. 13. Extensions/Modifications Extensions/Modifications• The students could use crayons, oil pastels, soft pastels to substitute for using markers. The students could use crayons, oil pastels, soft pastels to substitute for using markers.

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