(Hand Out)
Keith Haring Mural
Project
Working
together is sometimes the best way to get a job done. Everybody has
different abilities and interests. People working as a team sometimes resemble
a big machine and each person is like a different part of the machine.
Team Name: __________________________
Team Members: _________________________ __________________________
_________________________ __________________________
_________________________ __________________________
Team Leader: ___________________________
On this sheet of paper write down your ideas that answer the question,
ÒWhat it means to be a student at Wayland Union Middle
School?Ó
As a group discuss all your ideas and write them down on a separate sheet of paper.
Inside
this box draw a mural design for the walls of your school. Your murals message
should be about ÒWhat it means to be a student at this schoolÓ
Detail that
could be included: school mascot, school colors, students, teachers, school
subjects, and school activities, ECT.
DonÕt forget
to name your mural and sign your work!
Title: How to
Create A Mural
Author: Alicia
St.Germain Adapted from Brian Yanish Art Teacher
Grade Level:
Middle School/7th
Objective:
á
To expose children to the life and work of Keith Haring.
á
To work as a team to complete a project from planning to final
piece.
á
To express themselves individually within the context of a larger
piece.
á
To learn and witness firsthand the effect a mural can make on its
surroundings.
Resources
www.Haringkids.com
Classroom library/magazines
Materials
á
Butcher block paper*
á
Large roll of black paper
á
White chalk (color optional)
á
Tempera paints assorted colors*
á
Different size brushes
á
Pencils
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Permanent Markers
á
Transparency paper
á
Sketch paper
Procedure
CLASS 1
- Think Big!
A. What are Murals? (Mural: A painting, usually large, made
directly on a wall.)
Introduce Keith Haring through
posters, handouts, and slideshows. Ask students to describe what they are
looking at in each example of KeithÕs artwork. Explain what a mural is. What
effect do murals have on their surroundings? What symbols do they use? What is
important to you?
Explain how the class will work: We will work together to come up
with a mural idea, paint it, and install it. Be sure to tell students they will
be responsible for grading themselves and their group.
B. Have Students get into groups, and fill out-group worksheet.
C. Drawing Exercise: Musical drawing
Roll out a big sheet of black paper
for each group. Have kids pick a section to draw on with white chalk, thinking
about large images and filling the paper. Play music. When the music stops they
must move to a new section of the paper and begin again until the sheet is
full. (Similar to HaringÕs experience drawing on black paper in NY subways, he
needed to draw quickly in order to avoid subway security.)
CLASS 2
- The Power of Pictures
Prep:
Hang pictures from last class, put out books and magazines.
B. Choosing a message
ÒWhat does it mean to be a student at
Wayland Union Middle School?Ó How can we use symbols or pictures to say
something? Have students fill out handouts and brainstorm by themselves, then
get into groups and share ideas.
C. Make a list of ideas on the back of team sign up sheet.
D. Free Draw with Music
Using Books/Magazines as inspiration.
Have students work individually to sketch out a design for a mural on their
hand out sheet.
CLASS 3
– Drawn together
For this
class, have groups combine elements from each of the group memberÕs murals to
create a cohesive idea for the final mural. Have group memberÕs trace over
their final sketch using the transparency paper. Extra time should also be
spent to transfer the sketch to the wall or boards for this class. (If the
students are older they can help sketch onto the final surface using an
overhead projector or the grid method. If the students are younger this should
be completed prior to class.)
B.
Painting Practice
Have
students draw whatever they like on paper with pencils and practice using paint
and different size brushes to "paint" the drawings. They can also
decide which colors to use for their "piece" of the mural.
C. Once
comfortable working with paint and brushes they can begin painting on the mural
surface.
CLASS 4
- Paint On!
A.
Warm-up
B. We
will spend the class painting the mural using our sketches as a guide. Those
who finish their section can help others or begin to paint the background.
CLASS 5
- The Final Touches
A.
Warm-up
B.
Finish painting details and outline sections with black.
C.
Schedule unveiling of mural for friends and family.
D.
Everyone gets to sign the mural.
E.
Closing Game/Reflection on the class/Ask Questions
Questions
What
effects can murals have on their environment and the people who see them?
How does
the mural make you feel when you look at the mural?
How did
working together as a group instead of by yourself make you feel?
What can
you "say" with art and murals?
Where
else do you find symbols that have a message to tell you?
Do you
think words or pictures are stronger?
Extensions
Free
Arts' web site
Dreitzer
House
325 East
115th Street
New
York, NY 10029
Brian Yanish's web
site (917) 492-1160
Things to
think about:
1.) What colors are you using? As a group Pick 4 colors to be repeated
throughout the painting. (Not including black)
1)
2)
3)
4)
2.) Make sure everything has a thick black outline similar
to Keith HaringÕs paintings!
3.)Has everyone contributing to the Mural? Write down what you
have done so far.
4.) When you have answered the above questions hand in this
sheet to the 4th hour pile.