In the 1960’s Peter Max began creating art that reflected the culture of his time. His energetic style was new and imaginative and viewers were captured by his vivid use of color. He loved comic book art and astronomy, but he was also concerned about the future of our world. He produced delightful art that focused on many concerns for our Planet Earth. Do you think “Astrological Astroplane” was inspired by the first time we saw the saw the Earth photographed from outer space? Do some of his designs remind you of looking through a kaleidoscope? The word kaleidoscope comes from the ancient Greek language. It means looking through an instrument to see beautiful things. Look at pages 3 and 9 of the following website: http://www.scholastic.ca/education/magazines/promo_issues/art_promo.pdf

Goal (Terminal Objective):

Students will create artistic messages about personal concerns for the future of our world. The designs will result from an understanding of the art of Peter Max designs.

Objective:

Students will learn about the life of Peter Max and his imaginative art. They will discuss the artist’s concern for the world. Viewing his posters with vivid colors will inspire students to create art messages about personal concerns affecting their lives (ecology, endangered species, education, human rights, animal rights, etc.). They will draw and color images/symbols that focus on these issues.

National Standards:

Visual Arts Grades 5­-8 Content Standard 1: Understanding and applying media, techniques, and processes

Visual Arts Grades 5­-8 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Visual Arts Grades 5­-8 Content Standard 4: Understanding the visual art in relation to history and culture

Visual Arts Grades 5­-8 Content Standard 5: : Reflecting upon and assessing the characteristics and merits of their work and the work of others

Visual Arts Grades 5­-8 Content Standard 6: Making connections between visual arts and other disciplines (Social Studies Cross Curriculum Connection)

Purpose:

Students will learn about the art of Peter Max and his concern for the future of our world. They will create art that focuses on their own personal environmental concerns. Students will send messages of concern through their art, using text, images, symbols, and vivid colors.

New Vocabulary:

Peter Max, kaleidoscope, illustration, complementary colors

Materials:

Paint thinner, paper, examples of prints

#22­7252 120 ct. ­coloredpencils (56 different colors)

#22-15933 ct. Assorted Bold Chisel Tip Permanent Markers

#22­14038g box washablegluesticks

#22-1527 Classic Broad Tip Best-Buy Assortment Markers

#22-1506 Metallic Medium Point Peggable Carton Markers

#22-7292 144 ct. Construction Paper Pencil class pak

#23-5027 60 sheet Sketch Pad

#22-7244 144 ct. Graphite Pencils

#23-4098 500 ct. Construction Paper Pack

#36-1012 36 ct. Pink Eraser Best Buy Pack

Time:

3 lessons (45 minutes each)

Introduction and Motivation Set:

Teacher introduces students to the art of Peter Max and how it reflects the culture of his time. His life and his concerns for the world are discussed. The introduction includes a
discussion about his art work, “Astrological Astroplane.” Do you think it was inspired by outer space travel? How does the artist create the feeling of looking through a kaleidoscope? Students view several Peter Max posters. When were they produced?
What was the climate of our country during the 1960’s? Students work in small groups to list their own concerns for the world today. Teacher reviews elements of design with students and gives them sketch paper. Students are given time to begin drawing images and symbols that will be used in their final artworks. The final compositions may include text if appropriate.

Instruction:

Lesson 1:

Teacher and class discuss ways to compose drawings, combining imagery and symbols into art messages. Teacher demonstrates the effect of outlining with white colored pencil and adding expressive lines around the images. Teacher demonstrates using white colored pencil to shade in selected areas of the images. Students transfer their sketches onto drawing paper.

Lesson 2:

Teacher reviews the elements of design. Teacher demonstrates blending colored pencils over the white lines from the previous lesson. Students look at Peter Max posters again. Does the artist use line and color in imaginative ways? Students color their drawings with Sargent Art colored pencils. Teacher demonstrates embellishing with liquid metal markers and students continue working on theirdesigns.

Lesson 3:

Teacher demonstrates pasting drawings onto larger pieces of construction paper and continuing the designs into them. This creates a border/frame that enhances the original composition. Additional images may be drawn on separate pieces of construction paper, colored, cut out and pasted into the final composition. Students are given time to complete their drawings.

Activities:

(1) Guided Practice:

1. Students learn about the energetic art style of Peter Max. They learn about his concern for the future of our world. Students watch teacher’s step­by­step demonstrations and discuss teacherexemplars.
2. Students discuss their personal concerns for the world and transfer these ideas into visualimagery.

(2) Independent Practice and Check for Understanding:

1. Teacher circulates through the room during student work time, answering questions and offering support asneeded.
2. Teacher notes students’ understanding of directions and reviews with the class ifnecessary.

(3) Closure:

1. Students exhibit their completed drawings. They take turns explaining the importance of the issues they haveillustrated.
2. Students discuss the importance of respect forindividuality.

Evaluation:
Teacher and students create a rubric during Lesson 1. Artworks are evaluated on the following criteria: composition, originality, clarity of message, and craftsmanship. Composition = 4­0 points (The student arranged images and optional text into a balanced composition. The composition continues effectively into the border.)
Originality = 4­0 points (The student used positive and negative space, color, and optional text creatively.)
Message = 4­0 points (The artwork clearly states a visual message of a world concern.) Craftsmanship = 4­0 points (The student worked carefully and neatly with selected tools.)

Notes and Tips:

1. Outlining with permanent black marker works well on light color papers. White or silver colored pencils outline well on dark colorpapers.
2. Colored pencils areerasable.
3. Images from the sketch drawing may be cut out and traced onto the finaldrawing.

Extension:

Students may use the internet to research further information about the 1060’s. They can gather facts and write a story about music, fashion, politics, movies, etc. of the decade.

Resources:

http://www.petermax.com/
http://www.petermax.com/bio/bio.html
http://en.wikipedia.org/wiki/Peter_Max
http://www.rogallery.com/max_peter/max
http://www.linesandcolors.com/category/color/
http://en.wikipedia.org/wiki/Kaleidoscope
http://images.search.yahoo.com/search/images