Takashi+Murakami-+And+then+and+then+and+then+and+then

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 * AND THEN AND THEN AND THEN AND THEN - Takashi Murakami**======




 * Artwork Identification**

Title: And then and then and then and then

Date: 1996
Period: Country of Origin: Cultural/Ethnic Affiliation:

Current Location and Manner of Display:
Provenance:

Takashi Murakami was born in 1963, in Tokyo Japan. He received his BFA, MFA and PhD from the National University of Fine Arts and Music. He began his art career as a traditionalist and he worked on a doctorate in Nihonga. Nihonga is a mix of Western and Eastern painting styles dating to the late 19th century. However, after witnessing the rise of anime and manga in Japan during the 1980s, he grew disillusioned with Nihonga, claiming that it was irrelevant to daily Japanese life. He has said he wanted to create something that would leave a lasting impression. He has since had solo shows at Marianne Boesky Gallery in New York, 2003, the Fondation Cartier pour l’art Contemporain in Paris, 2002, the Museum of Contemporary Art in Tokyo, 2001, and the Museum of Fine Arts in Boston, 2001. Takashi is also a curator and an entrepreneur. In the beginning of the 1990s, the Japanese art scene was experiencing major changes. Which may have been in response to or influenced by Tokyo’s economic boom in the late 1980s. Modern art was starting to focus on young people in their mid 20s. Artistic production started to be largely based on daily events and the environments that were being experienced by this younger generation. With this shift in attitude came the idea that anyone was free to enjoy art. Ordinary events had become meaningful. Takashi was riding the wave of this movement, it held for him exactly what he hoped to accomplish. He believes that art should be accessible to everyone, and his art is greatly influenced by Japan’s daily events. To make art available to everyone, [|Takashi’s art hits all price points]. One of his paintings recently sold for 1.5 million dollars, and he has also collaborated with [|Louis Vuitton]to create a limited edition handbag that sells for $5,000.00, and is one of their best selling designs. But he also creating little figurines and candy wrappers that run for three dollars apiece. Takashi wants his work to celebrate commerce. His work pulls imagery from consumer culture to produce visually stimulating and original work.
 * Introduction**

His work //And then and then and then and then//, is a painting done on canvas with synthetic polymer paints. It’s measured at 280x 300x 7.5 cm. It was made in 1994, and has been purchased by the Queensland Art Gallery Foundation of South Brisbane, Australia. in 1996.
 * Descriptive Analysis**

//And then and then and then and then// is a painting of Takashi’s character Mr. DOB. Mr. DOB is a hybrid cartoon which is partially based on a stylistic figure of Takashi himself, and partially based on cartoons which have longevity to Takashi, such as Mickey Mouse or Sonic the Hedgehog. The concept behind Mr. DOB stemmed from his own misinterpretations of Western Modernist Art. His big-eyed look imitates the Japanese popular cartoons that are seen as cute, sexy and kitsch. However, the high-coloration and psychedelic overtones, along with his ear-to-ear grin give him a menacing quality. Roberta Smith wrote in the [|New York Times] that Takashi’s work “give the Japanese culture of cuteness a rude jolt.”  (//And then.... Original Blue//)
 * Formal Analysis/ Contextual Analysis** ;

Mr. DOB’s name is an abbreviation of the word “why,” and it is meant to reflect Takashi Murakami’s critical attitude towards the emptiness of consumer society. The color palette in the original is all blues and grays, which is referencing minimalism’s simple and flat perspective. The flatness also references traditional Japanese painting and links his work to the two-dimensional characters of contemporary media.  (//And then....Black//)

Takashi wants to link Western styles, contemporary media and the subculture of “Otaku.” Otaku is the subculture in Japan where computer geeks withdraw from reality through their obsession through fantasy comics. The subculture evokes a darker side of Japan, it reflects a desire to escape from the realities of Japan’s social pressures. Mr. DOB is meant to represent that negative aspect of Japan’s society. He is outwardly appealing, but he lacks meaning. And he has little understanding of life’s greater issues. Takashi has created different versions of //And then//....The pieces differentiate by the use of colors and by adding new elements. Many of the prints are [|for sale]. And then.... most recently could be viewed at the [|MOCA] in Los Angeles, California.

**__Bibliography__** **Written Sources** Kimura, Yoichi. “Kyozon.” //Kyozon//: December 2, 2001 to February 3, 2002.

Munroe, Alexander. //Japanese Art after 1945: Scream Against the Sky//. New York: Harry N. Abrams, Incorporated, 1994.

**Internet Sources** Howe, Jeff. “The Two Faces of Takashi Murakami.” //WIRED Magazine//: 11th November, 2003, [|www.wired.com].

Kaikai Kiki Co., Ltd. [|http://english.kaikaikiki.co.jp].

MOCA, The Museum of Contemporary Art, Los Angeles. http://moca.org/murakami.

Queensland Art Gallery, Gallery of Modern Art. 2007. [|www.qag.qld.gov.au].

<span class="wiki_link_ext">Smith, Roberta. “Art in Review: Takashi Murakami.” New York Times: 5th February, 1999, [|http://query.nytimes.com].

<span class="wiki_link_ext">Takashi Murakami.com. [|www.takashimurakami.com].

Title: And Then: Hybrid

Grade Level: 9th Grade

Time: 1 – 1 ½ weeks

This lesson meets the following [|National Standards for Arts Education]: VA.9-12.1 Understanding and applying media, techniques, and processes (1 & 2, Advanced 1) VA.9-12.2 Using knowledge of structures and functions (1 & 3) VA.9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas (1, Advanced 2) VA.9-12.4 Understanding the visual arts in relation to history and cultures (1, 2, & 3, Advanced 2) VA.9-12.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (3) VA.9-12.6 Making connections between visual arts and other disciplines (2)

This lesson meets the following [|National Educational Technology Standards] 1. Creativity and Innovation (a) 2. Communication and Collaboration (a & b) 3. Research and Information Fluency (a, b, c& d) 4. Critical Thinking, Problem Solving, and Decision Making (a, b & c) 5. Digital Citizenship (a, b, c & d) 6. Technology Operations and Concepts (a, b & c)

Significant Key Concepts Fusion: The influences of modern art and Japan’s daily life are fused and manifestd in the art of Takashi Murakami.

Teaching and Learning Activities: Activity I: The instructor will project //And then and then and then and then// by Takashi Murakami and ask students to identity the character and speculate who created the character, how, and why. Takashi Murakami used a mixture of Sonic the Hedgehog and Mickey Mouse.

Activity II: The students will be creating their own cartoon character.They will begin by thinking of their favorite American cartoon character. The students will be searching for images of their cartoon character on the Internet or in publications. After finding an image they’d like to use, have them print it out. Next, the students will search a character from a different culture on the Internet or in publications. After finding an image they’d like to use, have them print it out. For the second character, the student can choose to use themselves as the character. The students can work together to take digital images of each other. These will be imported onto a computer in the classroom (or computer lab) and printed off, black and white, about the same size as the cartoon character. Next, the students should think of ways they can create a hybrid of the two. In what ways can you combine attributes of the two characters to create a new character? There are many different ways that the students can go about this.

Then they will draw sketches of their ideas. What are the attributes chosen from each character? Why? The students also need to come up with a name of their new character and a narrative setting for the character. The final drawing/painting will be on an 8 ½” x 11” piece of white paper. The students will draw out their final idea with pencil, and then outline it in black permanent marker once they are satisfied with it. They should only include the contour lines and outlines.

Lastly, the students will use tempera paint to paint each space of the hybrid character. The students should paint it in a way that makes sense to their character. After it is completed, the students will either scan it in the computer or take a picture of it and upload it onto the class’ PBWiki. The students will be assigned to write approximately a one paragraph explanation and description of their character and include it with the image. Each student will also be assigned to comment on at least five of his or her peers work on PBWiki.

Activity III: Takashi Murakami started making art as a traditionalist, but quickly became interested in modern art. He liked the idea that anyone was free to enjoy art and that art should be accessible to anyone. As stated in this Wiki, Murakami’s art is greatly influenced by Japan’s daily life.

The students will research a contemporary artist from Japan and will type up a short research report. They will include a picture of the artist and an example of their artwork. They will discuss what influences these artists. Why does the artist make the art that they make? The students should also focus on and discuss one of the following questions (or something else they find significant). Does the artist use events from daily life in their work? Does the artist remind you of anything you’ve seen in modern American art? The students should spend one class period on the research. The students should feel free to research more outside of class for homework. The next class period will be devoted to writing up their short research report and adding it to PBWiki.

The students will add their papers to the class’ PBWiki. In the next week, the students will be assigned to read over each other’s post and comment on at least five of them. In the posts, the students must incorporate similarities and differences with specific artworks including influences, history, aesthetics, etc. They should also include any other comments they feel necessary. After this, the students will have a general understanding about modern art in Japan and can compare their new knowledge with what they learned about Takashi Murakami.

Assessment Criteria:

Activity II:


 * || Points Received || Possible Points ||
 * First Cartoon Character: used outlines and contour lines and used most of the paper ||  || 5 ||
 * Second Cartoon Character ||  || 5 ||
 * Combines parts of each to create a hybrid ||  || 15 ||
 * Painting quality ||  || 15 ||
 * Name and narrative setting of hybrid character ||  || 5 ||
 * PBWiki posting ||  || 3 ||
 * 5 Comments on PBWiki <span style="font-family: Arial,Helvetica,sans-serif;">(insightful and free of errors) ||  || 5 ||
 * Total Points ||  || 55 ||

Activity III:

<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">** Title: ** Takashi Murakami, Andy Warhol, and Pop Culture
 * || Points Received || Possible Points ||
 * Chose a Japanese contemporary artist ||  || 2 ||
 * Included a picture ||  || 1 ||
 * Included example of artwork ||  || 1 ||
 * Included brief description of history of artist ||  || 3 ||
 * Discussed what the artist's influences are ||  || 5 ||
 * Discussed one other aspect of the artist’s work ||  || 5 ||
 * Added paper (including artist photo and art example) to PBWiki ||  || 3 ||
 * Commented on five posts on PBWiki <span style="font-family: Arial,Helvetica,sans-serif;">(insightful and free of errors) ||  || 5 ||
 * Total Points ||  || 25 ||

<span style="font-family: Arial,Helvetica,sans-serif;">** Grade Level: ** Grade 10-12

<span style="font-family: Arial,Helvetica,sans-serif;">** Time: ** Two Class Periods, 50 minutes each

<span style="font-family: Arial,Helvetica,sans-serif;">** Standards: ** This lesson meets the following National Standards for Arts Education: VA.10-12.1 Understanding and applying media, techniques, and processes (Proficient: b). VA. 10-12 3 Choosing and evaluating a range of subject matter, symbols, and ideas (Proficient: a). VA.10-12.4 Understanding the visual arts in relation to history and cultures (Proficient b). VA.10-12.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (Proficient b&c).

This lesson meets the following National Education Technology Standards for students: Creativity and Innovation (a & b ) 2. Communication and Collaboration (d). 4. Critical Thinking, Problem Solving, and Decision Making (b). 5. Digital Citizenship (b).

Popular culture: Artifacts of popular culture are all around us. Pop Culture influences aspects of our identity. One’s view of pop culture will affect his/her artistic choices to expressive the view.
 * Significant Key Concepts:**

1.Students will be asked to spend a couple minutes thinking and doing a quick-write in their journal about specific television shows, movies, or cartoons they have watched. Have these shows/movies/cartoons influenced them in some way? How? Please give specific examples and explain. They will briefly sketch, from memory, two that they have felt a connection to. These sketches will be shared within small groups. 2. Students will then view Takashi Murakami’s work, //And then and then and then and then//, 1994. They will be asked:
 * Teaching and Learning Activities:**

What do you see? What is this about? What makes you say that? What does this remind you of? Is it something that you are familiar with? What visual impact does it have on you? How do the aspects/elements of the artwork contribute to the visual impact? Subject, color, shapes, texture …?

3. Next students will view the video of Murakami’s latest work. [|http://www.moca.org/murakami/#]. They will be asked: What similarities can you see between all of Murakami’s work? How does he view the popular cultures in Japan? How is his view of Japanese pop culture manifested in his work like his choices of subject, style, production technique and process?

4. Students will view Andy Warhol’s artworks. They will be asked: - What similarities do you see between Warhol and Murakami? - How does he view the popular cultures in America? - How is his view of American pop culture manifested in his work like his choices of subject, style, production technique and process?

5. Students will then ask themselves: What is my view of American pop culture? What artistic choices would I make to convey my view of American pop culture? Students will use //Google images// search to find the character(s) that they can use to convey their view of American pop culture. These images will be printed and used as references.

6. Using these images students will plan out, in pencil, a small composition, using the shapes found in the Pop Culture character. Alterations to the character can be made to highlight a mood or message regarding the relationship between the artist and American pop culture.

//__YouTube__// __Post:__ At home, students will be required to watch one of the videos posted by the MOCA Los Angles on Takashi Murakami. They will be required to write a ½ a page long, single-spaced, comment to post on //YouTube.// (See project handout)

- Positive influence to the classroom environment as a whole. || 20 || - Comments are thoughtful. - Effort is clearly shown. - Post is free of errors. || 20 || - Piece is complete. - Visually interesting composition. || 40 ||
 * Assessment Criteria**: <
 * **Activity or Homework:** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">** Aspects of Assessment: ** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">** Points Possible: ** ||
 * Participation and Attitude || - Adds thoughtful comments to discussions and completes sketches.
 * <span style="font-family: Arial,Helvetica,sans-serif;">// YouTube // Post || - Post is ½ a page long.
 * Self-Portrait Project || - Project uses elements of a Pop Culture character and the student.

<span style="font-family: Arial,Helvetica,sans-serif;">**Additional Sources:**

<span style="font-family: Arial,Helvetica,sans-serif;">MOCA’s YouTube Channel <span style="font-family: Arial,Helvetica,sans-serif;">http://www.youtube.com/watch?v=guTNTgeCM5k&feature=related

<span style="font-family: Arial,Helvetica,sans-serif;">**Takashi Murakami: Pop Culture Painting** <span style="font-family: Arial,Helvetica,sans-serif;">**Project Overview** <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced 2-D Design**

<span style="font-family: Arial,Helvetica,sans-serif;">This project is primarily based upon the artwork of Japanese artist Takashi Murakami. His work, //And then and then and then and then,// is a painting of Takashi’s character Mr. DOB who is a hybrid cartoon which is partially based on a stylistic figure of Takashi himself, and partially based on cartoons which impacted Takashi, such as Mickey Mouse or Sonic the Hedgehog. Although the paintings are similar to that of Japanese cartoons, the high-coloration and psychedelic overtones, along with his ear-to-ear grin give him a menacing quality.

<span style="font-family: Arial,Helvetica,sans-serif;">You are being asked to use Murakami as an influence and creating a painting which includes a stylized version of yourself and one or two characters of your choice. You may alter the characters and yourself in order to create an over all mood or tone to your hybrid character.

<span style="font-family: Arial,Helvetica,sans-serif;">1. Create a small line drawing of your hybrid character. Focus on interesting shapes and create an effective composition.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Using acrylic paint, create either four small paintings, or one large painting of you character.

<span style="font-family: Arial,Helvetica,sans-serif;">//YouTube// Post:

<span style="font-family: Arial,Helvetica,sans-serif;">At home, go to the provided link to view a MOCA Los Angles video posting of Murakami. Leave a comment on the video you watched. Your comment should be word processed and be ½ a page long, single-spaced. You should provide a detailed description and reaction to the video and artwork.

<span style="font-family: Arial,Helvetica,sans-serif;">http://www.youtube.com/watch?v=guTNTgeCM5k&feature=related

<span style="font-family: Arial,Helvetica,sans-serif;">Consider the following questions:

<span style="font-family: Arial,Helvetica,sans-serif;">-How does Murakami view his work? <span style="font-family: Arial,Helvetica,sans-serif;">-What ideas fuel his work? <span style="font-family: Arial,Helvetica,sans-serif;">-How does the Japanese culture impact Murakami’s work?

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**LESSON PLAN (NIU Format)** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Lesson Title:** //Contrasting Cultures: A presentation on Western and Japanese Anime and Manga// <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Grade Level:** Grade 6 <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**L****esson Link:** Brief history of Japanese Manga/Anime, Takashi Murakami's work, Japanese culture, Western Anime/Manga, Disney and Animoto.com

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**State Goals:** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">//25.A.3e Visual Arts:// Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">//25.B.3 Visual Arts:// Compare and contrast the elements and principles in two or more art works that share similar themes. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">//26.B.3d Visual Arts:// Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">//27.B.3 Visual Arts:// Know and describe how artists and their works shape culture and increase understanding of societies, past and present.

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Objectives:** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">1) Given a brief introduction, students will be able to contrast Western Manga, Anime, and Disney styles with Japanese Manga, Anime and Takashi Murakami's work. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">2) Given an introduction on how to use Web 2.0’s Animoto, students will demonstrate how to create a successful photo slide show using images, video, and music. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">3) Using Western and Japanese Anime and Manga, students will prepare a photo slide show of the contrasting works using at least eight images.

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Assessment Criteria:** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">1) The student showed an understanding of Japanese culture, Anime and Manga, Takashi Murakami's work, Western Anime and Manga, and Disney styles through Web 2.0. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">2) The student demonstrated his/her knowledge of Animoto by creating a successful photo slide show using images, video, and music. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">3) The student effectively contrased Western and Japanese Anime and Manga to create a slide show of at least eight images. <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">4) The student successfully wrote an artist statement relating to their video piece.

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Teaching Resources Needed to Support the Lesson:** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">Computer, projector, PowerPoint, internet connection, Animoto knowledge.

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Art Materials Necessary for the Lesson:** <span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">Computer, internet connection, Images of Japanese & Western manga will be needed for students to make the slide show

<span style="color: #333333; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; line-height: normal;">**Teacher and Student Activities**

1. Introduce Japanese style Anime and Manga PowerPoint. Teacher talks about the history of Japanese Anime, Manga, and their culture.
 * **Teacher Activities** || **Student Activities** ||
 * **Introduction (8 mins)**

2. Introduce Takashi Murakami's work and how he used Anime, Manga, and Western style art such as Disney. Show contrasting images of Japanese Anime/Manga and Western Anime/Manga.

3. Have students log onto computers and go to Animoto website. //Demo:// Show example video. Demonstrate how to upload and rearrange images, video, and music.

1. Ask questions to provide brainstorming: What are some indicators that show a cartoon as being Japanese and Western? When choosing music, what do you think would be better? Fast-paced, slow-paced, something with lyrics, why? Is it better to show all Japanese, and then all Western imagery or to shuffle the images? Why?
 * Development (22 mins)**

2. Assist students as they work. Ask and answer questions and offer suggestions.

3. When students finished their work, reminder them to write out their artist statement, print it, and turn it in to the teacher.

4. Assist student as they make their own video illustrating a visual culture they take interest in.

1. Have students upload their video to class website via url.
 * Conclusion (30 mins)**

2. Presentations

3. Teacher and student discuss positives and negatives about each piece. Students provide discussion on what they enjoyed about the project, and what they would change. Students are able to effectively communicate differences between Western and Japanese Anime and Manga. || Watch, listen, and participate when appropriate.

1. Participate in discussions.

2. Work on project.

3. When finished, write artist statements.

4. Make their own video illustrating a visual culture they take interest in.

1. Student's upload video to class website.

2. Students present their slide shows to the class.

3. Participate in discussion of differences between Western and Japanese Anime and Manga Student's discuss Takashi Murakami's relevancy to this lesson. ||


 * Critical Comments and Reflections**
 * (Problems, successes, and what to think about for the next lesson)**

Animoto is free and relatively easy to use, but does not allow for much interaction in special effects. If I were to teach this in a classroom, I would use movie maker instead and spread the lesson out to two or three days allowing students to research the two cultures further, provide more indepth and creative films, and more time for an effective critique.

<span style="font-family: Arial,sans-serif; font-size: 14pt; margin: 0in 0in 6pt;">ArtE 343/543 Fall, 2010 <span style="font-family: Arial,sans-serif; font-size: 14pt; margin: 0in 0in 6pt;">ASSURE Model Instructional Plan <span style="font-family: Arial,sans-serif; font-size: 14pt; margin: 0in 0in 6pt;">Title: Using Google Image Swirl <span style="font-family: Arial,sans-serif; font-size: 14pt; margin: 0in 0in 6pt;">Name: Matt Cwynar and Jo Ellen Johnson
 * **__<span style="font-family: 'Arial','sans-serif';">A __****<span style="font-family: Arial,sans-serif;">nalyze Learners ** ||
 * <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">There are 13 students in this course. Students are proficient in Microsoft Word, Internet searching, Photoshop, and many other technologies yet are still expanding on these new technology tools throughout the semester. Students are motivated and eager to learn. Age range is 20s-50s. ||
 * **__<span style="font-family: 'Arial','sans-serif';">S __****<span style="font-family: Arial,sans-serif;">tate Objectives ** ||
 * <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Given a presentation on Google image swirl students will expertly demonstrate how to search images by using this tool.

<span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Given a presentation on Takashi Murakami students will demonstrate their knowledge of him by finding one image and one fact about him using Google image swirl. || <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Handout- facts on google image swirl ||
 * **__<span style="font-family: 'Arial','sans-serif';">S __****<span style="font-family: Arial,sans-serif;">elect Media, Materials, and Methods ** ||
 * <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Computer or laptop with internet
 * **__<span style="font-family: 'Arial','sans-serif';">U __****<span style="font-family: Arial,sans-serif;">tilize Media, Materials, and Methods ** ||
 * <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Students will use computer or laptop and handout to research the artist and explore google image swirl. ||
 * **__<span style="font-family: 'Arial','sans-serif';">R __****<span style="font-family: Arial,sans-serif;">equire Learner Participation ** ||
 * <span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">Students will research the artist Takashi Murakami and by using google image swirl will find one image that they like and one interesting fact about him. ||
 * **__<span style="font-family: 'Arial','sans-serif';">E __****<span style="font-family: Arial,sans-serif;">valuate & Revise ** ||
 * <span style="border-collapse: separate; font-family: Arial,sans-serif; line-height: 19px;">During the presentation I spoke clear and loudly. While doing the lesson, the class understood the concept of using Google image swirl. What I could have done differently would be to give the class another guide sheet that had more in depth instructions to find an artist, to better the students in knowing how to fully operate Google swirl images and to know all of its functions within. ||

<span style="font-family: Arial,sans-serif;">COMMENTS FROM GREG PADGETT AND HAILEY KRUGER

<span style="font-family: Arial,sans-serif;">Overall this lesson went very well, it was very exciting and intriguing. Also it was a very practical lesson plan. Instead of only giving us one artist to look at through Google Image Swirl. It would have been beneficial to use this site as a tool, instead of just showing us, give us more hands on time to work with Google Image Swirl. I know time was a constraint, but it still could have been accomplished.

<span style="font-family: Arial,sans-serif;"> <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">ArtE 343/543 Fall, 2010 ASSURE Model Instructional Plan Title: Using Google Image Swirl Name: Matt Cwynar and Jo Ellen Johnson <span style="font-family: 'Times','serif'; font-size: 10pt;">
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">nalyze Learners **<span style="font-family: 'Times','serif'; font-size: 10pt;">   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">There are 13 students in this course. Students are proficient in Microsoft Word, Internet searching, Photoshop, and many other technologies yet are still expanding on these new technology tools throughout the semester. Students are motivated and eager to learn. Age range is 20s-50s. <span style="font-family: 'Times','serif'; font-size: 10pt;"> ||
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">S __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">tate Objectives **<span style="font-family: 'Times','serif'; font-size: 10pt;">   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Given a presentation on Google image swirl students will expertly demonstrate how to search images by using this tool.

Given a presentation on Takashi Murakami as an example students’ will demonstrate their knowledge of Google Image Swirl by looking up an artist and giving one interesting fact about him to the class. <span style="font-family: 'Times','serif'; font-size: 10pt;"> || Handout- facts on Google image swirl <span style="font-family: 'Times','serif'; font-size: 10pt;"> ||
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">S __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">elect Media, Materials, and Methods **<span style="font-family: 'Times','serif'; font-size: 10pt;">  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Computer or laptop with internet
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">U __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">tilize Media, Materials, and Methods **<span style="font-family: 'Times','serif'; font-size: 10pt;">  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will use computer or laptop and handout to research the artist and explore Google image swirl. <span style="font-family: 'Times','serif'; font-size: 10pt;"> ||
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">R __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">equire Learner Participation **<span style="font-family: 'Times','serif'; font-size: 10pt;">  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will research an artist of their choice and by using Google image swirl will find one image that they like and one interesting fact about him or her. <span style="font-family: 'Times','serif'; font-size: 10pt;"> ||
 * ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">E __ **** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">valuate & Revise **<span style="font-family: 'Times','serif'; font-size: 10pt;">  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">During the presentation I spoke clear and loudly. While doing the lesson, the class understood the concept of using Google image swirl. What I could have done differently would be to give the class another guide sheet that had more in depth instructions to find an artist, to better the students in knowing how to fully operate Google swirl images and to know all of its functions within. <span style="font-family: 'Times','serif'; font-size: 10pt;"> ||

<span style="font-family: Arial,sans-serif;">These are the changes that we made on our lesson plan. Upon comments we saw that our objective was rather closed and decided to make it a more open ended objective by allowing for students to choose what artist they wanted to look up using google image swirl. Our lesson plan reflects the changes that we have made.