For the past couple of weeks I have been developing lesson plans for an arts and culture grant to provide money for a local non-profit organization's art program. One of the lessons I'm particularly eager to put into practice in the future focuses on artist Fathi Hassan. Hassan is well-known for his work with calligraphy and symbols. I found the images above to be really powerful, and began developing a graphic design project for K-8 students.
Art Production: Create a graphic design of their footprint featuring personal descriptive words or symbols in the style of Fathi Hassan
Art History: Compare and contrast Hassan's artwork with American graphic designs utilizing text.
Art Criticism: Identify how Hassan uses size, space, and contrast to create his artwork.
Aesthetics: Determine whether graphic design should be valued as fine art or not.
8.5”x11” Scratch-Art Sheets
The teacher will introduce students to images and video clips of Fathi Hassan’s artwork. Students will be asked to describe the artwork, and analyze potential meanings. The teacher will ask students to describe how Hassan used calligraphy to fill the positive space.
Guided Practice: Students will:
1. Trace their shoeprint onto the scratch-art paper lightly with a pencil
2. Write personal descriptive words or draw symbols within the interior of their shoeprint
3. Be encouraged to change the style and size of their text and symbols to create an interesting composition
4. Photograph their shoe next to the design as Hassan did with The Light Man’s Historical Footstep (1985)
How is graphic artwork different than traditional drawing or painting?
Is the scratch-art sheet the artwork? Or is it the photograph? Could it be both?
What if this project were done using a computer?
How does technology affect what we consider to be art?
Mr. DeWilde's Blog
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