Summary
After watching an ICAP video with a tattoo artist, students explore the history of tattooing and weigh in on the debate: “Are tattoos art?” Following this, students learn about the history of temporary tattoos, and they design their own temporary tattoos and print them. Finally, students do a Gallery Walk offering positive critiques on others' works and voting for their favorite design for fun.
Essential Question(s)
Are tattoos an art medium?
Snapshot
Engage
Students watch an ICAP interview with a tattoo artist, learn how college art classes trained them, and then discuss the Point of Most Significance.
Explore
Students use the Jigsaw strategy to collectively read an article on the debate surrounding tattoos as art and form Agreement Circles on where they fall on the debate.
Explain
Students explore the history of temporary tattoos, their original uses and the technology behind them.
Extend
Students design their own temporary tattoos and print them on functional temporary tattoo paper.
Evaluate
Students conduct a Gallery Walk where they examine the work of their peers and leave sticky notes of positive critique.
Materials
Lesson Slides (attached)
Tattoos as Art handout (attached)
History of Temporary Tattoos handout (attached)
Note Catcher (attached)
Flash Design handout (attached)
3 packages of Temporary Tattoo Paper
Color printer
Digital art software like Sketchbook
Chromebooks or other internet connected devices
Styli for digital drawing
Double-sided tape (or other temporary adhesive for artwork)
Sticky notes
Pencils
Engage
15 Minute(s)
Distribute a sticky note to each student. Display slides 2–4 from the attached Lesson Slides. Introduce students to the topic and essential questions. Display slide 5 and play the video featuring the ICAP interview.
Display slide 6. Introduce students to the Point of Most Significance (POMS) strategy. Ask them to write what the “POMS” of the video was on their sticky note. After they have finished, ask a few students to share their answers with the class.
Explore
30 Minute(s)
Display slide 7. Break students into groups of five and give each student in the group a different page from the attached Tattoos as Art handout. Using the Jigsaw strategy, have each student read their page, and then share what they read with the rest of the group. Ask a few questions to confirm that the groups negotiated a true understanding of the material.
Display slide 8. Introduce students to the Agreement Circles strategy. Ask students the question, “Are tattoos art?” Count backwards from ten, and if students agree, they will step into the circle. If they do not agree, they will remain in place. Break students into groups that are representative of the ratio of agree and disagree responses. Allow students to discuss their sides and then repeat the activity to see if any opinions have changed.
End Day 1 of the instruction.
Explain
15 Minute(s)
At the start of the second day, distribute the attached History of Temporary Tattoos handout and the associated Note Catcher. Display slide 9. Ask students to move through the article and answer the questions on the note catcher as they progress. Select a few students to share their answers with the class to help negotiate a shared understanding.
Extend
140 Minute(s)
Display slide 10. Using the attached Flash Design handout outline, students should plan a flash design that they would like to turn into a temporary tattoo. Have them complete the initial plan and turn it in before the end of Day 2.
When the students have finished planning, display slide 11 and instruct them to open Krita on their devices. Allow them multiple days to refine their designs. When they have finished, have them export a PNG file and share it with you via your preferred method, such as email or Google Drive.
End Day 4 of instruction here.
Evaluate
20 Minute(s)
At the start of class, give each student a sticky note. Have them gather their finalized piece and attach it to the wall using double-sided taped. Display slide 12 and explain the Gallery Walk strategy. Have each student move from piece to piece leaving a sticky note with a piece of positive critique as they move around the room. At the end of class, allow the students to take their temporary tattoo with them for their own personal use.
Resources
K20 Center. (n.d.). Agreement Circles. Strategies. https://learn.k20center.ou.edu/strategy/157
K20 Center. (n.d.). Gallery Walk / Carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.) ICAP video. Jennifer Feezel. [Video]. YouTube. https://youtu.be/2QHk3hmJQU0
K20 Center. (n.d.). POMS: Point of Most Significance. Strategies. https://learn.k20center.ou.edu/strategy/101
Panucci, R. (n.d.). Skin Deep: A superficial history of tattoos and trading cards. Beckett Collectibles. https://www.beckett.com/news/skin-deep-a-superficial-history-of-tattoos-and-trading-cards/