• 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks
• 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience
• 5.3 makes artworks informed by an understanding of how the frames affect meaning

• Information and communication technology
• Civics and citizenship
• Literacy

Students will:

1. watch the video Shephard Fairey, the Artist behind the iconic Barak Obama campaign and official inauguration poster
2. adapt the YouTube into a play and perform it for the class
3. play the improvisation game a Day in the Life as Shephard Fairey and discuss as a class
4. investigate the Shepard Fairey on political art website containing interviews and an example of 'prelude'
5. review the Shepard Fairey Poster exhibition held in 2010 at the Australian National Portrait Gallery. Using this website as a stimulus
   1. pretend they are collating a collection of portraits for the 'National Gallery of Australia'. In their art journals reflect on what individuals would they include and why are they significant?
   2. create a concept map of the iconic figures mentioned above Consider the issues and relevant movements within the world at the present point in time
   3. create a list of their top ten celebrities or iconic figures with images and explanations beside them.
6. sketch a black and white image of their chosen favourite iconic figure or celebrity from above, on an A4 to A3 sized paper.

Students may use programs such Adobe Photoshop or Illustrator. Take them through the steps of creating layers to simplify the image to a construct of filters to show contrast within the redesigned image as in the Shephard Fairey example below. For assistance with this, use the Introduction to Photoshop worksheet (PDF 4.34 MB).

There are different ways to develop your stencils for screen printing in the classroom. One method is to trace or print the design onto an A4 sized label. Cut this out and stick it directly onto the silk screen.

Students will:

• write notes on the process and procedures in their visual arts process diaries
• create an annotated checklist of the process
• draw a comic about a character completing the screen printing.

Watch the videos below about various processes and procedures of screen printing.

1. Image transfer to stencil
2. Stencil cutting
3. Setting up the silkscreen and Intro to Stencil Screen printing
4. Printmaking in layers.

Students can follow along with each workshop and make their own art. Remind students about the Work Health and Safety (WH&S) policies and procedures for how to work with and handle equipment and materials.

Written responses are documented and shared within collaborative discussion facilitated by the teacher.

Students are to:

• document the process of their artmaking within a journal. This can be their visual arts process diary, or an online blog through sites such as Google classroom
• photograph or sketch the process used
• write a response about the process.

• Introduction to screen printing
• Screenprint worksheet
• Youtube on Shepard Fairey
• Shepard Fairey webpage
• Shepard Fairey portrait exhibition held in 2010 at the Australian National Portrait Gallery
• Obama Image.