Tuesday, November 24, 2015

Blind Contour Still Life



INTRODUCTION to lesson (Anticipatory set): 

"I hate flowers -- I paint them because they're cheaper than models and they don't move."- Georgia O'Keeffe. 

Students will: Think-Pair-Share
Independently read the Quote
Discuss the quote with group members
Independently write down their own response
Share written responses with group members
Participate in this class discussion 

OBJECTIVE: Draw and shade a large still life using Blind Contour Drawing as the tool.  Students will finish the blind contour drawing using shading techniques they have studied previously.
Draw their hands for pre-assessment
Discuss art history, Blind Contour, shading techniques
Practice drawing still life several times
Students will be able comprehend and use these terms in relation to drawing 
Hatching Blind Contour Stippling Tint
Crosshatching Contour line Scumbling Contour hatching
Shade Light Source Still Life Modified BCD

CA STANDARDS: 
1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection)
PURPOSE: Drawing in the Blind Contour drawing technique become more valuable when students understand the rules and see a finished product

INSTRUCTION: 
Students will be introduced to the artists Andy Warhol and Barry Flanagan and their line drawing studies. These works will allow students to comprehend using blind contour and a simplifying a still life from objects to shapes. 


MATERIALS: Sketch Books Drawing Pencils
Copy Paper 12x18 white paper or card stock
DIRECT INSTRUCTION:
Day 1: Power Point Presentation
Opening: In sketch Books, Art Quote O’Keeffe activity
Review Girl upside down and directions
Draw hand in two minute timed blind contour drawing 
Model or show video of Blind Contour 
Art History: Andy Warhol and Barry Flanagan
HOLDING YOUR PENCIL
Try each hold in sketch book
Shading Techniques
Draw still life in two minute timed drawing for the remainder of class
CLOSURE: How do you feel about the Still life Drawing? Write brief 
Notes on thoughts in sketch book. 
Teacher Models: 
Blind Contour Drawing of hand
Each Shading Technique 
Check for Understanding: 
Check Blind Contour hands by walking around the room
Check Blind Contour Still life by walking around the room
Day 2: Studio class
Opening: "The best artists know what to leave out."- Charles de 
Lint,
Review Power point on Blind Contour rules
Review holding your pencil
ASSIGN FINAL ART PROJECT: 
Draw still life on large paper
Fill the page with balanced composition
Find details of each object using line
Find Light source of each object and identify the lightest
And darkest point of each
Shade each object in still life 
Students receive large Paper and begin their BCD of Still life
Students complete drawings by finding all the details in the still
Life using line. 
CLOSURE: write brief summary of studio class in journal
Like/dislike/rules/etc.
Day 3: Studio Class
Opening: Art Link: Draw five circles and try each shading technique 
From one light source
Review Shading Techniques
Students begin to finish each still life object using each shading
Technique at least once in the composition
CLOSURE: How do you feel about your work to date? 
Day 4: Studio Class: Work on Final assignment
Opening: ART LINK: Don’t think about making art just get it done. 
Let everyone else decide if it’s good or bad, whether they 
Love it or hate it. While they are deciding , make more art. 
Students continue work on final art project

Day 5: Studio Class: work on Final Assignment and CRITIQUE
Opening: In sketch books, Draw Your Hand using BCD
and shade one finger 5 Minute activity
Students complete final project first 30 minutes
Students participate in Critique last 25 minutes of class. 













Oval Figure Drawing



INTRODUCTION to lesson (Anticipatory set): Students will choose a quote by an artist below:
Francisco Goya: When I work, I work very fast, but preparing to work can take any length of time.
Alberto Giacometti: My contribution to the world is my ability to draw. I will draw as much as I can for as many people as I can for as long as I can. Drawing is still basically the same as it has been since prehistoric times. It brings together man and the world. It lives through magic.
Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.
Students will: independently read the power point slide
Discuss the quotes with group members
Independently write down their own response
Share written responses with group members
Participate in this class discussion 

OBJECTIVE: Create a figure drawing showing movement using gestural drawing techniques with correct proportion based on rules learned
Students will be able to: 
Draw Oval Action Figures
Draw Gestural Figures
Draw with correct Proportion
Learn to draw movement
Draw with models
Students will be able comprehend and use these terms in relation to drawing 
Figures: 
Movement Proportion Central Axis Line Line of Force
Oval Action Gestural drawing

CA STANDARDS: (addressed in detail page one) 
2.1 Solve Visual art standard w/effective use of art elements
2.4 Review and Refine observational drawing skills
4.5 Employ art critiques in writing and speaking about works of art

PURPOSE: Drawing the figure becomes more achievable when students have rules and actions to follow. 

INSTRUCTION: 
Students will be introduced to the artist Pablo Picasso and his line drawing studies. These works will allow students to comprehend simplifying the figure to shape and line. 


MATERIALS: Sketch Books Pencils with eraser
Copy Paper Large copy paper or card stock
DIRECT INSTRUCTION:
Day 1: Power Point Presentation
Opening: In sketch Books, Art Quote activity
Review of Blind Contour drawings STILL LIFE 
***Video Link on slide***
Pablo Picasso
Contour Line
HOLDING YOUR PENCIL
Try each hold in sketch book
Figure proportion
First pose and drawing
CLOSURE: Ask students to spend the last moments of class
discussing the process with their table
In sketch book write what you like/dislike about oval action drawing
Teacher Models: 
Each Proportion while discussing (PPP ends slide 18)
First Pose for group in prep for day 2
Check for Understanding: 
Check first pose in sketch book by walking around the room
See that students have taken accurate notes
Give handout 
Day 2: Studio class
Opening: In sketch books, Draw what is written activity 
(PPP slide 19)
Review Power point on proportions
Review holding your pencil
Review WHY: grab essence of moving object quickly 
Students each have one turn posing
Poses go from one minute to 45 seconds to 30 seconds
If time allows, students could pair up and continue to draw 30
Second poses
CLOSURE: write brief summary of studio class in journal
Like/dislike/rules/etc.
Day 3: Gestural Drawing
Opening: In Sketch books: Draw what you see activity
(PPP slide 20)
Review Oval Action (PPP Slide 21-24)
Watch Video on gestural drawing
Discuss Line of force
Discuss Central axis Line 
Students Pair up and attempt this new type of drawing

CLOSURE: Assign Final Art Project
Gestural Drawing Series Assignment: 
Large Paper
5-7 poses
Could tell story/ Can also be random series
DO NOT ERASE GESTURAL LINES
Finish each in some way: 
INK Shading
Color Pencils Stippling 
Day 4: Studio Class: work on Final assignment
Opening: (PPP slide 20)
Students begin work on final art project

Day 5: Studio Class: work on Final Assignment and CRITIQUE
Opening: Review/Revisit: Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.
Students complete final project 30 minutes
Students participate in Critique last 25 minutes of class. 









Sunday, June 7, 2015

Dinner Plate Final



Lesson Objective: Create 3-D artwork in Clay from Famous 2-D artwork explore and review cumulative learning of additive, subtractive construction and the elements and principles of art.
Project Requirements: 
Sketchbook: Complete a plan of the final plate, with famous artwork  in your sketchbook including:
Plan for addition and subtraction of clay
      Update the work for contemporary day
Details with Measurements for final construction
Full Color Study with approval to move to final project
Final Art work:  
      Create a uniform dinner plate, with a famous artwork, in clay
Must have addition and subtraction
Must consider line, shape, value, color, texture, balance, unity & movement 
Update the work to represent contemporary day
      Glaze is applied with detail and precision
Presentation: 
Famous Artist Information
Birth/Death
School
Art Movement Association
Major Exhibitions
Lasting Value of the work
Interesting information
Quote 

Final meets California Art Standards: 

1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Assessment: 
Informal: Small group written critique
Formal: Artist Statement
Formal: Grading final sculpture

Modifications: 
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project. 
Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 
Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm  from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

Key Vocabulary: Feminist Art, 

Materials
Clay
Clay Tools
Slip
Glaze

Direct Instruction
Critique:
Small Group: Judy Chicago’s Plate
Large Group: Judy Chicago’s Plate

Judy Chicago (1939-       )
Born Judith Sylvia Cohen in Chicago, Illinois
American feminist artist, art educator
Received her Master of Fine Arts from UCLA in 1964.
Known for her large collaborative art installation pieces which examine the role of women in history and culture. 
By the 1970s, Chicago had coined the term "feminist art" 
She founded the first feminist art program in the United States. 
In 1970 full-time teacher at Fresno State College
Teaching women the skills needed to express the female perspective in their work.
She planned a class that would consist only of women
She would teach students off campus to escape "the presence and the expectations of men.”
It was at this time when Chicago would coin the term "feminist art"[
Chicago's work incorporates stereotypical women's artistic skills, such as needlework, counterbalanced with stereotypical male skills such as welding and pyrotechnics. 
Chicago's masterpiece is The Dinner Party, which is in the collection of the Brooklyn Museum.

Dinner Party
First epic feminist artwork
Symbolic history of women in Western civilization. 
39 place settings for mythical and historical famous women
Arranged along a triangular table
Each unique place-setting includes:
A hand-painted china plate, 
Ceramic flatware and chalice
Napkin with an embroidered gold edge. 
Plate, brightly-colored, elaborately styled form. 
Settings are on embroidered runners, with various needlework styles. 








Tunnel Book Final

Lesson Objective: Create a 3-D work of art from a famous 2-D work of Art  reflecting both your personal style and the style of the researched artist. 

Project requirements
Sketchbook: Complete a plan of the final work in your sketchbook including:
Plan for Foreground, Middle grounds and Back ground
Update the work to contemporary day
Details with Measurements for final construction of Tunnel book
Full Color Study with approval to move to final project
Final Art work: 
Maximum: 12x12      Minimum: 6x6
1 Foreground (Min)
3 middle grounds (Min)
1 Background (Min)
Full color in any medium
Must be able to see the full artwork from front
Update the work to contemporary day
Accordion to hold four Grounds
Book Structure including: Cover, Inside, Tunnel, and back cover
Cover of the book
Typography (Handwritten)
Artist’s Name
Title of the work
Decoration Relating to the artwork (pattern, etc)
Inside Cover
Famous Artist Information
Birth/Death
School
Art Movement Association
Major Exhibitions
Lasting Value of the work
Interesting information
Quote 
Back Cover
Must have Artist Statement (1 page) typed and on the back of the book jacket
Full Name
School/Grade
Motivation for choosing art/artist
Process of creating book
Interesting information (set backs, etc.)
What you learned from the experience
Your favorite Art Quote
Final Presentation: Must present final pop-up book to class (4-6 Minute Presention)
Cover: Discuss Typography
Art history about chosen artist (inside Cover)
Why did you pick this artwork
How did you transform the piece from 2-D to 3-D
How did you update the work to make it contemporary 
Artist Statement (back Cover)

   

Final meets California Art Standards: 

1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Assessment: 
Informal: Small group written critique
Formal: Artist Statement
Formal: Grading final sculpture

Modifications: 
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project. 
Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 
Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm  from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

Key Vocabulary: Typography, Accordion, Foreground, Middle Ground, Back Ground

Materials: 
Tag Board Or heavy Card Stock
Paint
Oil Pastel
Sharpies
Watercolor
Glue
Cardboard

Direct Instruction: 
Art Link: Project a photo of a completed tunnel book to the class
Critique this tunnel book with small group
Critique Tunnel book as large group.

Art History: 
A tunnel or peephole book is a set of pages bound into accordions on two sides 
It is viewed through a central opening.
Scenery or shapes are cut out of the pages and then assembled in layers.
 Inspired by theatrical stage sets
The tunnel book form dates from the mid-eighteenth century 
Project additional examples and model how to create the final book through example and step by step instruction




Reflection: Students who were the most successful created mattes that got smaller in size leading to background. This format increased stability, reflected art history and met more rubric goals. Here is the link to the historic photo we referenced to increase comprehension: http://library.si.edu/digital-library/exhibition/paper-engineering/dance-tunnel-book








Thursday, May 14, 2015

Graffiti Plaster Hands



Lesson Objective: Students will explore plaster building and oil pastels while learning about the Iconography and the Art Movement Graffiti. 

Project Requirements: 
Sketchbook: Students will complete a life size representation of their hand as a drawing. 
Their drawing should include a hand gesture, one symbol and a social/cultural message through color and symbols (Iconography)
They will finish their drawing using oil pastels
Final Project: Create a mold of your hand gesture in plaster
Using oil pastels and baby oil add pictures and symbols that represent you as an artist. 
Using knowledge gained from the year, address several principles of art: Balance, Scale,  Rhythm, Unity, Movement, Emphasis, Contrast, Pattern

CA Art Standards
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Assessment: 
Informal: Small group written critique
Formal: Artist Statement
Formal: Grading final sculpture

Modifications: 
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project. 
Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 
Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm  from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

Key Vocabulary: 
Graffiti Iconography Symbol Tagging Graffiti Five Pointz

Materials: 
Plaster 
Baby Oil
Oil Pastels
Q-tips
Markers and Graffiti machine 

DIRECT INSTRUCTION:
Day 1: Direct Instruction from PPT: 
Art Link: 
Critique: Morrison’s Grave 
What do the colors mean?
What do the symbols mean?
Teacher Models: 
Graffiti and Art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Introduction: History of Graffiti and symbols in art
Graffiti is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall or other surface, often in a public place.
Graffiti ranges from simple written words to elaborate wall paintings, and it has existed since ancient times. 
Examples date back to Ancient Egypt & Ancient Greece

Both "graffiti" and its singular form "graffito" are from the Italian word graffiato ("scratched"). 
"Graffiti" in art history: works of art produced by scratching a design into a surface. 

Spray Paint and marker pens have become the most commonly used graffiti materials. 
In most countries, marking or painting property without the property owner's consent is considered defacement and vandalism, which is a punishable crime.

1981: Fab 5 Freddy's friendship with Debbie Harry influenced Blondie's single "Rapture" 
The video featured Jean-Michel Basquiat, and offered the first glimpse of a depiction of elements of graffiti in hip hop culture. 

1980’s Keith Haring was another well-known graffiti artist who brought Pop Art and graffiti to the commercial mainstream. 

Then we saw the emergence of the new stencil graffiti genre. Some of the first examples were created in 1981

A "tag" is the most basic writing of an artist's name, it is simply a hand style. A graffiti writer's tag is his or her personalized signature.

Graffiti Artists use Iconography

Symbols in art
Works of art may not only have subject matter, they may also contain symbols. 
Iconography: the visual images and symbols used in a work of art or the study or interpretation of these      

Symbols are something represented in the work of art—an object, an action, or a pattern
Symbols can be nonrepresentational item such as a color or a line
To become a symbol, people have to adopt or accept

The cross is a symbol of Christianity, conventional symbol of suffering
The Sun as the symbol of life and strength, 
River is the symbol of eternal change and flowing
The eagle on the standard of the United States of America symbolizes strength

Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment

Small Group Art Activity: 
Artists will receive their graffiti artist and their bullet points
With this information they will research/determine/present the piece of art that best reflects the artist overall
They will present a critique of this artwork
The artwork must be street art, must have a symbol and message

Day 2: Art Activity: Artists will receive their graffiti artist and their bullet points
With this information they will research/determine/present the piece of art that best reflects the artist overall
They will present a critique of this artwork
The artwork must be street art, must have a symbol and message
Banksy
Margaret Kilgallen (Meta)
Shepard Fairey
Jean-Michel Basquiat
Keith Haring
Barry McGee (Twist)
Os Gemeos
Kaws

Artist: Margaret Kilgallen
Born in 1967 in Washington, DC
Received her BA in printmaking from Colorado College in 1989. 
Early experiences as a librarian and bookbinder contributed to her encyclopedic knowledge of signs, drawn from American folk tradition, printmaking, and letterpress. 
Kilgallen had a love of “things that show the evidence of the human hand.” 
She created room-size murals that recall a time when personal craft and handmade signs were the dominant aesthetic. 
Strong, independent women—walking, surfing, and biking—are featured in the artist’s compositions. 
Kilgallen’s work was presented at UCLA Hammer Museum. 
She died in June 2001 in San Francisco, where she lived with her husband, Barry McGee.
Graffiti Name: Meta 

Artist: Barry McGee
Barry McGee was born in 1966 in California
Lives and works in SF
In 1991, he received a BFA in painting and printmaking from the San Francisco Art Institute. His drawings, paintings, and mixed-media installations are inspired from urban culture
Incorporates elements like empty bottles, spray-paint cans, tagged signs, wrenches, & metal. 
McGee is also a graffiti artist, since the 1980s, where he is known by the tag name “Twist.” 
He views graffiti as a vital method of communication
Graffiti provides a larger/diverse  audience than the traditional museum. 
His trademark icon, a male caricature with sagging eyes and a bemused expression, recalls the homeless people and transients who call the streets their home. 
His work has been shown at San Francisco Museum of Modern Art and on streets and trains all over the United States. 

Artist: Kaws  (1974-      )
Brian Donnelly was born in Jersey City, New Jersey. 
He is best known as the artist KAWS. 
While living in Jersey City, KAWS began his career as a graffiti artist. 
He graduated from the School of Visual Arts in NY in 1996 with a BFA in illustration. 
Worked for Disney as a freelance animator. 
He made a name out of designing limited edition toys and clothing. 
He is also a world-renowned artist who exhibits in museums and galleries internationally. 
KAWS moved beyond the exclusive art market to occupy a more complex global market.
KAWS has designed for well-known companies such as Nike, Vans
In the early 2000s he also reworked familiar characters from: The Simpsons, Mickey Mouse and even SpongeBob SquarePants.
One of the more popular KAWS sculpture is based on the Mickey Mouse whose face is obscured by his both hands. 
The image was incorporated into a balloon for the 2012 Macy’s Thanksgiving Day Parade.

Artist Banksy (1974–       )
Bristol, England, United Kingdom
Banksy is the pseudonym of a "guerrilla" street artist known for his controversial, and often politically themed, stenciled pieces.
Banksy, a street artist whose identity remains unknown, 
He rose to prominence for his provocative stenciled pieces in the late 1990s. 
Banksy is the subject of a 2010 documentary, Exit Through the Gift Shop, which examines the relationship between commercial and street art.
Interest in Banksy escalated with the release of the 2010 documentary Exit Through the Gift Shop. 
The film was nominated for an Academy Award
In the late '90s, he began using stencils predominantly. 
Banksy's artwork is characterized by striking images, often combined with slogans. 
His work often engages political themes, satirically critiquing war, capitalism and greed. 
Common subjects include rats, apes, policemen, members of the royal family, and children.
Banksy's work on the West Bank barrier, between Israel and Palestine, received significant media attention in 2005. 
In October 2013, Banksy took to the streets of New York City. There he pledged to create a new piece of art for each day of his 30 day residency.
“We can't do anything to change the world until capitalism crumbles. In the meantime, we should all go shopping to console ourselves.”               —Banksy

Artist: Keith Haring (1958-1990)
He grew up in Pennsylvania, the oldest of four children. 
He started to draw right away: cartoons, creating characters
He had his first public show at 19
In 1978, Keith moved to New York City to go to School of Visual Arts (SVA)
In New York he found his style.
Then Keith worked on the black pieces of paper on the subways. 
He drew in the daytime: there were always people watching, from kids to art historians.”
Keith also started showing his work in art galleries
Hundreds of people came to his first show
He wanted everyone to be able to buy his work, so he opened a new store called the Pop Shop to sell his art on posters, buttons, T-shirts, and games.
He also worked with children in schools to paint large murals with them
He made paintings and sculptures for schools and hospitals 
In 1988, Keith got AIDS. At that time, doctors could not help people with AIDS. 
Keith knew he was going to die, he kept working as hard as he could until the end. 
He also made artwork about the sickness and gave money for doctors to search for a cure.

Artist: Jean-Michel Basquiat (1960 – 1988) 
A poet, musician, and graffiti prodigy in late-1970s New York, 
Jean-Michel Basquiat had honed his signature painting style of obsessive scribbling, elusive symbols and diagrams, and mask-and-skull imagery by the time he was 20. 
“I don’t think about art while I work,” he once said. “I think about life.” 
Often associated with Neo-expressionism, 
Basquiat received massive acclaim in only a few short years, 
His drawings and paintings married text and image, abstraction, and figuration, and historical information mixed with contemporary critique.
In 1983, he met Andy Warhol, who would come to be a mentor and idol. 
The two collaborated on a series of paintings before Warhol’s death in 1987, followed by Basquiat’s own passing in 1988
The Whitney Museum of American Art held a retrospective of his art in 1992.

Artist: OSGEMEOS (1974-         ) Brazil
OsGemoos translated as “THE TWINS”, 
Gustavo and Otavio Pandolfo, have worked together since birth
As children they developed a distinct way of communicating through artistic language. 
Introduction of hip hop culture in Brazil in the 1980s, 
OSGEMEOS found a direct connection to their dynamic world and a way to communicate with the public. 
Together they explored techniques of painting, drawing and sculpture, and had the streets as their place of study.
Their graffiti overtook the streets, becoming a language of its own with so many other influences and cultures, and it is constantly evolving.
The artists utilize this combined visual language, improvisation and a sense of playfulness to create a variety of projects worldwide.
They have held numerous solo and group shows in museums and galleries in several countries 
To understand the work of OSGEMEOS, you must allow reason to be replaced by the imaginary.

Artist: Shepard Fairey  (American, b.1970) 
He is a renowned graphic artist known for the images of Andre the Giant and the word obey. 
Fairey was born in Charleston, SC, 
He used his drawings on T-shirts and skateboards. 
The artist attended Idyllwild Arts Academy in Palm Springs, CA, and graduated in 1988. 
He earned his BFA from the Rhode Island School of Design in Providence, RI, in 1992. 
Fairey held a part-time job in a skateboarding shop; good for street culture and graffiti. 
The artist was also interested in punk music, 
Soon after that, Fairey introduced his Giant pieces to the streets via Graffiti Art. 
Two of Fairey's well-known pieces are Obey (1992) and Hope (2008). 
Hope is an iconic portrait of the American president Barack Obama that Fairey produced during the 2008 American presidential campaign. 
Fairey was commissioned by Time Magazine in 2011 to design a cover for the magazine. 
The artist lives and works in Los Angeles, CA.