Serving Art Educators
and Students Since 1994
Visual Puns Drawing & Composite Imagery
Submitted by: Don Stewart - Visual Artist http://www.dsart.com
UNIT: Drawing
Lesson: Visual Puns or Composite Imagery
Grade Level: Middle School through high school (Elementary Lesson)
Bonus: Copyright/Fair Use/Trademark Lesson Idea
Objectives:
See objects in a different way - work with word play
Express a common object with visual symbols and images
Develop skills in using drawing media
Composite Imagery and Visual Puns
(Substitution and Visual "Punnery")
Resources:
Bird Names and Fish Names
Book: Visual Puns in Design: The Pun Used As a Communications Tool
Catfish image copyright of Don Stewart. See bird and fish names list above
Day 1. Puns
Definitions:
Pun: A play on words, usually the assignment of different meanings to similarly sounding words or phrases, with humorous intent.
Visual Pun: A drawing, cartoon, photograph, etc. depicting objects arranged so that the names of the objects or a description of their placement suggests a play on words.
Composite drawings: Composite refers to Don's habit of rendering a variety of highly detailed ballpoint images in order to create a larger subject. What's more, the objects he uses to build each picture are all related in some way to the overall theme of the drawing, usually with humorous intent.
Examples: Hot Dog (a dog in the sun), Fast Food, Pie in the Sky, Little Brother
Exercises:
1. Encourage students to think of as many puns as they can, and list these on the board.
2. Describe a picture that would illustrate one or several of these puns. (A dog in the sun, etc.) Draw one or more of these examples for the class.
3. Have each student create a line sketch of a simple pun from the list.
Day 2. Shapes
Purpose: To enable students to recognize common geometric shapes in different contexts.
Exercises:
1. List common geometric shapes (circle, square, triangle, rectangle), and draw each shape on the board or projector. Discuss and list real-world objects that have these shapes. (e.g. Circle: pizza, tire, checker, coin, etc.)
2. Have students draw each shape at the top of a sheet of paper, then write down as many objects as they can think of that conform to the shape.
3. Students should spend the remainder of the period examining the classroom, or looking through magazines, newspapers, etc. to find examples of different shapes. These should be added to their shape lists.
Day 3. Shape Drawing
Purpose: To help students use common shapes to construct complex objects.
Exercise:
1. The Teacher should provide an example (photograph, drawing, or model) of a complex object (e.g. a train, cathedral, grandfather clock) and point out the individual geometric shapes that make up the details of the object. (Circles for wheels, rectangles for bricks, etc.) This example should then be rendered as a line drawing, using only basic shapes.
2. Students should select a subject containing a variety of basic shapes, and create a line drawing composed entirely of geometric figures. Shading and texture are unimportant in this exercise.
Day 4. Substitutional Imagery - Collage
Purpose: An opportunity for students to practice identifying and selecting basic shapes in print media, and reassemble them into a collage rendering.
Exercise:
1. Using their previous Shape Drawings as a guide, students should cut out pictures from magazines, catalogs, etc., and, substituting for the original geometric shapes, paste these together into an approximation of their original subjects. (Many of these cutout pieces will not be exactly the right size or configuration to fit the subject. No matter. The goal here is to reinforce the process of shape recognition – and to make students aware that the real world does not always fit the artist’s vision.)
Bonus: Students may attempt to limit their shape selections to items that collectively or individually create one or more visual puns.
Day 5 (and beyond). Composite Drawing
Purpose: Practice drawing basic shapes such as those identified in print media, and assemble them into a collage-type composite drawing.
Exercise:
1. Again using the Shape Drawings and Collages as guides, students may now draw their selected subjects as a collection of appropriately shaped items (rather than simple line shapes), substituting for the original geometric aspects of their chosen subjects. Emphasis should be on shape, not technical ability. Line representations are fine; it should be noted, however, that the subject should at least be recognizable – and the drawing should look more like the chosen subject than the collage.
Students may need several days to finish the composite drawings if rendering in fine Crow Quill Pens
Bonus: Students may attempt to limit their shape selections to items that collectively or individually create one or more visual puns.
Add to this a lesson in Copyright / Trademark Law
Where has all the VW® Bug® Art Gone?*
* Click images to see larger views
What are the visual puns here? I am not permitted to give them their correct titles as Volkswagen of America views it as a violation of their copyright/trademark (according to a "Cease and Desist" letter Don Stewart received - similar to this one). Don is no longer permitted to show these images on his site - or sell prints - or even include them in his coffee table book.
Ask students if they could do a visual pun showing the outline of VW® Rabbit® filled with images of rabbit. See what they say - then have them consider the use of the VW® Bug® in these two composite/visual puns. (Note: my research shows that the Rabbit design/shape is not a protected trademark as is not listed. Further inquiry with the company would be needed to see if they would allow an artist to make a work of art)
Does Don's use of the VW® design fall under Fair Use? 
Does his use represent parody?
Have your students research cases online (Tom Forsythe's case with Mattel is a good one. Tom won a substantial settlement ). Assign roles for a mini trial... Judge, lawyers, plaintiff, defendant, expert witnesses, etc. The rest of the class can be the jury. They will have to write about their decision as their part of the project. Maybe have the class write their own letter to the CEO of Volkswagen® of America with the outcome of your class decision? Permission is granted to use the images in your letter.
Pose questions to students to consider and have them look at art work that Volkswagen deems acceptable and is allowed to remain on line. (email me for links)
If your students are using a photograph as reference for the main image, have them write a "permission to use letter" and send to company or photo source (letters will go unanswered - so use image anyways -You will be using image for "research" and "education" - "Fair Use" defense - This is not legal advice it is practical). Letters for all of the smaller images for the composite are not necessary (as that would take entirely too long).
If anyone tries this let me know. Give me a short write up to add to this lesson plan.
NOTE: Don's work is now part of "Illegal Art" exhibit in Hollywood, Florida and appears on two underground blog spots abroad.
Copyright Law | See FAQs | Fair Use | Derivative Works | Exclusive Rights | More on Derivative Works
Easy to understand Fair Use page by Cathy Newsome (Archive)
The Educator's Guide to Copyright and Fair Use a five part series - from Education World® - Article by Linda Starr
"The Progress of Science and Useful Arts": Why Copyright Today Threatens Intellectual Freedom
A Preliminary Report on the Chilling Effects of Cease and Desist Letters (Archive)
Willful-infringement - Review of video (Archive)
Enforcing Trademark Rights See related articles
Chilling Effects - Cease and Desist sample letter. Also see this sample letter. Information on Trademark | Read Limits of Trademark
Questions on Parody - FAQ's from Chilling Effects. More on Chilling Effects Clearing House
Trademark article - "Put the brakes on trademark infringement: legal expert Joshua Kaufman explores the ins and outs of trademark law, with the help of colleague Marcia Auberger - advice" Art Business News, Sept, 2002 by Joshua Kaufman - Putting the Brakes on Harley® by Joshua Kaufman and Marcia Auberger
Will Fair Use Survive? Free Expression in the Age of Copyright Control By Marjorie Heins and Tricia Beckles
"Are Bullies After Our Culture?" review of Brand Name Bullies: The Quest to Own and Control Culture
the CEASE + DESIST Art Show - Hotel refuses to remove wall art with trademark logo.
Siamese Fighting fish |
White Cloud Mountain Fish |
Leaf Fish |
Many more Fish Names | Common names for fish (Archive) additional resources are available at your request - email Judy Decker (address is on home page - put Fish Resources needed in subject line)
Watch out for "Spiny Lump Sucker" and "Rock cock" (you know middle schoolers' minds).
Fun idea - Go "fishing" for a name: Cut a part and put names in fish bowl.... Maybe fold an paper clip. Give students a small fishing pole (dowel with string - magnet on the end of string). Student will go "fishing" for their fish name. An alternate to the fish bowl could be a kiddie wading pool with the fish names spread out more. That way more kids could fish for their names at a time.
Bee-eaters |
Flycatchers |
Grey
Winged Trumpeter |
From Theresa - Getty list member:
Something I've tried that students have had fun with in the first days back:
After a discussion about different ways to think about art, have students create a drawing of an imaginary bird. Place names of different birds on the board, or write on slips of paper that they pull out of a basket: turtledove, catbird, cowbird, yellowhammer, fork-tailed swift, golden-crowned sparrow, flycatcher, mud hen, secretary bird, etc. Ask students to choose one type of bird that they haven't seen before and draw an imaginary bird that matches the name, showing what the bird likes to do. For instance, a secretary bird could be holding a phone, drinking coffee, shuffling papers at a desk. This could be done with fish or bugs as well.
Here is a fun idea: Put the bird names inside plastic eggs and place in a basket (nest). Students "crack" open their name for the pun.
From Don Stewart - The DS Art Studio Gallery, 2805 Crescent Avenue, Homewood, AL 35209 1-800-372-7864 http://www.dsart.com
*Note: Emails asking permission to use these images were sent to VW® of America. Since no reply was received, I have assumed that permission has been granted for this use. Use of words VW® Bug® and VW® Rabbit® are for descriptive purposes only. VW® of America has not endorsed the lesson in anyway. Request for permission was also sent to Volkswagen® of Germany. Several law firms are willing to take the case if Incredible Art Department is asked to remove the images. Another permission to use was send 1/15/2006
Assessment/Rubric: (adapted from Marianne Galyk)
Student Comments:
What have you learned about copyright law?
Teacher Comments:
National Standards:
1. Understanding and applying media, techniques, and processes |
2. Using knowledge of structures and functions |
3. Choosing and evaluating a range of subject matter, symbols, and ideas |
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others |
6. Making connections between visual arts and other disciplines |
Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices |
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work |
Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks |
Students compare multiple purposes for creating works of art |
|
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas |
Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas |
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks |
Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry (analyze work of Don Stewart) |
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts (copyright issues cross all subjects) |
|
Students select and use the qualities of structures and functions of art to improve communication of their ideas |
|
Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures (artists) |
|