Curriculum
Art Research Brief &
Curriculum Unit
Body Art: The effects of inked expression on our youth
February 5, 2012
Heather N. Yeager
According to the definition given by Dictionary.com body art is as such; an artistic practice or style of the 1960’s and 1970’s developing from conceptual art and performance art and utilizing the artist’s body as both the subject and the object in such experimentation as decoration, wax casts, and even mutilation.
Body art, specifically tattooing and body piercing, has been practiced in almost every culture around the world, and for thousands of years (Greif, Hewitt & Armstrong, 1999). Unfortunately, some types of self expression today has attributed to a downward spiral in our nation’s youth. Tattooing, and piercings, has become a rather taboo subject in Western culture. Greif, Hewitt & Armstrong comment on Biblical influences from the Old Testament, from the books of Leviticus and Deuteronomy, stating that “the marking of one’s flesh in celebration of other gods” (1999, p. 368) is prohibited and may be a key reason as to why we frown upon such practices . Body art has become quite alluring to our young people, especially within the age groups of 12-22. Today both genders participate equally in body art. This description includes both adults and adolescents from a wide range of occupations and socioeconomic groups (Anderson, 1992, Armstrong, Ekmark & Brooks, 1995). Between 7 million -20 million adults are reported to be tattooed. Armstrong & Pace Murphey (1997) reported that 1 in every 10 adolescents are tattooed, with an even higher estimate by Sperry of 25% of all 15-25 year olds are being tattooed today. The rate of piercings is just as high. Gauntlet a large chain of piercing shops reported at least 30,000 customers every year. These practices, both tattooing and piercings, are taking place in an array of establishments and settings; not all of them are safe. Most are performed in tattoo studios, but some are self inflicted, in garage parlors, at flea markets, at rock concerts or at college parties for entertainment. Infection and irritation are the two main outcomes from getting pierced or tattooed mainly during the after care, but there are other dangers that are not always brought to the consumers’ attention. The pigments used are made up of many ingredients generally approved by the FDA for topical cosmetic use, but not all are approved for invasive procedures. Some have been proved to contain lead, mercury and even slight traces of arsenic (Tope, 1995). Plus, with either procedure there is a small amount of bleeding which can make you more susceptible to blood-borne diseases like Hepatitis B, and even HIV. Generally this is prevented by effective and hygienic practices of tattoo artists or the piercer, by using sterile, disposable needles, skin disinfectant, proper hand washing practices and latex gloves, but this is not always the case. The consumer may or may not be told proper aftercare instruction or the procedure was not done at a professional studio. The latter is typically the case for adolescents because they are under age. The typical age for legal tattooing is 18, sometimes 16 in certain states with the written consent of a legal guardian.
There are other negative aspects to this subject which ties in with other pubescent pressures that our students face at an early age. Drug and gang association can play a large role in the appearance of tattooing and piercing on our youth today. It seems to me that the economic situations of a child do not necessarily have to be detrimental either for them to get involved with these two topics. A child who resides in an urban community can have just as equal of a chance to get drawn in to a gang as a suburban bred pre-teen; the likelihood is greater depending on how much time the child is left on their own. If youngsters do get drawn in by gangs there are a lot of tell tale signs which can be pointed out by their appearance alone. Some examples would be the colors that they wear or the way that they wear their clothing, a rolled pant leg, and tattoos. A tattoo is a very important symbol of belonging to some gangs. It is one of the most dynamic indicators of gang affiliation and loyalty (Riley, 2006). Many gangs use tattoos to indicate membership to a specific gang; this is their form of non-verbal communication. Riley goes on to talk about the types of tattoos typically seen; alpha, numerical and symbolic/pictorial. These types represent acronyms, geographic location and cultural ties.
A youth risk behavior survey based on the 1997 Centers for Disease Control and Prevention was offered and administered to beneficiaries that came to the Adolescent Clinic. These adolescents were of all ethnicities, between the ages of 12-20 and both male and female. The CDC inquired about their eating behavior, violence, drug abuse, suicidal tendencies, tattooing and body piercings. The results were as follows; participants with tattoos and/or body piercings were more likely to have engaged in risk taking behavior and at greater degrees of involvement than those without either (Carroll, Riffenburgh, Roberts & Myhre, 2002). This included disordered eating behavior, gateway drug use, which is the use of less damaging drugs like tobacco, alcohol and marihuana which may lead to a future risk of using more dangerous drugs and/ or crime, sexual activity and suicide. Violence was associated with males having tattoos and with females having body piercings. Gateway drug use was associated with younger age of both tattooing and body piercing. Hard drug use was associated with a number of body piercings. Suicide was associated with females having tattoos and younger age adolescents of both tattooing and body piercing. Overall, tattoos and body piercings were found to be more common in females than males (Carroll, Riffenburgh, Roberts & Myhre, 2002).
On the wide spectrum of the issue surrounding the topic of body art there are the pros to this subject area as well. Creating body art is aesthetically and culturally pleasing in many countries. This is a world made up of terribly talented and eclectic artists who express themselves through self adornment. Body art is described as a way of identifying oneself as an individual or as a part of a specific group. This could be categorized in religious associations, a tribe, gang relations (not always in a negative outlook), denoting one’s financial or marital status or just a way of beautifying the body.
It is being proven everyday that this is a practice that was just as popular back in history as it is today. Tattoos are now being reported on archaeological findings including a 2,400-year-old Russian mummy with a tattoo still clearly visible on her biceps (Polosmak, 1994). Royalty, especially the name of Queen Victoria, is frequently mentioned as having had a tattoo, and her consort, Prince Albert, is said to have had a penile piercing through his urethra (Greif & Hewitt, 1998). It can be connected through time with pirates, Roman Centurions and royalty; symbolizing bravery, virility, or a rite of passage. These are the types of things that I want to put forth to my students; the good, the bad, and the ugly of it all. Make them socially and culturally aware of the significance of body art and the rich heritage that they can take away from learning more about the subject. I want them to be objective on the issue. Take all the pros and cons into consideration before making a life changing decision. This unit of art that I am putting together is going to do just that, and I hope that once all the facts are presented to them in a responsible and meaningful way they are able to express themselves whether it is through just hands on art or through body ornamentation.
References:
Anderson, R. R. (1992). Tattooing should be regulated. New England Journal of Medicine, 326, 207.
Armstrong, M. L. (1991). Career-oriented women with tattoos. IMAGE: Journal of Nursing Scholarship, 23(4),
215-219.
Armstrong, M. L., Ekmark, E., & Brooks, B. (1995). Body piercing: Promoting informed decision-making. Journal of School Nursing, 11(2), 20-25.
Armstrong, M. L., Greif, J., & Hewitt, W. (1999). Tattooing & body piercing: Body art practices among college students. Clinical Nursing Research, 8(4), p. 368-383.
Armstrong, M. L., & McConnell, C. (1994). Tattooing in adolescents, more common than you think: The phenomenon and risks. Journal of School Nursing, 10(1), 22-29.
Armstrong, M. L., & Pace Murphy, K. (1997). Tattooing: Another adolescent risk behavior warranting health education. Applied Nursing Research, 10(4), 181-189.
Carroll, S. T., Myhre, E. B., Riffenburgh, R. H., & Roberts, T. A. (2002). Tattoos and body piercings as indicators of adolescent risk-taking behaviors. Pediatrics, 109(6), p. 1021(7).
Greif, J., & Hewitt, W. (1998). The living canvas: Health issues in tattooing, body piercing and branding. Advances for Nurse Practitioners, 12(3), 26-31, 82.
Polosmak, N. (1994). Mummy unearthed from the pastures of heaven. National Geographic, 186(4), 80-103.
Riley, W. (2006). Interpreting gang tattoos. Corrections Today, 68(2), p. 46.
Sperry, K. (1992). Tattoos and tattooing: Part II, Gross pathology, histopathology, medical complications, and applications. American Journal of Forensic Medical Pathology, 13(1), 7-17.
Art Curriculum Unit
Body Art: Years in the making
(The effects of inked expression on our youth)
Grade Level: High School
Heather N. Yeager
Objectives:
· TLW learn about body art; what it is and how it affects our society.
· TLW gain a better understanding of other cultural types of body art and the effects of body art on
socioeconomics in their community.
· TLW research the pros and cons body art can have on a person.
· TLW learn the dangers of body art in society.
· TLW debate these issues as a class and come up with ideas/solutions to problems surrounding body art.
· TLW listen to and participate in a presentation by a local tattoo artist in our community. Asking questions,
discussing issues, health risks and resolving taboos on the topic.
· TLW create multiple pieces of art work that demonstrates the different types of body art discussed earlier
in the unit.
Lesson 1: Physical and Cultural Awareness
1.Have a professional tattoo artist come in and present to the class.
2.Have the students engage in conversation over controversial topics surrounding tattooing and body piercing.
3.Discuss the pros and cons
4.Come up with ideas/solutions to problems surrounding body art in your families, school, community, religious environments, and future job opportunities.
5.Have them write a one page paper on what their perception of the topic was and how they will handle the issue of body art.
6.Evaluation at the end of this lesson will be based on group interaction, and participation, structure, punctuation and reflections on the topic discussed within their paper; all stated on the lesson rubric.
Lesson 2: Self Expression
1.Brainstorm; make an idea web on the things that make up who you are? What are you interested in? What makes you, you? What types of objects, patterns, designs etc...can you create to identify yourself through body art? Taking into consideration the conversations that we had
2.Create a set of thumbnails in pencil and colored pencil.
3.Create a rough sketch of their face or bust in pencil using a mirror.
4.Have them take their ideas from their web and add them to half of their face/bust creating body art or a tattoo.
5.Create a finished product of the drawing in a few different mediums, charcoal, conte crayon or pen and ink.
6.Have them participate in an individual and class critique. Have them discuss what they see and why they chose the images that they did to create their picture.
7.Evaluation at the end of this lesson will be based on their research, thumbnails and rough sketches. Once their final renderings are finished, group presentation along with a brief explanation about their creation, and a class critique will take place; all stated on the lesson rubric.
Lesson 3: Alien Art
1.Have them research Industrial Light and Magic (George Lucas).
2.Have them watch documentaries on special effects and Star Wars characters and the process that goes into the creation of his creatures.
3.Have an example of your own creation for them to look over.
4.Have them create multiple sets of thumbnails in pencil and colored pencil of science fiction creatures. Have them talk with you and select one.
5.Have them construct out of wood, wire and other materials the base for their creature and then add paper mache or plaster cast sculpting and bringing their ideas/thoughts to life.
6.Once the creature has been sculpted then they will gesso and then paint them adding body art to their aliens.
7.Evaluation at the end of this lesson will be based on their research, thumbnails and rough sketches. The instructor will be looking to see if instructions were being followed, if they have constructed a sturdy base, creativity and completion; all stated on the lesson rubric.
Curriculum Unit
Body Art: The effects of inked expression on our youth
February 5, 2012
Heather N. Yeager
According to the definition given by Dictionary.com body art is as such; an artistic practice or style of the 1960’s and 1970’s developing from conceptual art and performance art and utilizing the artist’s body as both the subject and the object in such experimentation as decoration, wax casts, and even mutilation.
Body art, specifically tattooing and body piercing, has been practiced in almost every culture around the world, and for thousands of years (Greif, Hewitt & Armstrong, 1999). Unfortunately, some types of self expression today has attributed to a downward spiral in our nation’s youth. Tattooing, and piercings, has become a rather taboo subject in Western culture. Greif, Hewitt & Armstrong comment on Biblical influences from the Old Testament, from the books of Leviticus and Deuteronomy, stating that “the marking of one’s flesh in celebration of other gods” (1999, p. 368) is prohibited and may be a key reason as to why we frown upon such practices . Body art has become quite alluring to our young people, especially within the age groups of 12-22. Today both genders participate equally in body art. This description includes both adults and adolescents from a wide range of occupations and socioeconomic groups (Anderson, 1992, Armstrong, Ekmark & Brooks, 1995). Between 7 million -20 million adults are reported to be tattooed. Armstrong & Pace Murphey (1997) reported that 1 in every 10 adolescents are tattooed, with an even higher estimate by Sperry of 25% of all 15-25 year olds are being tattooed today. The rate of piercings is just as high. Gauntlet a large chain of piercing shops reported at least 30,000 customers every year. These practices, both tattooing and piercings, are taking place in an array of establishments and settings; not all of them are safe. Most are performed in tattoo studios, but some are self inflicted, in garage parlors, at flea markets, at rock concerts or at college parties for entertainment. Infection and irritation are the two main outcomes from getting pierced or tattooed mainly during the after care, but there are other dangers that are not always brought to the consumers’ attention. The pigments used are made up of many ingredients generally approved by the FDA for topical cosmetic use, but not all are approved for invasive procedures. Some have been proved to contain lead, mercury and even slight traces of arsenic (Tope, 1995). Plus, with either procedure there is a small amount of bleeding which can make you more susceptible to blood-borne diseases like Hepatitis B, and even HIV. Generally this is prevented by effective and hygienic practices of tattoo artists or the piercer, by using sterile, disposable needles, skin disinfectant, proper hand washing practices and latex gloves, but this is not always the case. The consumer may or may not be told proper aftercare instruction or the procedure was not done at a professional studio. The latter is typically the case for adolescents because they are under age. The typical age for legal tattooing is 18, sometimes 16 in certain states with the written consent of a legal guardian.
There are other negative aspects to this subject which ties in with other pubescent pressures that our students face at an early age. Drug and gang association can play a large role in the appearance of tattooing and piercing on our youth today. It seems to me that the economic situations of a child do not necessarily have to be detrimental either for them to get involved with these two topics. A child who resides in an urban community can have just as equal of a chance to get drawn in to a gang as a suburban bred pre-teen; the likelihood is greater depending on how much time the child is left on their own. If youngsters do get drawn in by gangs there are a lot of tell tale signs which can be pointed out by their appearance alone. Some examples would be the colors that they wear or the way that they wear their clothing, a rolled pant leg, and tattoos. A tattoo is a very important symbol of belonging to some gangs. It is one of the most dynamic indicators of gang affiliation and loyalty (Riley, 2006). Many gangs use tattoos to indicate membership to a specific gang; this is their form of non-verbal communication. Riley goes on to talk about the types of tattoos typically seen; alpha, numerical and symbolic/pictorial. These types represent acronyms, geographic location and cultural ties.
A youth risk behavior survey based on the 1997 Centers for Disease Control and Prevention was offered and administered to beneficiaries that came to the Adolescent Clinic. These adolescents were of all ethnicities, between the ages of 12-20 and both male and female. The CDC inquired about their eating behavior, violence, drug abuse, suicidal tendencies, tattooing and body piercings. The results were as follows; participants with tattoos and/or body piercings were more likely to have engaged in risk taking behavior and at greater degrees of involvement than those without either (Carroll, Riffenburgh, Roberts & Myhre, 2002). This included disordered eating behavior, gateway drug use, which is the use of less damaging drugs like tobacco, alcohol and marihuana which may lead to a future risk of using more dangerous drugs and/ or crime, sexual activity and suicide. Violence was associated with males having tattoos and with females having body piercings. Gateway drug use was associated with younger age of both tattooing and body piercing. Hard drug use was associated with a number of body piercings. Suicide was associated with females having tattoos and younger age adolescents of both tattooing and body piercing. Overall, tattoos and body piercings were found to be more common in females than males (Carroll, Riffenburgh, Roberts & Myhre, 2002).
On the wide spectrum of the issue surrounding the topic of body art there are the pros to this subject area as well. Creating body art is aesthetically and culturally pleasing in many countries. This is a world made up of terribly talented and eclectic artists who express themselves through self adornment. Body art is described as a way of identifying oneself as an individual or as a part of a specific group. This could be categorized in religious associations, a tribe, gang relations (not always in a negative outlook), denoting one’s financial or marital status or just a way of beautifying the body.
It is being proven everyday that this is a practice that was just as popular back in history as it is today. Tattoos are now being reported on archaeological findings including a 2,400-year-old Russian mummy with a tattoo still clearly visible on her biceps (Polosmak, 1994). Royalty, especially the name of Queen Victoria, is frequently mentioned as having had a tattoo, and her consort, Prince Albert, is said to have had a penile piercing through his urethra (Greif & Hewitt, 1998). It can be connected through time with pirates, Roman Centurions and royalty; symbolizing bravery, virility, or a rite of passage. These are the types of things that I want to put forth to my students; the good, the bad, and the ugly of it all. Make them socially and culturally aware of the significance of body art and the rich heritage that they can take away from learning more about the subject. I want them to be objective on the issue. Take all the pros and cons into consideration before making a life changing decision. This unit of art that I am putting together is going to do just that, and I hope that once all the facts are presented to them in a responsible and meaningful way they are able to express themselves whether it is through just hands on art or through body ornamentation.
References:
Anderson, R. R. (1992). Tattooing should be regulated. New England Journal of Medicine, 326, 207.
Armstrong, M. L. (1991). Career-oriented women with tattoos. IMAGE: Journal of Nursing Scholarship, 23(4),
215-219.
Armstrong, M. L., Ekmark, E., & Brooks, B. (1995). Body piercing: Promoting informed decision-making. Journal of School Nursing, 11(2), 20-25.
Armstrong, M. L., Greif, J., & Hewitt, W. (1999). Tattooing & body piercing: Body art practices among college students. Clinical Nursing Research, 8(4), p. 368-383.
Armstrong, M. L., & McConnell, C. (1994). Tattooing in adolescents, more common than you think: The phenomenon and risks. Journal of School Nursing, 10(1), 22-29.
Armstrong, M. L., & Pace Murphy, K. (1997). Tattooing: Another adolescent risk behavior warranting health education. Applied Nursing Research, 10(4), 181-189.
Carroll, S. T., Myhre, E. B., Riffenburgh, R. H., & Roberts, T. A. (2002). Tattoos and body piercings as indicators of adolescent risk-taking behaviors. Pediatrics, 109(6), p. 1021(7).
Greif, J., & Hewitt, W. (1998). The living canvas: Health issues in tattooing, body piercing and branding. Advances for Nurse Practitioners, 12(3), 26-31, 82.
Polosmak, N. (1994). Mummy unearthed from the pastures of heaven. National Geographic, 186(4), 80-103.
Riley, W. (2006). Interpreting gang tattoos. Corrections Today, 68(2), p. 46.
Sperry, K. (1992). Tattoos and tattooing: Part II, Gross pathology, histopathology, medical complications, and applications. American Journal of Forensic Medical Pathology, 13(1), 7-17.
Art Curriculum Unit
Body Art: Years in the making
(The effects of inked expression on our youth)
Grade Level: High School
Heather N. Yeager
Objectives:
· TLW learn about body art; what it is and how it affects our society.
· TLW gain a better understanding of other cultural types of body art and the effects of body art on
socioeconomics in their community.
· TLW research the pros and cons body art can have on a person.
· TLW learn the dangers of body art in society.
· TLW debate these issues as a class and come up with ideas/solutions to problems surrounding body art.
· TLW listen to and participate in a presentation by a local tattoo artist in our community. Asking questions,
discussing issues, health risks and resolving taboos on the topic.
· TLW create multiple pieces of art work that demonstrates the different types of body art discussed earlier
in the unit.
Lesson 1: Physical and Cultural Awareness
1.Have a professional tattoo artist come in and present to the class.
2.Have the students engage in conversation over controversial topics surrounding tattooing and body piercing.
3.Discuss the pros and cons
4.Come up with ideas/solutions to problems surrounding body art in your families, school, community, religious environments, and future job opportunities.
5.Have them write a one page paper on what their perception of the topic was and how they will handle the issue of body art.
6.Evaluation at the end of this lesson will be based on group interaction, and participation, structure, punctuation and reflections on the topic discussed within their paper; all stated on the lesson rubric.
Lesson 2: Self Expression
1.Brainstorm; make an idea web on the things that make up who you are? What are you interested in? What makes you, you? What types of objects, patterns, designs etc...can you create to identify yourself through body art? Taking into consideration the conversations that we had
2.Create a set of thumbnails in pencil and colored pencil.
3.Create a rough sketch of their face or bust in pencil using a mirror.
4.Have them take their ideas from their web and add them to half of their face/bust creating body art or a tattoo.
5.Create a finished product of the drawing in a few different mediums, charcoal, conte crayon or pen and ink.
6.Have them participate in an individual and class critique. Have them discuss what they see and why they chose the images that they did to create their picture.
7.Evaluation at the end of this lesson will be based on their research, thumbnails and rough sketches. Once their final renderings are finished, group presentation along with a brief explanation about their creation, and a class critique will take place; all stated on the lesson rubric.
Lesson 3: Alien Art
1.Have them research Industrial Light and Magic (George Lucas).
2.Have them watch documentaries on special effects and Star Wars characters and the process that goes into the creation of his creatures.
3.Have an example of your own creation for them to look over.
4.Have them create multiple sets of thumbnails in pencil and colored pencil of science fiction creatures. Have them talk with you and select one.
5.Have them construct out of wood, wire and other materials the base for their creature and then add paper mache or plaster cast sculpting and bringing their ideas/thoughts to life.
6.Once the creature has been sculpted then they will gesso and then paint them adding body art to their aliens.
7.Evaluation at the end of this lesson will be based on their research, thumbnails and rough sketches. The instructor will be looking to see if instructions were being followed, if they have constructed a sturdy base, creativity and completion; all stated on the lesson rubric.