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

Catfish image copyright of Don Stewart. See bird and fish names list below

Resources: 

Visual Puns Links 

Bird Names and Fish Names

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.

1.      Using their previous Shape Drawings as a guide, students should cut out pictures from magazines, catalogues, 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.

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 pen and ink, or colored pencils - or doing value shading with pencils.

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 (Judy Decker - address on home page). 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. 

Resources: 

Copyright Law - See FAQs - Fair Use - Derivative Works  - Exclusive Rights    More on Derivative Works

Easy to understand Fair Use page by Cathy Newsome 

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

WillfulInfringement - review of video

Enforcing Trademark Rights See related articles

Chilling Effects - Cease and Desist 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 ($25, 2005, John Wiley & Sons), by activist David Bollier - Interesting: ".... the bizarre fact that the racist stereotype of a jovial kitchen servant known as Aunt Jemima -- the female counterpart to Uncle Tom in American history -- now belongs to Quaker Oats, which uses the name and concept for its line of pancake batter and syrup. When artist Andy Warhol wanted to paint a rendition of Aunt Jemima as part of a portfolio of American icons that he was compiling, Quaker Oats sent him a warning letter and threatened to take legal action if he continued." Warhol did his own "Mammy" instead. See excerpt from the book

the CEASE + DESIST Art Show - Hotel refuses to remove wall art with trademark logo

Fish Names for Visual Puns

Many more Fish Names   Common names for fish  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.

Bird Names for Visual Puns

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: 

National Visual Arts Standards Courtesy of Kennedy ArtsEdge