By: Linda Miller, Katie Flowers and Lori Henderson

Big Idea:
Feminist
Identity
Lesson Overview Grades 9-12

DADA Students will be provided a powerpoint presentation

examining the influence WW1 had on Dada artists in
Germany (anti-art movement)
Students will be introduced two female activist artists
(Hoch & Vasconcelos) and draw connections to how
their platform (political/social/economic/religious) is
being integrated into their works of art.
Students will be able to understand and acknowledge the
impact of integrating different medias together
(collaging) can create a dynamic and powerful visual
aesthetic.
 Lesson Objectives
1. Visual Art: The students will (TSW)
be able to explain the impact DADA &
Feminism had in society and how it
affected the Art world.
2. Visual Art: The students will (TSW)
be able to justify the similarities and
differences between Hannah Hoch &
Joanna Vasconcelos
3. Multicultural: The students will
(TSW) be able to draw connections
and identify the social and political
influences within the Dada, feminist,
social and political moments occurring
within Hoch & Vasconcelos
DADA Power Point Example:
Marcel Duchamp
The Fountain (1917)
What is DADA art?
DADA DANDIES HANNAH HOCH
PowerPoint Example
The Teacher will:
Introduce Hannah Hochs biography
provide visuals of her artworks
Identify Hoch as a Collage artist
Discuss the application of different
textures
Identify Hoch as a feminist artist
Engage in a discussion about her
work
Discuss how lace is used as a
feminist dialogue
 JOANA VASCONCELOS Powerpoint Example

The Teacher Will:

Introduce Vasconcelos biography
Show examples of her work
Identify artist as a Multi-media
artist, and define the vocabulary
Discuss how she integrates
different medias into her art
Intro her platform (feminist)
Ask the class to compare and
contrast Joana with Hannah Hoch
Vocabulary / Key Concepts
1. DADA
2. Feminism
3. Contemporary
Artist
4. Collages
5. Crochet
6. Lace
7. Mixed Media
8. Activism
9. Anti-Art
 HANNAH HOCH

Formative & Summative

Assessments with Lesson Objectives
1. How will you assess the Lesson Objective? What will you be looking for?
Summative Assessment- Students will be required to write down the main
points of the lecture and jot down questions they feel need to be discussed
further for clarification. The class will share what they know and leave time
open for follow up questions.
2. How will you assess the Lesson Objective? What will you be looking for?
Summative Assessment- Students will engage in an oral discussion of their
views on the similarities and differences between Hoch and Vasconcelos
3. How will you assess the Lesson Objective? What will you be looking for?
Formative Assessment- Students will be given a questionnaire rubric assigned
for them to complete requiring them to make critical assessments on the
cross-cultural influence DADA and Feminism had on the arts.
 Lesson Procedures
1. Have class ready to begin the
moment the period session starts
2. Have PowerPoint slide ready for
lecture
3. Begin introduction to Dada
movement 5 minutes
4. Discuss political and social matters
relating to Dada artists 10 minutes
5. Introduce Feminism and discuss
various subjects relating to it 5 minutes
6. Introduce Hannah Hoch biography
of her works and what made her a
feminist artist 5 minutes
 Lesson Procedures
7. Engage class discussion about her work and
what inferences they are drawing from. 5
minutes
8. Ask entire class to pair share what theyve
learned from the presentation and allow time for
follow up questions 5 minutes.
9. Introduce Joanna Vasconcelos biography
and her art work and tie her work to feminism.
Provide visuals 5 minutes
10. Engage class discussion about her work and
what inferences they are drawing from. 5
minutes
11. Question-air rubric will be passed out to the
entire class and given 10-15 minutes to complete
12. Worksheet will be collected the last
remaining minutes left in class.
 Essential Questions
1. What are the key concepts behind
DADA?
2. What can be demonstrated in
Feminist ark works? What is the
underlying theme?
3. Can activism be seen in art? Explain
4. Does collaging heighten the artists
work ( in terms of addressing their
platform) of art or ruins it? Explain
Lesson 2 Overview:
Students will create a pinch
pot using traditional hand
building methods. They will
also learn to create pattern
and texture with
traditionally feminist
materials of lace and
jewelry to create surface
designs referring to
feminism and identity.
Nontraditional methods
and materials of paint and
glitter will also be used to
fill the pinch pots to use Ceramics
later in painting activity. Big Idea: Feminist Identity
 Lesson Objectives
1.Visual Art: The students
will (TSW) be able to create
a pinch pot using traditional
hand building methods
combined with
nontraditional materials.
2. Visual Art: The students
will (TSW) be able to create
pattern and texture as a
surface decoration on pinch
pots to reflect a social issue.
3. Multicultural: The
students will (TSW) be able
to be self-reflective of their
social and political views in
an artistic and create three
dimensional form.
1. How will you assess the Lesson Objective?
What will you be looking for?
Summative Assessment- Students will create a
pinch pot that has two halves joined together to
create a sphere that is sound in construction yet
contain non traditional ceramic materials of
paint, sequins, and glitter embedded in the
interior.
2. How will you assess the Lesson Objective? What will you
be looking for?
Summative Assessment Surface of sphere will contain
elements and principles of design expressing of pattern and
texture as it relates to a social issue.
3. How will you assess the Lesson Objective? What will you
be looking for?
Formative Assessment - Surface of sphere will contain a
pattern and texture that is expressive of students social and
political ideology.
 Lesson Procedures
Prior to class starting teacher will
pre-cut out two chunks of clay for students
to use to create their first pinch pots. This
would be wrapped in plastic at students
table. Teacher will introduce clay as a
material to students specifically how it is to
correlate with the unit of Reactive
Response: The Roll Out. This would also
include a brief synopsis of the historical
content from day before (4m). Classroom
expectations are introduced with specific
instructions on proper use safety and
consequences are introduced if students do
not adhere to rules and expectations (2m).
 Lesson Procedures Cont.
Students will be introduced to clay and its properties
as an art medium, how to cut clay and how to adhere
clay using scratching/scoring and slip with visuals and
modeling of instruction (6m). Students will then be
directed to create a pinch pot using same methods
(8m). Next teacher will model how to incorporate
tempera paint, glitter or sequence into pinch pot at a
table station in front of room (4). Finally, teacher will
demonstrate how to texture the clay using craft type
materials that will be placed at students grouped tables
for them to share (4m). Students will then create
textures and patterns on their pinch pots using the
same materials. Teacher will direct students to use the
rest of class to make as many as they can in all kinds of
sizes (this could be carried out to next day if time
permits). Joining two Pinch Pots
 1. Dada 8. Texture

2. Feminism 9. Compress

3. Clay 10. Craft materials

Ceramics 4. Pinch Pot 11. Wire cutter

Vocabulary 5. Scratch and score 12. Tempera Paint

6. Slip 13. Glitter

7. Attach 14. Sequins

 Key Concepts
1. How to manipulate clay to create
a pinch pot, one of the basic
methods of building with clay.
2. Basic use of clay tools safely
measure.
3. How to slip and score clay to
join two pieces together to create a
hollow form.
4 A variety of ways to create
texture and pattern onto a clay
surface for texture and decoration
and expression of emotion and
idea.
Essential Questions
1. What is one way to manipulate and form clay to make
a pinch pot?
2. What is the proper way to use clay and clay tools
properly and safely?
3. What are some methods to attach two pieces of clay?
4. what are some ways you can create texture?
 Lesson 3 Overview

The students will create artwork through the use of leather hard, textured clay balls and
paint based on a personal social issue, affecting students in todays society. The students
will think, pair, and share their issues with students about what is going on in the world.
Once every student has their own social issue they want to express, the students will
write on paper the issue and begin the art. The students will roll, throw, press, or break
the leather hard textured clay balls on the paper to create their artwork.
 Lesson objectives
1. Visual Art: The students will (TSW) be able to create
artwork that evokes emotion about a social or political issue.
2. Visual Art: The students will (TSW) be able to write social
or political issues in today's society that are important to the
student and express them on paper.
3. Multicultural: The students will (TSW) be able to
experiment and react to personal social or political issues
that relate to them.
 Lesson Objective
1. How will you assess the Lesson Objective? What will you be looking for?
Formative Assessment: Think, Pair, Share. The students will be given a few minutes
to think of their social issue and share in groups of 3. I will be looking for the students
collaborating together on social issues that personally affect each student. I will be
looking for openness in sharing thoughts and ideas.
2. How will you assess the Lesson Objective? What will you be looking for?
Formative Assessment: The students will write their issue on their paper given. They
may write their social issue small, large, many times, or once. I will walk around
asking each student what their issue is and a reasoning behind why they chose to
write their issue the way they did on their paper.
 Lesson Objective

3. How will you assess the Lesson Objective? What will you be looking for?
Summative Assessment: At the end of the lesson, I will give a short paragraph
write up about how the issues made the students feel. (Did the students throw or
roll the balls. Make pretty paintings or disastrous paintings. etc) I will be looking
for a thought process on why they chose the social issue they did and what
emotions rose when playing with the leather hard, textured, clay balls.
 Lesson Procedure
The teacher will gain the materials from the class before. The textured, clay balls,
buckets, paper, larger markers, and tarp or cardboard for the floor or grass. The
teacher will take the buckets and fill them with different colors of paint. There
will be paint
Before the students enter the classroom, the tarp will be laid out on the floor.
There will be buckets placed around the room filled with different colors of paint.
The students will enter and be asked to spread out around the room.
10 min: Refresh students on the Dadaist thoughts and movements on art. The
students will be sitting on the floor in the middle of the class on the tarp.
Ask questions (Class discussion): What is Dada? Who is Hannah Hoch
and what kind of art did she do? How does Johannah Vasconic relate to
Hannah Hoch? Then the teacher will ask the class what some political and social
issues are happening today. (Group discussion) By a raise of hands, the class will
try to come up with many ideas.
 Lesson Procedure Cont.

5 min: Think, Pair, Share in groups of 3 what are some issues that are going
on today.
Teacher will group students into groups of 3 by how they choose.
5 min: Explain to the students that they will individually be writing their
social or political issue how they please on their own piece of paper; large,
small, once or many times. Then they will be able to roll, drop, press, and
play with the balls in the paint on the paper. Explain rules: Be respectful.
No throwing paint at people. Etc.
Grab balls, paper, markers, and set up area. The students will be able to
chose where they work in the space allowed on the tarp.
 Lesson Procedure Cont.

20 min: Begin artwork. Teacher will go around asking students what their
social or political issue is and why they chose that issue. The teacher will ask
the meanings of their balls and the texture on the balls.
10 min: Formative assessments write up. The teacher will then hand out an
open-ended question. The questions will ask students about what emotions
rose during the process of their art. The answers should be written in
complete sentences and in paragraph form.
10 min: Clean up. The students will be reminded of where everything should
be placed for clean up.
Vocabulary
1. Dada
2. Feminism
3. Social Issue
4. Leather Hard
5. Pinch Pot
6.Textures
7. Tempera Paint
Key Concepts

1. Art is used to express

emotion.
2. Social and political
issues affect everyone
differently.
3. Not all artwork has
to conform to society.
Essential Questions
1. What are some emotions
you feel when you see art?
2. What are some social or
political issues you face today?
3. Does your artwork have a
specific meaning or emotion
behind it?
4. Do the colors in your
artwork relate to your emotion
or concept?
 The
Event