Professional Documents
Culture Documents
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)
Students will gain a deeper understanding of the struggles women artists go through and how they use portraiture to combat these issues. Using
information about feminism and how certain artists portray feminism in their art, students will create a pin that portrays an important social justice
issue that is relevant in their day-to-day lives.
R - Learners
A - Peers
F - Shrink-a-dink pins
T - Feminism in portraiture
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
- feminism
- portraiture
- emotions
- expression
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- value
- style
- influence
Students will understand how feminism has impacted portraiture in history and contemporary art.
Students will understand how expressions, value, style, and emotions play a part in portraiture, as well as how they influence the audience.
Students will understand how societal and historical contexts influenced these women and how they portray that in their art.
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. A
ligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Students will use shrink-a-dinks to display a sketch or phrase etc. that is important to them in regards to a social justice issue. (Bloom’s: create, apply - Standard: Create - GLE:
Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media. - Art learning: Shrink-a-dinks, displaying a message - Literacy:
Writing out a phrase)
Students will be able to recognize and identify works from Frida Kahlo, Cindy Sherman, Karin Mack, Renate Eisenegger, and Ewa Partum. (Bloom’s: Remember, apply -
Standard: Comprehend, Transfer - GLE: Utilize the practice of artmaking, and research historical and cultural contexts, to discern between different viewpoints, critique social
problems and effect social change. - Art learning: Recognizing and identifying works of art - Technology: artists were presented to students using a projected presentation)
Students will participate in a gallery walk in order to view and comment on their peers’ pins. (Bloom’s: Analyze - Standard: Reflect - GLE: Use criteria and personal
discernment to evaluate works of art and design, taking into consideration the variables that influence how the work is perceived. - Art learning: viewing and communicating
about works of art - Literacy: Communication about art)
Students will use emphasis, line, and shape to create a design based on a social justice issue. (Bloom’s: Apply - Standard: Create, comprehend - GLE: Articulate and
demonstrate that the making and study of art and design can be approached from a variety of perspectives. - Art learning: Using emphasis, line, and shape to create meaning)
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Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
- feminism
- portraiture
Literacy will be integrated into the presentation on feminism in portraiture. During the presentation, I will ask for thoughts and define several
different terms (found above). Students will leave the lesson with a new understanding of the meaning of feminism, portraiture, etc.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
- Shrink-a-dink stuff
- Heat gun/ Shrink gun
- Pins
- Glue
- Sticky-notes
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Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.
- Frida Kahlo
- Cindy Sherman
- Karin Mack
- Renate Eisenegger
- Ewa Partum
I will create a presentation featuring these specific feminist artists, their work, and their biographies/ information about them.
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
I will motivate students by asking them the initial question of “What is feminism?”. This will get students to begin thinking about their
preconceived notions of what feminism is, plus it’ll shock them since this isn’t a topic normally covered in an art class. Once I hear multiple
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opinions/thoughts, I will give my presentation, asking many questions throughout to involve students and make the information relevant to each
student.
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions
and processes you will engage students in to help them develop ideas and plans for their artwork.
- What is feminism?
- What role does feminism play in art?
- What social justice issue affects you on a day-to-day basis?
- How can you convey that issue through your art?
- What kind of power does art have to express social justice issues effectively?
- What are social justice issues?
For ideation, I will have students begin with a quick write, after my presentation. This is going to give the students a chance to jot down some ideas
of social justice issues that affect them and how they could convey that effectively in their art. This quick write will also give students a place to
plan a design or slogan they will want on their pins.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day
2 5 mins - Intro - Remember and recognize female artists presented last class
- Teacher will give students a small reminder of what they are - Finish creating their design for their shrink-a-dink pins
doing, as well as the feminist artists talked about last class
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- Teacher will ask a series of questions pertaining to the - Shrink down their buttons and add pins to the back to create
presentation to see how much students remember functioning buttons
10-20 mins - Work time - Participate in a gallery walk to see what their peers created
- Students will be given time to finish working on their - Discuss findings from gallery walk
shrink-a-dink
- This part includes shrinking their pieces, attaching pins to
the backs of their pieces, generally assembling their pin
completely
- Students may also use this time to finish coloring their
piece, add extra details, etc.
15 mins - Gallery Walk
- After everyone has finished their buttons, students will be
given a small pile of stickynotes
- Students are then asked to put their button on their desk and
stand up.
- They will then walk around the room, looking at various
buttons
- With the stickynotes, students will write things about a
button and place it next to the respective button. Things
they could write include a guess of what social issue is
being talked about, positive comments, constructive
criticism, etc.
- After about 10 mins of this, students will go back to their
seats. Teacher will then ask students to share
thoughts/interesting things about the stickynotes given to
their button
Gallery walk. Students will put their pins on their tables and everyone stand up. Every student will be given a small stack of sticky-notes (~10).
They will go around the room, write a thought on a sticky-note, and place it next to a respective pin. Things to write can include: a guess of what
the social justice issue is, compliments on certain elements, constructive criticism, etc. This way, students can see what their peers came up with
and they can share their thoughts as well. If they run out of sticky-notes and have more thoughts, they are absolutely allowed to come ask for more
notes!
Did students create a shrink-a-dink pin that displays a sketch or phrase Criteria Advanced Proficient Developing
that is important to them in regards to a social justice issue?
Created a Students Students Students
Can students recognize and identify works from the artists covered in shrink-a-dink created a created a created a
class? that displays a shrink-a-dink shrink-a-dink shrink-a-dink
design that is with a design with a design with a design
important to referencing a that loosely that does not
them in regards specific social references a reference a
to a social justice issue social justice social justice
justice issue? issue issue, or didn’t
create one at all
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again?
This lesson went very well, and I feel as though there was a high level of achievement among the students. Most students had trouble memorizing
the artists and their works. However, they created shrink-a-dinks that were extremely relevant to the assignment and showed me that they
understood the point of the assignment, what social justice issues look like, and how to convey them successfully. So although students did fairly
poorly on the assessment, most of them successfully created pins that fulfilled the requirements of the project. In order to help students with the
post assessment, I believe I need to a) have them take notes while presenting (which I didn’t require, but should’ve), b) Go over less artists all at
once. I believe every artist I went over is important, I just think it would have benefitted students if the presentation had been broken up a bit more,
or given in different sections.
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In addition to what happened in the lesson, I would ask students for examples of social justice issues before giving them time to ideate. I found that
I had to spend a fair amount of time redirecting a few students who were having trouble discerning a social justice issue. It would have been
beneficial for me to have them suggest issues they could make a design about. That way, they are thinking through their ideas, they can hear ideas
from their peers, and I can immediately correct them if they choose something that isn't an issue. Other than that, and changing the pacing of the
lesson, I feel as though this lesson was successful, and my students created some really insightful artwork about social justice issues.
Appendix
Rubric:
Students used Students created a Students created a Students created a Students created a
shrink-a-dink to display a shrink-a-dink with no shrink-a-dink that loosely shrink-a-dink with a design shrink-a-dink with a design
design that is important to correlation to social justice, references a social justice that references a social with strong correlation to a
them in regards to a social or did not make a issue; not much correlation justice issue, though the social justice issue, or
justice issue? shrink-a-dink at all design needs to be pushed several issues
forward
Students recognize and Students cannot recognize Students can recognize or Students can recognize or Students can recognize
identify works from Frida or identify work from any identify 1-2 artists that identify 2-3 artists that and identify all artists that
Kahlo, Ewa Partum, Cindy artists covered in the were covered in the were covered in the were covered in the
Sherman, Renate presentation presentation presentation presentation
Eisenegger, and Karin
Mack?
Students participate in a Students did not participate Students participated in Students participated in Students participated in
gallery walk and in gallery walk or give gallery walk but did not gallery walk and gallery walk and
commented on peers pins? comments to peers give comments to peers commented on 2-3 peer commented on 3 or more
pins peer pins
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Students used line, shape, Students did not pay Students used some form Students used line, shape, Students used line, shape,
and emphasis to create attention to these elements of line OR shape OR and emphasis when and emphasis with specific
their design? while creating their design emphasis while creating creating their design purpose when creating
their design their design
Post - Assessment:
How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
_______________________________
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Who created these works of art?
____________________________________________________________
How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
______________________________
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How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
_______________________________
How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
_______________________________
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Who created these works of art?
________________________________________________________________
How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
_______________________________________
Presentation:
https://docs.google.com/presentation/d/17lKYlIa5AXPX_z_AtKqmUKRq1owcpspH4kKz4JDJ4Go/edit?usp=sharing
8/9/15 Fahey
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