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Lesson Plan Title:_____________​Feminism in Portraiture​____________ Length:_________________________________

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.

Questions asked at end of previous class:

- Raise your hand if you know who “Frida Kahlo” is


- Raise your hand if you know who “Cindy Sherman” is
- Raise your hand if “feminism” is a concept that affects your daily life
- Raise your hand if you know anything about feminism in portraiture

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

Enduring Understanding (s):


Enduring Understandings ​show a relationship between two or more concepts​; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

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.

Standards: (All lessons should address all standards.)


1. Observe and Learn to ​Comprehend
2.​ ​Envision and Critique to​ Reflect
3. Invent and Discover to ​Create
4. Relate and Connect to ​Transfer

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​.

Differentiation: Access​ ​(Resources and/or Process) Expression​ ​(Products and/or Performance)


(Multiple means for students to access content and
multiple modes for student to express understanding.) - Students can create a simplistic design or simply use a - Students may choose whichever social justice issue
phrase that is important to them affects them in their daily lives, allowing the lesson to
- Students may choose between colored pencils or be accessible to those who are unaffected (for some
sharpie to add color to their piece reason) by gender inequality
Extensions for depth and complexity: Access​ ​(Resources and/or Process) Expression​ ​(Products and/or Performance)
- Students may do research to back-up their design or - Students may create detailed and complex designs with
phrase research to back them up
- Students may use both colored pencils and sharpie as - Students may choose whichever social justice issue
an extra challenge for their pin they want, so they can challenge themselves by
choosing an issue that doesn’t necessarily affect them

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.

- Cut shrink-a-dink to right size


- Get the right glue to attach pins
- Create presentation featuring artists and their stories
- Prepare a list of critical questions to help further students’ understanding of feminism and how it affects art

Safety:
Be specific about the safety procedures that need to be addressed with students.​ List all safety issue in a bulleted format.

- Be careful with the gun, it gets very hot very fast


- Don’t glue anything but the pin and shrink-a-dink since the glue is super strong and can ruin clothes or damage skin
- Be careful with pins, they have sharp ends

Action to​ ​motivate/Inquiry Questions:


Describe how you will begin the lesson to ​stimulate student’s interest​. How will you pique their curiosity and make them interested and excited about the lesson? ​What inquiry questions will you pose?​ Be specific
about what ​you will say and do​ to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

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 Instruction​ - Learning​ - Students will...


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20 mins - ​Presentation/ Project intro
48 - Teacher will open class with the question; “what is - Gain a deeper understanding of feminism and how it has affected
mins feminism?” (Whether students answer or not, it will art history, particularly portraiture
definitely grab their attention) - Create a design that involves a social justice issue that affects
- Teacher will then begin presentation on feminism in them personally
portraiture - Write about social justice issues that affect their daily lives
- Presentation will involve many female artists, their work, - Understand how to create a shrink-a-dink and let that guide their
and how their work changed based on their feminist views decision making
- Teacher will also open discussion about how - Recognize and identify works from the female artists presented
feminism/social justice in general affects art. In a good or
bad way? Is it effective to create art about these issues?
Why or why not? etc. If students don’t respond, it’ll at least
get them thinking about these questions and implications
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- After the presentation, I will briefly introduce the activity:
- After a quick write, students will get to create
shrink-a-dink buttons that display either a design
or phrase that pertains to a social justice issue that
affect their everyday lives
5 mins - ​Quickwrite
- Students will begin this assignment with a quick write
- Teacher will ask students to write about a social justice
issue that affects their personal lives. This can be racism,
sexism, homophobia, pollution, etc. as long as it affects
their lives
- The quick write is helpful, as it gives students the chance to
plan out and think deeper about social justice issues that
affect them
- This also gives them a chance to plan what their button
might look like
10 mins - ​Demo
- After the quickwrite, teacher will hold a short demo on how
to shrink the shrink-a-dink stuff
- This will give students an idea of what their piece will look
like after shrinking, which is important before they even
begin developing a design
- Teacher will go over the shrink-gun and how to use it, when
you know the piece is done shrinking, how to hold it in
place while using gun, what to do once it’s done shrinking
to make it flat again
- It’s at this point that I’ll tell them about pin backs and glue
they will use to attach the pin backs
13 mins - ​Work time
- Students will be given the rest of class time to begin
working on their designs
- Teacher will come around and answer any questions
- Students are allowed to add color to their design with either
colored pencil or sharpie
- Students should also be aware that they need to draw their
design on the rougher side of the shrink-a-dink as that’s
where color will be the most vibrant

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

Student reflective/inquiry activity:


Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

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!

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:


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Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

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

Recognize and Students Students Students cannot


identify works recognize and recognize and recognize or
from artists can identify can identify identify works
covered in works from works from from any artists
class? every artist some artists covered
covered covered

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​:

Criteria Developing Emerging Proficient Advanced

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​:

Name: _____________ Date: __________

Who created these works of art?


________________________________________________________________

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?
_____________________________________________________________________________________________________________________
______________________________

Who created these works of art?


__________________________________________________________________

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How do you know? What elements in the pieces help you recognize the artist?
_____________________________________________________________________________________________________________________
_______________________________

Who created these works of art?


________________________________________________________________

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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