Lesson Overview:
This lesson engages students in research on artists whose work appeals to them. They will select works of art for an imaginary personal collection and will justify the selection of each piece based not only on their personal aesthetics but also on the historical importance of each artist. Studio art courses have a writing component so that students' production skills are enhanced by the knowledge of art history, an ability to analyze art and an enhanced sense of aesthetics.
Length of Lesson:
Five 45-minute periods
Notes:
This lesson is particularly suitable for grades 11 - 12.
Instructional Objectives:
Students will:
- analyze and explain the historic significance of the selected artists and artwork.
- assess the characteristics and merits of the selected artists and their work.
- become familiar with the works of five artists from five different periods of art history.
- choose and evaluate on the basis of media, processes, and meaning.
- research artists and periods of art history on the Internet and in print media, CD-ROMs and/or videos.
- synthesize creativity and analysis in written form to present their conclusions.
- understand the visual arts in relation to history and culture.
- write about their aesthetic responses to the selected works of art emphasizing the experiential, feeling qualities gained from the work.
Supplies:
- Computer with Internet access
- Print media from art studio library, learning resources center (library), public library on various artists
- CD-ROMs from art studio library, learning resources center (library), public library on various artists
- Videos from art studio library, learning resources center (library), public library on various artists
Instructional Plan:
Note: This lesson requires eight weeks of student research and writing outside of class time.
Students have learned about famous artists in the media of their specific studio course (ceramics, photography, and painting, for example) through teacher presentations. They have analyzed artwork through discussion of subject, theme, art elements, and principles of design. To promote visual literacy in art criticism, art history, and aesthetics to support their growth as studio artists, students are required to research artists in the medium they are studying and to present their research in a creative writing assignment. This writing assignment should be adapted to a specific media like photography, sculpture, painting, etc. Students will also be expected to present this paper as an entertaining fantasy interwoven with your research and reflection. This paper is an outside assignment that is a required part of the course. From time to time during the semester course students will be given a day to interact in cooperative learning groups for sharing, interaction, feedback, and additional suggestions.
Arranged a time for the students to visit the Media center and receive a refresher course in how to navigate the resources to find what they need.
Distribute the Scenario Questions Handout to the students and discuss. If possible, arrange to team teach with an English Teacher for a class period. Review the basics of writing a research paper, format expected, correct annotation, and layout and design.
Beginning Outline:
Give students one week to prepare an outline of their proposal. Give them a day to share their outlines in cooperative learning groups. Then give students three days to revise their outlines and turn them into you. You will then return the outline with suggestions. If students understand the assignment and know how to go proceed, they can begin the intense process of research and writing. If they have questions concerning your comments they should immediately schedule a time to talk with you and clear up their questions and concerns.
Research Paper:
Students have four weeks to write a rough draft. They must schedule a meeting with you for a one-on-one critique sometime nearing the end of the four weeks and the assignment; preferably before the final rough draft is due. Encourage students to touch base with you as needed while preparing the rough draft. The rough draft should follow the outline previously presented and approved, including all the elements that are listed in the assignment handout. Students should share their rough drafts in cooperative learning groups. The students should pair up and read each other's rough drafts and offer helpful ideas. Students should make any necessary corrections and complete the final papers. You will correct the completed papers and return them to the students. Allow students to make corrections one more time and turn in a revised copy along with the original.
Students will then create power point presentations based on their papers, and share their presentations with the class. They should work with the technology teacher to create this if they have concerns on the formatting.
Assessment:
Use the Assessment Rubric Handout.
Sources:
Web:
Authors:
-
Francine Rossi, Professor, Art and Graphic Des
Lake City Community College
Lake City, FL
