Cultural Awareness Lesson Plan
“My family taught me deep respect toward the profession of educator; that knowledge is universal; that the classic literature is border-less; that it is not bounded to national or racial interests because problems, dilemmas, dramas and victories in them are common for all of humanity” (Tumanian, 2012, Educational Genogram, pg.1).
THE ARTS STANDARD NUMBERING KEY
CP = Create, Present & Perform; AC = Aesthetics & Criticism; HC = Historical & Cultural Perspectives
Unit title or subject: AR.11.HC 01
Week: 1
Lesson #: 1
Lesson title: Art Historical and Cultural Awareness
Allotted Time: 180 min
Desired Results
Goal(s)/State standard(s): (3.1;3.2;3.3)
3.1 Create an art historical awareness of the major eras, movements, and styles by compare images from each era:
4.2 Using appropriate vocabulary in identifying artistic symbols in a variety of genres and styles in visual arts.
Essential Question(s):
Objectives: (Language and Content)
ABCD format=Audience (I can or Student will) + Behavior (action verb) + Content reference/Condition +Degree (minimum measurable acceptable performance)...
Vocabulary Focus:
Understanding of the content vocabulary: Ancient, Renaissance, Realism, Modernism, Social-Political, Post-Modernism, style, composition, theme, media, patron, cultural affiliation, alienation, influence, tribe, native, utilitarian, decorative, aesthetic, culture, ethnic
Formative and Summative Assessment Evidence
Performance Tasks: (include differentiation)
b)brief description of the social-political and economic situation of the that particular time
-----------------------------------------------------------------------------------------------------------------------------
Other Evidence:
After the summary paper will reach the group, students will write a half-page paper on the topic “My Favorite Artist and/or Art Work”. What style, time frame, and what you like or dislike the most in this artwork – style, theme, technique, culture, etc.?
The paper should be double spaced for further corrections or additions.
-------------------------------------------------------------------------------------------------------------------------------
Learning Plan
Materials Needed:
Video, art books, projector or Smart Board, paper, markers, color pens
Learning activities: (include homework, assessment and closure)
-------------------------------------------------------------------------------------------------------------------------------
In class: Observe, analyze, draw visual clues on artworks, symbols, short annotations, and summary to be discussed in the group and with class
Homework: Draw simple 2-3 objects still life, or decorative design with the characteristic elements of the culture and style observed in class; cultural reference should be given verbally upon presentation in class on a black and white drawing done either by charcoal, graphite pencil, marker or digitally.
Research on the symbolism of colors, culturally specific color palette, and traditions in preparation for the next class project.
Reflection: I learned a great dill from the class about teaching strategies for better reading and comprehension, and that it does not only depend on the reading materials but, most importantly, from the instructor’s own method of teaching and in-class critique and discussions on completed class and homework assignments. My reflection: acknowledge successful areas, make suggestions for improvement or corrections
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.
THE ARTS STANDARD NUMBERING KEY
CP = Create, Present & Perform; AC = Aesthetics & Criticism; HC = Historical & Cultural Perspectives
Unit title or subject: AR.11.HC 01
Week: 1
Lesson #: 1
Lesson title: Art Historical and Cultural Awareness
Allotted Time: 180 min
Desired Results
Goal(s)/State standard(s): (3.1;3.2;3.3)
3.1 Create an art historical awareness of the major eras, movements, and styles by compare images from each era:
- Ancient Art – Greek-Roman, Middle East, Eastern Asia, Africa, and America.
- Modernism – from the 17th century to the present.
- Modern is present in all cultural activities - the difference is in time of occurrence.
4.2 Using appropriate vocabulary in identifying artistic symbols in a variety of genres and styles in visual arts.
Essential Question(s):
- What are the main characteristics of the style?
- How historical, social-political situation reflected in the art?
- How economic and/or scientific achievements influenced art?
Objectives: (Language and Content)
ABCD format=Audience (I can or Student will) + Behavior (action verb) + Content reference/Condition +Degree (minimum measurable acceptable performance)...
- Discuss and express observations of the main characteristics of the style
- Detect and link historical, social-political, and economic factors to the artwork
- I will ask open-ended questions to provoke discussion
- Students will be encouraged to actively participate in critics
- Students will be divided into two groups:
- The first group will concentrate on aesthetic style, technique, genre, media
- The second group will describe historic background: political structure, socioeconomic condition and geographic locator with the indication of the neighboring countries
- Each group will write as many definitions as they can
- Students will be informed that point will be given for participation rather than for the correct answer
Vocabulary Focus:
Understanding of the content vocabulary: Ancient, Renaissance, Realism, Modernism, Social-Political, Post-Modernism, style, composition, theme, media, patron, cultural affiliation, alienation, influence, tribe, native, utilitarian, decorative, aesthetic, culture, ethnic
Formative and Summative Assessment Evidence
Performance Tasks: (include differentiation)
- Students will watch short videos on each topic
- After each video or slide view I will give:
b)brief description of the social-political and economic situation of the that particular time
- The student will take a short vocabulary quiz at the end of the video on the terms used in the video
- Students will discuss in a group and write a short least-summary on the artist and/or artwork.” The paper to be passed to the next group for corrections, additions or comments. Corrections or additions will be made with a different color pen – each group will be appointed one color pen
-----------------------------------------------------------------------------------------------------------------------------
Other Evidence:
After the summary paper will reach the group, students will write a half-page paper on the topic “My Favorite Artist and/or Art Work”. What style, time frame, and what you like or dislike the most in this artwork – style, theme, technique, culture, etc.?
The paper should be double spaced for further corrections or additions.
-------------------------------------------------------------------------------------------------------------------------------
Learning Plan
Materials Needed:
Video, art books, projector or Smart Board, paper, markers, color pens
Learning activities: (include homework, assessment and closure)
-------------------------------------------------------------------------------------------------------------------------------
In class: Observe, analyze, draw visual clues on artworks, symbols, short annotations, and summary to be discussed in the group and with class
Homework: Draw simple 2-3 objects still life, or decorative design with the characteristic elements of the culture and style observed in class; cultural reference should be given verbally upon presentation in class on a black and white drawing done either by charcoal, graphite pencil, marker or digitally.
Research on the symbolism of colors, culturally specific color palette, and traditions in preparation for the next class project.
Reflection: I learned a great dill from the class about teaching strategies for better reading and comprehension, and that it does not only depend on the reading materials but, most importantly, from the instructor’s own method of teaching and in-class critique and discussions on completed class and homework assignments. My reflection: acknowledge successful areas, make suggestions for improvement or corrections
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.