Aesthetic Valuing Lesson Description: Students will participate ..., Schemes and Mind Maps of Aesthetics and Composition

Download Aesthetic Valuing Lesson Description: Students will participate ... and more Schemes and Mind Maps Aesthetics and Composition in PDF only on Docsity! Lesson 5: Aesthetic Valuing Lesson Title: Aesthetic Valuing Lesson Description: Students will participate in showing their videos to the class and give a short presentation about the choices they made to create their videos. Students will then participate in a critique of each other’s videos using the Feldman method that they went over in a previous lesson. Finally, students will be presented with various methods for exhibiting their video in a museum or gallery setting. Grade Level: High School - Beginning Time Frame: Three 2-hour class periods Focus Artwork: Kimsooja, ​A Needle Woman, ​1999 http://www.kimsooja.com/works_video_sewing-into-walking.html https://www.youtube.com/watch?v=1O8TIFipdvw Lesson Objectives/Student Learning Outcomes: Students will be able to: ● Identify and describe the four steps of the Feldman Model - description, analysis, interpretation, and evaluation. ● Describe and analyze their own artwork in order to determine its meaning and success. ● Describe and analyze an artwork of their peers in order to determine its meaning and success. ● Present an oral critique of their artwork. Instructional Resources: ● Handout - ​Feldman Model of Critique: Everyday Life Experimental Videos ● Handout - ​Rubric for Class Critique ● Handout - ​The Feldman Method of Critique ● Computer ● LCD Projector and screen Procedures: Day 1: Anticipatory set: ● Teacher explains that students will now be watching each other videos and using the Feldman Model to critique their own video as well as a video of their peers. Teacher stresses that it is important to be positive and professional when critiquing others and offering constructive criticisms. Teacher expresses her excitement at seeing all the videos that the students have worked so hard on (15 minutes). Direct instruction: ● Teacher passes out worksheets and asks students to recall the Feldman Model from earlier in the unit. She then asks students to think about their own work and use the Feldman Model to critique their own work. They will be presenting their critique and video after they complete the worksheet (10 minutes). Guided practice: ● Students work on their worksheets for the first half of class. Teacher circles the room to check that students are on task and answer any questions (50 minutes). ● Teacher asks for students volunteers to get the critique presentations started. Students present for the rest of class (50 minutes). Independent practice: ● Teacher assigns the students to critique one of their peers videos for homework using the second half of their worksheet. Students may access the videos on the class portal (5 minutes). Day 2: ● Identify and describe the four steps of the Feldman Model - description, analysis, interpretation, and evaluation? ● Describe and analyze their own artwork in order to determine its meaning and success? ● Describe and analyze an artwork of their peers in order to determine its meaning and success? ● Present an oral critique of their artwork? Method of Assessment: ● Teacher checks for understanding by monitoring the progress of students as they are working on their worksheets to ensure they are critiquing the artwork according to the guidelines (formative assessment). ● Teacher will clarify information, when needed and check for understanding (formative assessment). ● The worksheet will be evaluated based on completion (summative assessment). ● The oral critiques will be evaluated according the rubric (summative assessment). California Visual Arts Standards Addressed: 1.0 ARTISTIC PERCEPTION ● 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. ● 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination. ● 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. ● 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work. 4.0 AESTHETIC VALUING ● 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art. ● 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context. ● 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others. ● 4.4 Articulate the process and rationale for refining and reworking one of their own works of art. ● 4.5 Employ the conventions of art criticism in writing and speaking about works of art. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS ● 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).