Lesson Plan : Challenging Self-Perceptions Art

Teacher Name:
 Joanne Burgess
Grade:
 Grade 4
Subject:
 Other

Topic:
 Challenging Self-Perceptions Through Art
Content:
 Louisa Flannery's "She's a hairy bear" Vocabulary: Contradiction Contemporary Art Observation
Goals:
 1.Further understanding and appreciating new trends in creative expression. 2.Changed perspective on the role of art in one’s life 3.Increased Creative Thinking Capacity
Objectives:
 Engage students through the current exhibition in innovative ways. Students interact and participate in the culture of the gallery Students create meaning and are inspired by various art pieces.
Materials:
 “She was a Hairy Bear” collection Sketchbooks and pencils A box of everyday objects or body part replicas
Introduction:
 Give students time to observe and react to Flannery’s work. Allow them to observe the subtleties in the art pieces. Facilitator should offer clues if the subtleties are not recognizable to the students.
Development:
 Have a box containing replicas of parts of the body or pictures for the students to examine. Which parts would you use in your pictures? Why? Have the students sketch their chosen parts of the body in their sketchbooks as a part of a picture. Discuss the meaning behind the pictures.
Practice:
 Why do you think that the artist uses her own hair in her artwork? Can hair be properly called art? How do you feel about the bear being called 'she'?
Accommodations:
 Have the students stand in a circle and dance or act out figures and shapes to represent the meaning of the vocabulary words presented. Example: Have the students demonstrate what it would be like to be hot and cold at the same time to display what 'contraditcion' means. Have the students shape their hands over their eyes like binoculors to explain 'observation'.
Checking For Understanding:
 Have the students explain through their drawings, acting, or words the meanings that they have developed about art through Flannery's work and the meaning of contemporary art, observation and contradiction.
Closure:
 Describe some contradictions that you see in your own life e.g. “She is weak yet she is strong” in your sketch book and draw a picture in your sketchbook to represent your writings.
Evaluation:
 Explore whether the students understand how "non-art" objects can be used to represent art. Explore whether the students understand that their own meaning making constitutes as a "right" answer for the learning time. Explore whether or not the students' perception in relation to art has been heightened.
Teacher Reflections:
 Record student feedback. Discuss which parts of the lesson best engaged the studends and promoted meaningful discussion.

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