Lesson+Plan-+part+I

 **__Lesson Plan__**  These lessons are for Junior and Senior High School Students. __ Sunshine State Sandards for Visual Art: __ •VA.C.1.4.2 understand how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context. •VA.D.1.4.2 understand critical and aesthetic statements in terms of historical reference while researching works of art. •VA.E.1.4.1 know and participate in community-based art experiences as an artist or observer. •VA.B.1.4.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes. __Objectives:__ •The 11th or 12th grade student, given paper and pencil, will correctly identify the communicated idea and response of the pieces of art in a slide show. •The 11th or 12th grade student, given library and internet resourses, will research and identify artists influence and change in history, cultural or religious context. •Using powerpoint, the student will correctly identify aesthetic terms in a two minute slide show presentation. •Given a 10 minute quiz, the student will be able to identify aesthetic statements and applications to art. •The 11th or 12th grade student, given a paper and pencil, will be ablt to give constructive feedback and evaluation of peer's art at the School Art Show during class time. __ Utilize: __ •Create a 2 minute power point presentation using asthetic terms. •Reserve internet use in library or classroom for research paper. •Create art on the web through http://www.jacksonpollock.org/ •Use classroom art textbooks and handouts. •Students will be using art supplies from their individual bins. __ Require Learner Participation: __**Tuesday**-__ Students will go over asthetic terms from the textbook and view the power point slide show presentation to re-inforce the terms in a visual form. Students will work as a group to cut out pictures from magazines that identify these terms and paste them to carboard. 5 min. Review of the warm-up, including going over the description words (which I will write on the board). We will also review aesthetics and I will introduce today’s lesson. Students will receive a resource sheet with written and visual examples for each of the terms. This is mainly to help the English language learners. The descriptive words in a passage are what help students to imagine a setting, making the scene more clear to all of the students, which is a plus! 20 min. Power-point presentation, along with a referential handout, that describes the four aesthetic theories. The students and I will both divulge visual examples from the images shown that make that image fall into the aesthetic theory discussed. The written and visual examples will aide the students in a greater understanding of the aesthetic theories. __**Wednesday**__- Warm-up, class business, and role. Warm-up: Please read the passage in front of you and write or draw what you imagine this passage representing. Please write down all of the adjectives that describe the setting, like: great, covered, circles, snowy white, beautiful, shapely, etc. This warm-up helps to get the students prepared for the assignment that they will be completing later in the day. It also helps the EL students begin to get a grasp on the passage, rather than having the assignment be the first time they view the art. The students will have in-class time to create their own work of art that mimics another artist or is an original work that uses the aesthetic terms learned in class. The students then will be attending the School Art Show in the gym to evaluate their peer's art and look for works that include aesthetic applications or influence in history, culture, or religion. Students will use the hand out to guide them.
 * Monday**__- The students will be introduced to the paper assignment and given time in class to research and reserve internet in the library or classroom.
 * __Thursday__**- Following the Power Point, we will play a review game in which students will visually identify, categorize and explain why they put that image into the aesthetic theory they chose. This is to give me an idea of how well they understood the content of the lesson. It also gives the students the chance to review the information taught.
 * __Friday-__** Students will be given a 10 minute quiz on the aesthetic terms at the beginning of class. They will also hand in their research papers and use the rest of class time to contiue to work on their art pieces. Students will complete the aesthetic project: a representational drawing according to the aesthetic theory they were given and a paragraph on how they have successfully shown that aesthetic theory. Students who finish early will have a chance to work on their upside-down drawings. This exercise will reinforce that the students have understood the aesthetic theories and know how they are visual represented in the arts. They will then be asked to defend their drawings by stating why what they drew fits into the aesthetic theory they were given.

Evaluate and Timeline- How did the students do with the terms? Revise:

The ideas, concepts, and content for this lesson plan are from:
 * O'Hearn, K. (2006). Introduction to the aesthetic theories of art. //#3844. Aesthetic Theories of Art//, Retrieved from []