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Course _ART Topic: Gallery Exhibit

New Vocabulary:

Teacher Melanie Grimm Minutes

Instructional Goal/Rationale/Essential Questions

Why do we talk about art?

Reflection about and

or teaching to:
Learning Styles
___AR ___CR
___AS ___CS
___ Visual
___ Auditory
___ Kinesthetic
___ Gender
___ Multicultural
___ Disengaged
___ Special Needs
___ Verbal/Linguist
___ Logical/Math
___ Naturalist
___ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic

Performance Objectives (consider multiple levels of Blooms):


When viewing artworks by contemporary artists students will be able to effectively

describe the artist intent by pointing out key features such as symbolism.
When viewing a series of art works students will be able to describe the characteristics of
art in different time periods using their knowledge of techniques and style.
When viewing a series of artworks students will be able to depict possible materials used
to create the art based on the texture and mediums.
Using their sketchbooks students will be able to draw and take notes of effective and in
effective use of basic art elements.

When viewing art students will be able to describe the expressive feature in art.
1. Observe and Learn to Comprehend
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
2. Envision and Critique to Reflect
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language
___ Inquiry
and studio art processes
___ Direct Instruct
3. Interpretation is a means for understanding and evaluating works of art
___ Coop Learning
3. Invent and Discover to Create
1. Demonstrate competency in traditional and new art media, and apply appropriate and
___Laboratory work available technology for the expression of ideas
2. Assess and produce art with various materials and methods
3. Make judgments from visual messages
Technology Utilized 4. Relate and Connect to Transfer
1. The work of art scholars impacts how art is viewed today
2. Communication through advanced visual methods is a necessary skill in everyday life
3. Art is a lifelong endeavor
Resources/Preparation/Material Needed:
Posters of famous artworks from a variety of time periods
A stack of envelopes with images in them that consist of: a clock, cash, a house, a heart,
and a hand


Introduction/Set/Focus/Attention Getter/Pre-assessment:
Show an interesting piece of art that is really though provoking.
Give the students a moment to view it and then ask questions:
What is it about?
How long did it take to make it?
How much do you think it cost to make it?

Instructional Input/Body of Lesson

Teacher Actions
1. 4min

2. 3min

3. 6min



1. Greet class
- Take attendance
- Go over objectives and class schedule for
the day.

2. Set artwork in front of students, if painting in

the front and if sculpture in the middle.
- Have students get up and look at it, walk
around, see it close and far.

3. Students return to their seats for discussion

about the piece.
- What is it?
- What does it mean?
- How much did it cost to make it?
- How much is it worth?
- Where does it belong?
- Do you like it? Why? Why not?
- What materials/mediums were used to
create it?
- How much time did it take to make it?
4. Posters of famous artwork from a variety of
time periods and styles are displayed around the
-Students are split up into small groups and are
handed an envelope.
-In the envelope consists of cutout images of a
clock, a hand, cash, a house, and a heart.

5. When students are done with the activity the class

gathers and discusses the three artworks with the most
cutout images and groups defend their decisions and
open up other comments to the rest of the class

Questions for Discussion/CSU

1. Students take on the
responsibility for know the
objectives and completing
them, they are working on
their professional skills of
following class
2. Students work on their
observation skills and are
practicing to view objects in
different perspectives to
find new meanings and
sense of balance, shape, and
3. Students are practicing
critical thinking skills about
different way to view art.
What makes good art? They
are also practicing the
development of speaking
their own opinion to peers
and building ideas off of
each other, collaborative
4. Students are expected to
walk around the classroom
and discuss in their groups
what each image means and
place it with an artwork that
strongly connects to the
image. They are
collaboratively thinking of
why they chose the image
for the particular artwork
and will defend it in a class
5. Students practice
defending their opinions.
Students work on critical
thinking and reflection
skills. Also the students
understand that an artwork
can be view in a variety of
different ways.

Guided Practice/Application:
Students have a handout to help organize their thoughts and ideas.
End lesson with a class discussion on the decisions the students made and why
they made them, does the rest of the class agree? Disagree? Why? Why not?
Why where more images at this particular artwork? Why were there no images
at this artwork? What artwork was most striking? Why?
Independent Practice/Homework/Lesson Extension:
How are Objective/Standards Assessed in this lesson?
Students are handed a worksheet with the images on the right column and for each image
there is a column to write the artwork they chose for that image, who made it, and why
they chose it.
Students can walk around with a recorder and record their thoughts.
Students can walk around with a sketch book and draw the artwork in the description
Students do a quick write of one piece of art they found interesting and describe how
todays lesson influenced reaction to the artwork good or bad.