Brock University

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: Deconstructing The Media and The Western Beauty Ideal Date: 1/24/2019

Subject: The Arts Course Code: AVI20 Duration: 300 minutes (4 days)

Overall Expectations Math English Science Technology Health & PhysEd Canadian&World Studies The Arts FSL Other

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or
emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting
their works and the works of others.

B2. Art, Society, and Values: demonstrate an understanding of how artworks reflect the society in which they were
created, and of how they can affect personal values.

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts.

Specific Expectations

A3.1 Explore and experiment with a variety of materials/media, including alternative media, and traditional and/or
emerging technologies, tools, and techniques, and apply them to create art works;

B2.3 Identify and describe ways in which creating and/or analysing art works has affected their personal identity and
values;

C1.2 Use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art
works;

C1.3 Identify and describe the stages of the creative process and the critical analysis process.

Lesson Learning Goals

Knowledge & Understanding, Thinking, Communication, Application
Describe in student-friendly language the curriculum expectations where applicable.
Identify and describe the stages of the creative process with regards to the critical analysis of an advertisement (or
another media image) as well as the use of appropriate vocabulary when describing the techniques, materials and
tools used in the creation of a culture jammed image (K/U)

Explain how analyzing images from the media has affected your personal identity and values with reference to your
awareness of beauty bias in Western society (COMM)

Explore and experiment with a variety of media and techniques in order to create a multimedia collage (T/I)

Apply your understanding of culture jamming to an artwork of your own in order to spread a more positive message
and evoke critical thinking in the viewer (APP)

Learning Skills and Work Habits

Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Describe in student-friendly language the learning skills and work habits where applicable. Growing Success, p 10 & 11

Collaboration
The student:
 accepts various roles and an equitable share of work in a group;
 responds positively to the ideas, opinions, values, and traditions of others;
 builds healthy peer-to-peer relationships through personal and media-assisted interactions;
 shares information, resources, and expertise and promotes critical thinking to solve problems and make
decisions.

Independent Work
The student:
 independently monitors, assesses, and revises plans to complete tasks and meet goals;
 uses class time appropriately to complete tasks;
 follows instructions with minimal supervision.

Responsibility
The student:
 fulfils responsibilities and commitments within the learning environment;
 completes and submits class work, homework, and assignments according to agreed-upon timelines;
 takes responsibility for and manages own behaviour.

Initiative
The student:
 looks for and acts on new ideas and opportunities for learning;
 demonstrates the capacity for innovation and a willingness to take risks;
 demonstrates curiosity and interest in learning;
 approaches new tasks with a positive attitude;
 recognizes and advocates appropriately for the rights of self and others.

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)

1. Observation  Assessment for Anecdotal Record

-I will observe students throughout the lesson; learning I will use anecdotal notes to record the
however more specifically when they are -I will ask students participation and behaviour of the students
discussing the 3, 2, 1 activity in their group, about their day and will throughout class.
unpacking their video message, creating their engage in a
mind map, engaging with the PowerPoint and conversation with them Rubric
working independently. as they enter the A rubric will be used to assess the
2. Conversation classroom. This will students’ final multi-media artwork as
-I will engage in conversation at the beginning of provide me with well as their accompanying artist
the lesson while students are entering the diagnostic information statement. The rubric will include a
classroom in order to develop positive about their mood and comment section for descriptive feedback.
relationships with them as well as review the preparedness for
overall plan for the lesson (schedule, learning learning.
goals, success criteria, and performance task). I -Students will then
will initiate a class discussion so that students can engage in a 3, 2, 1!
share what they discussed regarding the 3, 2, 1! activity which will
activity as well as what they found after watching provide me with
and discussing their assigned video clip. diagnostic information
Furthermore, students will present the mind maps regarding what they
they created and we will, as a class, have a remember from the last
conversation about their thought processes and lesson as well as what
will talk about the relevance and importance of their interests are for
their answers. I will have one-on-one this upcoming lesson.
conversations with the students during their work
periods. Finally, I will engage in a conversation  Assessment As
with my students during the group critique when Learning
students are presenting and describing their work. -Assessment as learning
3. Product will take place
-Students will demonstrate their learning through throughout the action
the mind map activity, their rough drafts/plans, portion of the lesson,
notes taken during the PowerPoint, and their final while I am observing
good copy work as well as an artist statement. them, engaging in
conversations with
Success Criteria: them and examining the
products of their
-I know I am successful when I am able to learning. I will
identify and describe the stages of the creative continually check in
process relating to the critical analysis of an with student learning by
advertisement (or another media image). asking them questions
and repeating/reviewing
-I know I am successful when I use appropriate any of the material we
vocabulary when describing the techniques, have gone through
materials and tools I used in the creation of my already. These
culture jammed image. strategies will provide
me with formative
-I know I am successful when I am able to explain information regarding
how analyzing images from the media has the progress of student
affected my personal identity and values with learning.
reference to the beauty bias in Western society.
 Assessment Of
-I know I am successful once I explore and Learning
experiment with different media and techniques -Assessment of learning
(one being digital) in order to create a multimedia will take place during
collage. the consolidation and
connection portion of
-I know I am successful when I incorporate a the lesson when
culture jammed image into my collage in order to students are presenting
spread a more positive message and evoke critical their finished work to
thinking in the viewer. the class in the form of
a group critique.
Students will also hand
in an artist statement
that will outline their
creative process. These
components will be
assigned a summative
grade and marked using
a rubric.
Prior Learning
Prior to this lesson, students will be able to…

-Students should have prior knowledge regarding the elements and principles of design
-Students should be familiar with online editing software such as Photoshop and Illustrator
-Students will have had experience completing a group critique

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
-Videos
-Hands-on activities such as creating a mind map on chart paper
-PowerPoint
-Exit card
-Work periods (in classroom and computer lab)
Ways of Learning (Process)
-Students will learn collaboratively when participating in the 3, 2, 1 activity, discussing their video’s message,
developing their mind map, and presenting their final good copy.
-Students will learn individually when engaging with the PowerPoint and making notes in their sketchbook, when
they are writing their exit card, and during the work periods.
-Auditory learners will likely be most engaged when watching their video, listening to me discuss the PowerPoint,
and during group and class discussions.
-Visual learners will be most engaged when they are watching their video, examining the mind maps each group has
created, watching the PowerPoint and observing everyone’s work during the group critique.
-Kinetic/tactile learners will likely be most engaged when creating the mind map as well as during the work periods.
Ways of Demonstrating Learning (Product)
Students are able to demonstrate learning through a variety of methods which include the following:
- Conversations with the class and their peers
-The development of their mind map
-Their rough draft and plans for their final good copy work
-Notes taken during the PowerPoint
-Final multimedia artwork
-Presentation of completed artwork
-Artist statement

Accommodations: Modifications:
-I will make any accommodation necessary based on the individual need -I will modify the curriculum based on the
of each student. individual requirements of each student as
outlined in their IEP.
Materials/Preparation/Safety Consideration(s) for Teaching
What do I need to prepare before I begin the lesson?

-SMART Board with LCD projector and speakers

-Homeroom computer with the appropriate cables to connect to the SMART Board
-Internet connection
-YouTube
-Google
-USB with the PowerPoint saved on it
-PowerPoint
-Magazines
-Class set of assignment instructions
-Class set of sketchbooks
-Personal electronic devices
-Chart paper
-Markers
-Pencils
-Erasers
-Paper for collage
-Materials students may wish to use to create their collage with such as glue, whiteout, Sharpies, scissors, tape, pens,
acrylic paint, paintbrushes and pastel

-Book computer lab in advance

Instructional Sequence
MINDS ON 25 minutes Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
 What are you collecting?
 Connection to prior learning and/or experiences
(Observations/Conversations/Products)
 Setting the context for learning  How are you collecting student data?
(Assessment tool)

Greeting the Students (5 minutes) Conversation

I will begin my lesson by welcoming students as they enter the room. I I will converse with students in order to
will talk to them and ask them questions about their day in order to build positive relationships and get a sense
develop positive relationships with them as well as to determine their of their readiness for learning.
sense of readiness for the lesson to come.

Schedule, Learning Goals, Success Criteria, and Inquiry Questions (15 Conversation
minutes) I will explain to students what the
I will begin by introducing the schedule so that students have a clear schedule, learning goals, and success
understanding of what we will be exploring in this lesson. I will then criteria are for the day and will give
introduce the lesson learning goals and the success criteria so that students students an opportunity to ask questions
understand what they must do in order to be successful. I will briefly and clarify any information.
introduce the performance task students will be completing at the end of
the lesson along with the rubric so they know what they will be working
towards. Students will be encouraged to ask questions. Finally, I will
introduce students to the inquiry questions that will be explored and talked
about throughout the lesson. Students will be asked to consider these
questions as they are introduced to new material as well as when they are
creating their own art work. The inquiry questions include the following:
 How does our current consumer culture foster unattainable beauty
ideals and standards?
 How can we combat these unrealistic expectations and spread body
positivity?
 Our culture places a large importance and focus on physical
appearance whereas people in other areas of the world are just
trying to survive. Why are we so preoccupied with body image?
What does this say about consumerist culture?
 How does the constant viewing of unattainable beauty standards
affect us physically and mentally?

3, 2, 1! (5 minutes) Observation
Once the students are settled, I will conduct a 3, 2, 1 activity in order to I will be observing students as they are
review the information we learned in the previous lesson, to get a sense of brainstorming and discussing the 3, 2, 1!
what the students enjoyed, and to give them an opportunity to ask activity in their groups.
questions. Students may brainstorm in their groups if they wish before
presenting three things they learned in the previous lesson, two things they Conversation
are excited to learn about in the upcoming lesson and one question they I will ask students to share their answers
have about the lesson to come. This activity allows students to be social with the class and will ask them questions
within their groups, at the start of the lesson while shifting and focusing in return such as, why are you excited to
their mindset on the topic of visual arts. learn more about that? In what ways
would you like to learn about it?

ACTION 205 minutes Assessment Opportunities

 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)

Unpacking Video Messaging (20 minutes) Observation

I will observe students as they are
I will assign each group in the class one of the following videos: watching their assigned videos in order to
ensure they stay on task and are using
https://www.youtube.com/watch?v=W2UZZV3xU6Q their devices appropriately. I will also
https://www.youtube.com/watch?v=8eAL4JNQQU8 observe them as they are having group
https://www.youtube.com/watch?v=ySpytmtCB5o discussions so that they stay on task.
https://www.youtube.com/watch?v=iYhCn0jf46U
https://www.youtube.com/watch?v=Ei6JvK0W60I Conversation
https://www.youtube.com/watch?v=ERT_RUyJnTg I will engage in conversation with the
students as they present a description of
After watching the videos, students should discuss in their groups what their video and their thoughts around it
they saw and what they thought about the content. Do they agree or with regards to the inquiry questions I will
be asking them.
disagree with what was being represented in the video? How did it make
them feel? What connections can they make? Once they are given enough Anecdotal Record
time to reflect and discuss, I will ask each group to provide a summary of I will record the students’ thoughts,
their video and share some of the conversations they had in their group behaviours, and ideas/answers using
with the rest of the class. This collaborative learning activity will anecdotal notes.
introduce students to concepts of the ideal Westernized body and beauty
biases.
Observation
Mind Map (15 minutes) I will observe students as they are
I will hand out a sheet of chart paper to each group. On the chart paper, I brainstorming and working on their mind
will ask students to construct a mind map outlining some of the ideal map.
Western beauty standards that govern our society. Students should include Conversation
why these standards are harmful, how the media propagates the ideals, I will engage in conversation with the
how often we encounter these images, as well as any personal thoughts students as they are presenting their mind
and feelings about it that they would like to share. The mind maps will be map.
hung up around the classroom and will prepare students for the next Product
section of this lesson. The mind map will serve as a visual
representation of their knowledge.
PowerPoint (15 minutes)
By this point, we have unpacked as a class what the Western beauty ideal Observation
is, how it is harmful, and how it affects us physically and mentally. We I will be observing students as I present
looked at examples, and examined varying perspectives from people of the PowerPoint in order to ensure they are
different races and genders. Students should be equipped to recognize and engaged and are participating by writing
understand how the media works in terms of creating an unattainable notes in their sketchbook.
beauty ideal. This portion of the lesson will sharpen critical thinking skills
in students as it will not only guide students in recognizing toxic imagery Conversation
but will ask them to consider ways these messages can be changed for the I will engage in conversation with students
better. I will encourage critical thinking using PowerPoint as an aid. I will during the PowerPoint by asking them
demonstrate ads and images that transmit the Western beauty ideal and questions and generating a group
will introduce them to the concept of culture jamming with a specific discussion revolving around the concepts I
focus placed on “beauty” related advertisements. Using examples targeting am bringing up in the PowerPoint.
brands such as Victoria’s Secret, Maybelline, and American Apparel, I
will describe and demonstrate how subtle changes to images we are numb Product
to can capture a viewer’s attention and evoke critical thought. Moreover, I The notes students generate in the
will use images as a guide to support inquiry based learning. The sketchbook will serve as a product of their
aforementioned inquiry questions will be the basis for discussion. learning.
However, I will facilitate the conversation and ask further questions such
as, when thinking back to our mind maps, has viewing and discussing the
images in the PowerPoint changed your original thoughts/opinions
regarding Western beauty ideals? Explain why or why not?
Students will be asked to make notes in their sketchbook regarding the
information and definitions presented on in the PowerPoint as well as to
jot down any ideas they may come up with for their presentation.

Exit Card (5 minutes)

Some of the topics, images, and discussions explored today may have been Observation
challenging for some students so I will provide everyone with an exit card I will observe students as they write their
so that they can anonymously make a comment, ask a question, or request exit cards to ensure all students are
further clarification or explanation regarding any of the topics explored. I participating and respecting one another.
will ask that each student fold up their exit card and hand it in to me at the
end of the class, even if they did not write anything. This will ensure that
no student feels uncomfortable or put on the spot for participating in this
activity. Finally, I will ask that students bring in old magazines and
advertisements for the performance task that they will be working on the
following day and a computer if they want to get started working on their
digital component right away.

DAY 2

In-Depth Description of the Performance Task and Work Period (75

minutes) Conversation
I will begin by reviewing the information students learned the previous I will remind students what we did the day
day and will refer to their mind maps to remind them of some the before by generating a class discussion,
discussions we had. When students are back on track with their thinking, I asking them questions as well as referring
will provide them with an in-depth explanation of the performance task to the products of their knowledge. I will
they will be creating. Students will be making a collage using then thoroughly explain their performance
advertisements and images they collect from the media. Students will task and encourage them to ask any
alter the images in order to create a public service announcement (PSA) questions they might have. I will also talk
that makes the viewers think about beauty ideals and standards in our to students throughout the work period in
culture and provide a more positive message. At least one of the images case they have comments, questions,
students include in their collage must be culture jammed and at least one concerns, etcetera.
image must be digitally altered in some way. Students will have the rest of
the period to start developing their ideas and working on their rough and Observation
good copies. I will circulate the room to discuss with students their ideas I will observe students during their work
and plans as well as to ensure students stay on task and to guide them in period in order to ensure they stay on task.
any directions necessary.
Anecdotal Record
DAY 3 I will make anecdotal notes regarding the
participation and behaviour of the students
Work Period in the Computer Lab (75 minutes) during this work period.
Students will have this period to finish working on their collage and
develop their digital component if they have not already done so. This is Observation
their last opportunity to ask me any questions they may have. I will I will observe students as they continue to
circulate the room and conference with students one-on-one to examine work on their multimedia project.
their progress and monitor their ability to work independently and
responsibly. Conversation
I will circulate the room and engage in
one-on-one conversations with each
student in order to determine their
progress and make sure they are on the
right track with their project before they
present them the following day.

Product
The students’ rough drafts will serve as a
product of their learning.

Anecdotal Record
I will record students’ progress and
behaviour using anecdotal notes.
CONSOLIDATION AND CONNECTION 75 minutes Assessment Opportunities
 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection

DAY 4

Group Critique (75 minutes) Conversation

Using appropriate vocabulary, students will present their collage to the I will engage in conversation with the
class, specifically describing the materials they used in the collage, what presenting student and others in order to
they did to digitally alter aspects of their work as well as which image(s) learn more about their artwork and
they cultured jammed and how the overall work promotes a more positive understand their process in creating the
message. Students will describe their creative process when presenting multimedia piece as well as with the class
their artworks as well as in their artist statement. I will ask further in general.
questions from both the presenter and the class so that the observing
students will grow more comfortable and accustomed to critiquing their Observation
classmates work in a respectful manner. I will be observing the class as students
are presenting their work in order to
ensure the students are being respectful
and are engaged.

Anecdotal Record
I will keep anecdotal notes regarding
students’ participation and behaviour as
well as the information they provide
during their presentation.

Product
The multimedia artwork, the presentation
of the artwork and their artist statement
will serve as a product of their learning.

REFLECTION
Questions to determine the success of your lesson:
 Were my students successful in meeting the learning goals and success criteria? How do I know?
 Did my instructional decisions meet the needs of all students? If not, what are my next steps?
 What worked well? Why?
 What will I do differently in the future…
o …when teaching this lesson?
o …for the subsequent lesson?
 What are the next steps for my professional learning?