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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.
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)
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.
-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
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?
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)
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?
DAY 2
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
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?