CAEA Lesson Plan Format

CAEA Lesson Plan Format

LESSON TITLE: What does it look/move/sound like: Aesthetics and Creative Literacy?

Name of Presenter: Karen McGarry

Grade Level: HS, HE

Background Information:

Presentation offers participants a glimpse into a college level aesthetics for art educator’s course taught Spring 2014 at CSULB that focused on making the learning of aesthetic theories and ideas a visual and participatory encounter.

Content Standards:

Visual Art content standard addressed with the lesson using the following format.

2.0 CREATIVE EXPRESSION

2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).

2.6 Create a two- or three-dimensional work of art that addresses a social issue.

4.0 AESTHETIC VALUING

4.1Articulate how personal beliefs, cultural traditions, and current social, economic, and

political contexts influence the interpretation of the meaning or message in a work of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

Learning Objectives/Goals/Essential Understandings:

Students work to create a dynamic visual representation of philosophical discussions surrounding aesthetic topics for art educational teaching and learning. After choosing a setting for the play, students work on developing individual philosopher “dolls” to represent ideas within a group presentation display. Project culminates in a tableau where philosophical ideas are discussed and debated.

Vocabulary:

Aesthetics, criticism, philosophy, display, role-play

Materials:

Course readings, materials to build display and role-play costumes

Motivation:

Students work individually to research a philosopher and write a paper on their philosopher, building knowledge to a culmination project of a collaborative display and role-play event. Students direct and determine aesthetic concerns and guidelines for the assignment and participate in developing an authentic grading rubric.

Procedure:

Assignment Guidelines/Student Responsibilities:

Building on knowledge gleaned from readings and related course assignments students complete the following tasks:

Individual Responsibilities:

• Select a philosopher as a focus for role play
• Respond to aesthetic questions list based on philosopher’s perspective
• Create a visual model of your philosopher
• Respond to and engage in at least three questions in the display

Group Responsibilities:

• Determine visual strategy for representing questions in aesthetics
• Build/create visual display
• Engage as a discursive group to build conversations between philosophers
• Determine a setting for role play enactment
• Role play a “dinner party” conversation based on questions in aesthetics

Assessment and/or Evaluation:

Rubric: Philosopher Role Play – Window Display and Discussion Critique/Art 412

Extensions:

Reading/research in aesthetics and aesthetic theories

Collaborative display installation

Role-play participation