Seven Fifty-Minute Class Periods (Add Two additional class periods if film is to be developed in class)
The learner will:
In this lesson the learners will become familiar with some of the elements of service. The learners will be given clear expectations about the role of the visual arts and how it can be used to provide a service i.e. visual art can serve to articulate the common good and thereby contribute to a civil society. The learners will be challenged to create a display/exhibit of aesthetic art made up of photos they have taken themselves intended to reveal many of the values and beliefs of a civil society. Based on the knowledge that they have gained, the learners will not only be able to better understand the role of the artist as well as their personal reaction to art, but through their display/exhibit they will also be able to articulate and share their talent with the public. Reflection will provide the learners an opportunity to explore the impact of this lesson both on themselves as well as the public who views their work.
(Teacher Note: The duration of this Unit will be effected by the manner in which photo (digital or film) taking and processing is accomplished. If film processing is part of the course objectives, an additional class sessions may be required. )
Display 15-20 numbered (for easier reference) pictures (taken from old photos, magazines, photo portfolios, newspapers, the Internet, etc.) around the classroom. As the learners enter the room give each of them a copy of "Aesthetic Feelings"- Attachment One. Instruct them to cut-out these words into strips, each strip bearing one of the words: Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love. Using pieces of tape have the learners walk about the classroom and tape their word strip to the picture that they personally decide most corresponds with the feeling that picture creates in them. Each learner should continue this process until all his/her word slips are posted beneath their corresponding pictures. Once completed, address some of the "more obvious" and some of the "more unusual" word strip /picture combinations asking those learners, who chose the word slip/picture combination that they did, to explain why and how they made their decision to do so.
- Have the learners share what they know about aesthetic art defined as art that is intended to share the beauty of effect and appearance; art intended to elicit sensitivity, serenity, and harmony.
- Recall with the learners, that often positive reactions can come out of tragedy as evidenced in Lesson One's study of the Oklahoma City (OKC) bombing in 1995.
- Have the learners consider aesthetic artifacts that have come into being as a result of tragedy. Perhaps to stimulate their thinking suggest the Statue of Liberty, the Lincoln Memorial, The Shoes Memorial (Holocaust), Vietnam Veterans Memorial, The Fireman (photo), the Flag Raising Ground Zero (photo), etc...
- Share with the learners that aesthetic art is intended to offer the public a view of the world as being a place of beauty; having more good than evil, and that most artists who produce this type of art take seriously their responsibility to contribute to the common good of a civil society, not to take away from it.
- Share with the learners that when artwork is displayed in a public setting, such as a government building, or in a park, or library for example, it may or may not be inspired by a tragedy, but it is all intended to help beautify the area and elicit aesthetic sensitivity
- Have the learners define service: help given to another; to repair; work performed by one that that repairs, helps, benefits another.
- Challenge the learners to consider how artists, who produce aesthetic art, especially in response to tragic situations, provide a service to their community and world.
- Share with the learners that through the use of photography, capturing the concepts of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love, they will be involved in providing an aesthetic art display that will be of service/benefit to their community.
- Review with the learners what it is that they will be doing as shared in Day One.
- Place the learners in small groups (3-4 learners per group) and assign each group 2 of the eight concepts making sure that all the concepts have been assigned to at least one of the groups. (Recommended groupings: Diversity and Tolerance; Unity and Hope; Compassion and Love; Beauty and Tranquility.)
- Have the groups brainstorm what kind of subject matter might fit into these concepts, for example, children and parents, family, friends, landscapes, portraits, neighborhoods, schools, downtowns, etc. and what might the images look like?
- Have the groups share and begin to sketch out their ideas for photographs.
- Have the groups share their initial thoughts and plans with the rest of the class for input and feedback
- Distribute the disposable cameras one per learner . (Some learners may opt to use their personal digital cameras ).
- Work with the learners to set a schedule of process: date by which the pictures should be developed and brought to class; date by which film should be brought in for development if using disposable cameras (or printed, if using digital cameras).
- At this point in the lesson, the groups are on their own, given two weeks to complete their photo shoot and have their film processed/printed and brought into class.
Teacher Note: District policy should be followed regarding permission forms if photos of studetns will be used in the creation of the exhibit.
Day Three (Two Weeks Later)
- As a total class briefly review Days One and Two.
- Have the learners return to their assigned small groups and begin the process of photo selection for their display/exhibit.
- Provide each group with a matte board/foam core (approximately 3' x 3' ) or similar rigid display board for them to begin the arrangement of their display for the exhibit.
- Provide each group with the Display/Exhibit Requirements - Attachment One and time to begin their work.
- The learners are to complete the mounting of their photos on the matte board/core board as outlined in the Display/Exhibit Requirements- Attachment One.
- As groups finish the mounting of their photos and display, have them begin to discuss/decide where their exhibit should be placed in order to provide the school/community with the best opportunity for viewing.
- When each group has completed the mounting of their photos and display, reconvene the entire class giving each small group an opportunity to share their work and obtain feedback from their peers. Have each small group also share their initial thinking about where they might display their exhibit and obtain feedback to assist them in this decision.
- Reconvene the small groups and have them make any 'last minute' changes to their display and finalize the decision as to where it might best be displayed/exhibited to maximize it's aesthetic impact.
- Instruct each small group to write a brief 50-75 word rationale for why they have chosen to display/exhibit their work in the area that they did and how by doing so it will provide a service to the school /community/etc... Have them also list three things they will do to announce and promote the viewing of their display/exhibit in the area where they have chosen to place it- Attachment Two.
- Allow each small group time to share their plans for the announcement and promotion of their display/exhibit and to obtain feedback from their peers .Give each small group the remainder of the class period for the them to work on their list and complete it.
- Have the small groups finalize the list representing their plans for the announcement and promotion of their display/exhibit and assign areas of responsibility to group members as well as make final arrangements for the site where their display/exhibit will be located.
- Have each learner complete their assigned task for the announcement and promotion of the display/exhibit. ( Teacher Note: On the day that all of the displays/exhibits are to be in place, during this class period, and possibly other times during the week when a member(s) of a particular group might be available, have the learner(s) stand near their exhibit to respond to questions and comments by viewers.)
- Take a few minutes at the start of this class period to allow learners an opportunity to reflect on their experiences concerning this project. Assign the learners the Reflection paper concerning their overall work on this project, their feelings not only about what they produced as a group but what feelings were arroused in them as individuals. Have them reflect on what service they hope their display/exhibit will ultimately provide for those who view it -how the beliefs and values of those who view it might be impacted- Attachment Three.
The learners will be assessed through observation of their participation in class discussions and group activities as well as the timeliness and completion of their photo shoot and the depth of thinking and understanding evidenced in their final reflection. (Teacher Note: The learners' photos and the display/exhibit could also be graded according to a teacher determined rubric.)
If film-processing is added as an objective of this lesson, it will helpful to solicit the assistance of the graphic arts department. Perhaps a local film developer would also be willing to assist the learners in this project.
A special invitation for a Evening Art Show featuring all of displays/exhibits along with the artists could be extended to the community and to the media. Refreshments could be served and special recognition and appreciation for the efforts of the artists could be expressed by school administration and other community leaders.
Lesson Developed By:Danielle Benson-Fenell
Tolernece Through My Eyes
Attachment One: Check-off Display/Exhibit Requirements
1___________ The photos have been selected for display by a consensus of the goup.
2___________ The arrangement of the photos for display has been agreed upon by consensus of the small group.
3___________ The phots are captioned. (Optional)
4___________ The display/exhibit is titled.
5___________ The names of the artists are provided
6.__________ The display/exhibit features a 75-100 word summary of the content of the photos
Group Concepts ________________________ and ________________________
We have chosen to display or work in the following area ________________________
On the attached sheet, we have written a 50-75 word rationale for why we have chosen to display/exhibit our work in this area and why we feel that by doing so it will provide a service to the school /community/etc...
The three things we will do to announce and promote the viewing of our display/exhibit in the area where they have chosen to place it are:
Group Concepts ________________________ and ________________________
Now that you have had a chance to catch your breath and listen to some of the experiences of some of your peers, it's your turn to reflect. Using Standard English Conventions (such as sentence structure, grammar and usage, punctuation, capitalization, and spelling), please share your thoughts and ideas relating to the following prompt.
PROMPT: As you consider all of the work you and your group have done to develop a display/exhibit; an aesthetic piece of art intended to provide a service to your school/community, what are your feelings not only about what you produced as a group but what feelings were produced in you as an individual. Reflect and share what service you hope your display/exhibit will ultimately provide for those who view it; how the beliefs and values of those who view it might be positively impacted.
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