HUNTER COLLEGE                                                        PROF.  JOHN TOTH
AESTHETIC EDUCATION: PLANNING SESSION
  ARTWORK TITLE:

ARTIST:

MEDIUM:
Insert / Picture of Artwork / From File…
 

BRAINSTORMING: Describe ideas, themes, and visual elements that you identify in the work-of-art.
BRAINSTORM IDEAS: Make a list of ideas that spontaneously grow out of group brainstorming.


ORGANIZE IDEAS INTO THEMES: Identify unifying content areas, visual relationships and points-of-view.

MAKE A LIST OF THE IMPORTANT VISUAL ELEMENTS THAT ARE BEING USED IN THE WORK OF ART: identify visual elements: line, shape, color, composition, texture, scale. design: movement, balance, rhythm, emphasis.

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  State the age or grade of the students you are planning for.
What is your aim? Aims are general statements that give direction or intent to educational action.
Students will understand, learn or know...
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What is your goal? Goals are statements of educational intention which are more specific than aims.
Students will be able to identify and make... .


What is your objective?Objectives are statements of education intention which state outcomes. (measureable)
Students will create, list or choose...

Create an ARTISTIC LINE-OF-INQUIRY that focuses on at least one visual element the artist has used to cause an effect on our senses or understanding about the subject matter of the painting. In practice the artwork is the thesis or argument that is realized through the use of visual elements that make up the artist’s language. What kind of question does the artwork invoke?
ARTISTIC LINE OF INQUIRY:


Make a list of questions that open meaning. (Teaching Questions) In Theory - an ordering of questions so as to develop a particular argument. THINGS TO CONSIDER: Which questions NEED to come first? Which questions build on each other? Can you create questions that address different learning modalities? such as, how can children's experience with the language of the arts, help to build literacy or logical thinking. How does your lesson connect to the world in general.
EDUCATION PRACTICE - LINE OF INQUIRY:


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 ACTIVITY: Create your own art activities that use visual, musical, theatrical or dance elements that contribute to the artworks unique character, technique or style.
  • CREATE A SKILL ACTIVITY: a good skill activity helps students to improve their ability to control an art medium.



  • DESIGN A CREATIVE ACTIVITY: a creative activity allows individuals to find their own outcome of expression using the acquired skills.

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  • CREATE A FOLLOW-UP ACTIVITY: a follow-up activity seeks to connect the creative process to other content areas.
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 REFLECTION: 
  • Make a list of questions that you would ask to encourage reflection after the art experience or museum visit?
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  • Create a hands-on activity that calls upon reflective imagination, based on memory of the museum visit or an art activity. (such as) Ask students to draw something they remember.
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 CONTEXTUAL INFORMATION:
What kind of connections can you make to link the visual arts to curriculum?

What kind of information, reading, research or demonstration can you use after or before a visual arts unit of study?


LIST CONTEXTUAL INFORMATION:
author:

book title:

artists name:

title of artwork:

web site: URL


Create an age specific rubric with 3 assessment levels for your lesson?

What Arts Standard does your Lesson Plan address? The Arts Standards for New York.htm

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