KLEIN February 15, 2019

ART EDUCATION LESSON PLAN

Grade:12 Lesson Title: Installation Introduction Lesson Duration (mins): 90 mins

Overview of lesson
Provide a clear and concise description of lesson. Indicate how your lesson is links to POS. State specifically what students will learn and then followed with brief overview of the lesson
itself. 100-150 words

Students will learn about the impact personal experiences have on art making through a presentation by visiting artist, David Hoffos and reflect on how
their own personal experiences can affect their artwork. Students will learn about various installation artists through direct instruction and choose an artist
to research to understand key factors of that artists life and work.
In this introductory lesson to installation, students will meet a local artist (in person if possible but skype is a viable option) to motivate them to be curious
because installation art is contemporary and relevant. The presentation will be about Hoffos’ influences and his practice as a contemporary artist to interest
students in the local art community and see art as a viable source of income and satisfaction. I will have given the students instructions to create questions
for our presenter to engage them in speaking with an artist. After the presentation students will reflect on what personal experiences drives their art
practice.

Alberta Program of Study – Visual Art

Provide details. For example if you select scope and sequence “record”, indicate if you are selecting concept A, B, C or D and give the details of your selected concepts.

GLO: ENCOUNTERS
Transformations Through Time
ANALYZE THE FACTORS THAT GENERATE A WORK OF ART, OR AN ARTISTIC MOVEMENT: THE EXPERIENCES OF THE ARTISTS AND THE IMPACT OF THE CULTURE.
SLE: A. A specific artistic movement and its works of art are influenced by the members’ philosophic theme, stylistic identity and relationship to the community in which
they exist.

GLO: ENCOUNTERS
Sources of Images
RESEARCH SELECTED ARTISTS AND PERIODS TO DISCOVER FACTORS IN THE ARTISTS’ ENVIRONMENTS THAT INFLUENCED THEIR PERSONAL VISIONS.
SLE: B. Historical events and society’s norms have an affect on an artist’s way of life and work.

DBAE
Give an overview of the learning taking place in the select areas: Art History Creative Production, Art Criticism, , Aesthetics (The unit as a whole must meet all areas of DBAE framework)
For your individual lessons, choose the area DBAE that this lesson will address and explain how it will address it.

Art History: Students learn about the relevance of installation art through a contemporary artist in the classroom. This presenter will talk about their own
personal perception of art history and personal history that drives them to create.
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Creative Production: Students learn about an active artist production and think about their own experiences that inspire their creative process. This
lesson does not require students to personally create art, instead they are considering what drives their process.
Art Criticism: The presenter will talk about how they receive criticism to show students that criticism is a part of the art world. This shows students that
criticism helps artists develop their skills through constructive feedback.
Aesthetics: Students will view a specific aesthetic created through style and learn how they can use aesthetic through the presenters artwork and their
sketchbook reflection.

Critical Questions
Inquiry Question (for the Unit)
What is installation art and why does it remain relevant within contemporary art?
Guiding Questions (for the lesson)
What is installation art?
What are some materials used in installation art?
What are some ways installation art affects its viewers?
What are some experiences that affect my (the student’s) artwork?

Learning Objectives
You are translating the SLE’s into learning objective for your lesson. Use verbs. Students will…investigate, explore, record, analyze etc. You determine the number of learning objectives.
It might be more than three. Note: A learning objective is not completing a worksheet.

Students Will...
1. Understand that personal experiences impact art making through listening to a local, contemporary artist.
2. Understand that an artist’s environment impacts their artwork through the presentation and questioning.
3. Reflect on how their personal experiences influence their art making through a discussion with a peer and a sketchbook entry.
4. Consider experience as part of the artistic process.

Assessment
Under these categories of formative and summative are examples. Indicate specifically what yours will be for the lesson you create. Give detail of your intended assessment. For instance if you are doing a
formative observation, how will you record it? Will you develop a checklist? If yes state this specifically, if no, explain why you are not recording it? Are you recording somewhere else?

Formative: Summative:
Observation of Class Discussion and Questioning
- Checklist that includes list of students names with criteria This is an introductory lesson, summative assessment is not necessary.
of participation in questioning and in discussion.

Sketchbook Entry
- I will review each entry to ensure each student has
thoughtfully reflected on their experiences that influence
their artworks. I will also consider ways to encourage them
KLEIN February 15, 2019

through their process with contextual information about

each students perception of creation.

Learning Resources (Used in Lesson Delivery)

Depending on your lesson you may have more than three resources. A good lesson should have at least two relevant resources

Resource #1:
https://saag.ca/art/exhibitions/0238-scenes-from-the-house-dream
Resource #2:
http://www.trepanierbaer.com/artist/david-hoffos/
Resource #3:
Local Artist
Material and Equipment

- Projector for viewing artwork photos.

- Sketchbooks
- Writing tools: Pens or Pencils

Lesson Procedures
Each section must be completed in high detail. Be specific and descriptive. Indicate your timing for each section. The subtitles in each section are considerations. You may add in more.

Introduction (10 mins):

As students enter the classroom they will see a slideshow of our local presenter’s work streaming across the broad.
- Ask students to get their sketchbooks out and be seated, once they have their sketchbook I gather their attention with a “Good Afternoon
everyone”
- I’ll tell the students, while standing in the front of the room, that we are starting our installation unit and we will begin with a presenter
who practises installation art.
- Ask the students if they know what installation art is? Take a few answers while giving supporting comments.
- Write out the definition of the board for them to copy into their sketchbooks at the top of the page so they can write a reflection under it
after the presentation. “Installation art is a immersive form of art that is often site-specific and transforms the perception of
space.”

Transition to Body
- I will briefly introduce our presenter with their name (for this example we are using David Hoffos as an example).
- I will mention they are a local installation artist and that they will be talking about their practice and influences in their artworks.
- Hoffos works with miniature environments that he installs together to create the perception of looking into someone else's memories/life
history.
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- Please give him your full attention, do not talk to your peers for his presentation and raise your hand if you have a question for him. Your
questions must be relevant to installation art or his process/perception.

Body (75 min):

Organize the body of your lesson with steps/scaffolding and transitions in lesson. Indicate timing of each section. Identify teaching strategies, organization of class etc. This is the largest
part of your lesson plan. It must be fully developed and descriptive. Point form or vague descriptions is not sufficient for the purpose of our assignments and your learning

Presentation:
Our presenter will have the floor for 50 mins after I have introduced them and then we will switch it over to questions which have
been prepared by students ahead of class.
Students will be seated at their desks with visible name tags so conversing with our guest is easier.

I will be circulating the room to ensure students are on task, looking at or moving towards any student that needs refocusing.
This presentation will engage the students in thinking about the meaning and symbolism that can be present in an environment.
Meeting artists is an important part of art education because it allows students to observe a professional in a field of their interest,
possibly leading them to obtain a job in the arts for themselves.
Meaningful conversation between the guest and the students will be prompted through a series of prepared discussion questions at
the end of his presentation. Having meaningful interactions with artists gives students the opportunity to see art as a tangible source
of income and fulfillment beyond a hobby. Asking questions also builds students confidence through interaction with a public art
figure.

Activity:
Discussion:
After the presentation has wrapped up I will ask the students to have a brief 5 min discussion with a partner about what they learned
about how experience influences artworks. Students will have the question what did you learn about the role of experience in art
from our presenter?
I will be circulation the class to prompt the students if they are off task.
Reflection in sketchbook:
After the partener discussion I will ask students to write a reflection on how personal experiences influence their art and how they
could incorporate these ideas into an immersive installation artwork. Sketchbooks are meant to be shared with the teacher for
formative and summative assessment throughout the unit so they will be aware that this information will be known to the teacher
(and the teacher only). They will have 15 mins to write about any ideas/experiences that can drive them through the installation unit,
along with ideas for materials they are interested in using so we can gather supplies.

Clean Up Procedure (2 mins) Do not underestimate the value of a clear and organized clean up in the visual art classroom. You may need to dedicate 10 mins for a proper clean up
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and organization of materials, depending on the type of studio activity. This section must be completed with detail and timing.

Students will be familiar with a clean up procedure at this point of the semester.
- Students know that they must ensure their desk is wiped off if they have been using art materials.
- Students know that they must put tools such as pencils, paint brushed, palettes, sketchbooks in their proper spot once they are done using
them of before class in over. For this lesson students will only need there sketchbook and a writing tool so clean up will be minimal.
- Students know that the sinks must be clean and off before they leave the class.
- Students know that they must check their work space for any leftover mess and help other students clean up once they have finished.
- To ensure that the students are not fooling around and are participating in clean up I will circulate the class.
- Clean up will be the last step in this lesson because there will be minimal mess.

Closure (5 min.):

Questioning
- I will gather the attention of the class and ask the students if they had any preliminary ideas or inspiring experiences for their
installation project that they want to share with the class.
- I will ask the class what they can tell me about installation art, for instance, what is it? Where can installation art be created?
What materials can we use? What are some ways installation art affect its viewers?
- I will reiterate the definition of installation art and the possibilities to affect the experience of others through their own
experiential art and the importance of awareness of self while creating art.
Hand-in Sketchbook Reflection
- Once everyone has had a chance to say something briefly if they choose I will ask them to hand in their sketchbooks before
they leave class. They will place their sketchbooks on the front table in a neat stack.