Genevieve Weems

EDU 220
Cooperative Lesson Plans
March 3, 2018

Recognizing Artists

I. Describe the Class

This is a typical art 1 high school class. The class would have limited art skills and
knowledge. There would be about 32 students in each class. The class would be sat at
tables, with four students to a table.

II. Objective(s)

Analyze and evaluate how works of art use various media, techniques, and processes to
cause different responses and communicate ideas.

Analyze aesthetic positions by their characteristics, purposes, and/or functions (e.g.

realism, expressionism, functionalism, beauty/hedonism, formalism) found in works of
art.

III. Procedures

Step 1: I would start with the lesson hook, by showing students art pieces without
identifying who they were from and asking them who they thought it was by. When the
students inevitably admit they don’t know or get it wrong, I would tell them that by the
end of the lesson they’ll be able to identify famous artists without looking at the names
on the pieces. I would explain that they are individually researching one artist, then
bringing what they have learned back to their tables and teaching their group about the
artist they researched. They will then complete an assessment where they will have to
match the art style and artists to pictures of the artist work.

Step 2: Divide the students into sections by giving each student at the table a number and
assign artists from different mediums of art to each number. Each student will get one of
the handouts. On the handout will be questions about what style the artist uses, what the
basic characteristics of each style is, as well as when the artist was alive and working.

Step 3: Take students to the computer lab to research their artist. Have them fill out the
forms given to them with enough detail to be able to shar with their other classmates.

Step 4: The next class, have the students share what they have learned about the artists.
Visit each table to make sure the students are discussing the artist in depth.
Step 5: Give the groups the assessment sheets, one per table. The assessment would be a
grid of the four different artists with line for naming the artists and what style they
worked in. Have the students work in their groups to fill in the assessment sheets.

IV. Materials

Four impressionist pieces by Edgar Degas.

Four pointillist pieces by Georges Seurat.
Four surrealist pieces by Salvador Dali.
Four expressionist pieces by Edvard Munch.
Printed handouts one for each student.
Printed assessments one for each group.
Use of the computer lab.

V. Grouping Structures

Students will be grouped in a jigsaw based method working on their own, then in their
existing table groups.

VI. Modifications

Students with visual impairments or disabilities will need modified handouts or texts.

VII. Assessment

Students will be graded on accuracy of answering the questions on the end assessment
sheet, as well as participation in discussion.