Lesson Title:

Aesthetic Valuing

 

Grade Level:

High School-AP

 

Lesson Goal and Description:

Students will become familiar with the steps associated with the Feldman model, a method for critiquing art. They will incorporate the following four steps: description, analysis, interpretation and evaluation in presenting their “Layered” cardboard relief portrait to the class. Finally, students will gain an understanding of critiquing art and will express themselves using analytical and informed methods for thinking about and interpreting artwork.

 

Time Frame:

3-2-hour class periods

 

Focus Artwork:

 

 

 

 

            

 

 

 

 

 

 

 

 

 

                   

Louise Bourgeois (1911-2010).                 Guy Denning (1965-)

I do, I undo, I redo, 2000, Installation.     Portrait, Charcoal on Cardboard.

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                           

Giles Oldershaw                               Teacher Example

Portrait, Cardboard Relief.            

 

Objectives/Student Learning Outcomes:

Students will be able to:

• Identify and describe the four steps of the Feldman Model-description, analysis, interpretation and evaluation.

• Will be able to think critically about art and its meaning.

• Analyze the messages art creates and interpret what makes it effective or ineffective.

• Communicate their thoughtful and informed responses to art through writing and oral speaking.

 

Instructional Resources:

• The Visual Experience (pages 20-27)    

 

 

 

 

 

 

 

 

• Art criticism worksheet

• Audio recording software

• Smart Board

• Louise Bourgeois, Guy Denning, and Giles Oldershaw reference images and print-outs.

• Teacher example

• Teacher example audio explanation of Feldman Model

• Critique rubric

 

Procedures:

Day 1

Anticipatory Set

• Teacher asks students to consider the critiquing and why it is relevant to art.

• Teacher asks students to reflect on additional areas of their life where the judge or evaluate worth or substance, such as a movies or music and what criteria they use to judge.

Direct Instruction

• Teacher explains that they will be learning about the Feldman Model, a method used to critique art.

• Teacher explains that over the next three class periods they will become familiar with the four steps of the model-description, analysis, interpretation and evaluation.

• Teacher begins by guiding students through the four steps of the Feldman Model and answers questions as they arise.

• Teacher provides and reviews a list of vocabulary students will need knowledge of for the assignment.

• Teacher informs students that they will examine the Feldman Model and process through a teacher example critique.

• Teacher further explains that students will next be given the opportunity to conduct a sample critique done in groups addressing the work of one of the focus artists during the next class period.

• Teacher finally explains that the students will each write a written critique following the Feldman Model and present an oral critique of their work using the same method.

• Teacher answers any questions or concerns students may have about the assignment and hands out the critique worksheet for students to complete prior to oral presentation.

• Teacher gives students a reading assignment from The Visual Experience (pages 20-27) to be completed before next class period.

Independent Practice

• Students complete reading assignment prior to next class period and may begin writing a draft for their written worksheet assignment.

 

Day 2

Direct Instruction

• Teacher briefly reviews the steps of the Feldman Model.

• Teacher addresses any questions that may have arisen from the reading assignment.

• Teacher explains that she will now give an example critique for the class.

• Teacher pauses within steps of the model and highlights elements or principles that should be addressed.

• Upon completion of teacher example, teacher answers any questions or concerns students may have about the critique.

• Teacher next informs students that they will be broken into groups to complete their sample critique of a focus artist work.

• Teacher reminds students to take advantage of the sample in preparation for their written worksheet and oral presentation due the next class period.

Guided Practice

• Teacher observes students as they interact and conduct their critique of a focus artists work.

• Teacher stops and briefly reads students comments and addresses areas that could be elaborated or may be unnecessary.

• Students continue to finish their sample and teacher continue to walk the room and assist students when needed.

Independent Practice

• Students complete their written worksheet for homework and prepare to present oral critique to be presented during the next class period.

 

Day 3

Guided Practice

• Students turn in their written critique. Keeping a copy for themselves or having notes prepared for oral presentation.

• Students take turns presenting their oral presentations to the class.

• Teacher observes and offers support for those who seem uncomfortable in speaking.

Closure

• Teacher congratulates class for completing their oral critiques.

• Teacher addresses any after thoughts students have on their critiques.

• Teacher and class discuss the Feldman Model and the advantages or disadvantages to using the method for critiquing art.

 

Accommodations and/or Modifications:

English Language Learners: will be provided with all material text to be run through translation software. Students will also be paired another student who knows his/her native language in order to assist the student with any questions that may arise during the assignment.

Students with public speaking anxiety: will be given the opportunity to create an audio recording of their critique to be shared with the class.

Visual/Hearing Impaired: will be provided with enlarged text and will be provided with transcripts of audio recorded critiques.

 

Multiple Intelligences:

Interpersonal: addressed through classroom interaction and discussions.

Intrapersonal: addressed through students personal reflects and interpretations of artwork.

Verbal/Linguistic: addressed through reading and oral presentation.

Bodily/Kinesthetic: addressed through body language during presentation.

 

Vocabulary:

• Aesthetic: The theory of perceiving and enjoying something for its own sake, or for its beauty and pleasurable qualities.

• Analysis: The examination of the relationship among the facts (objects, people, shapes, colors) in an artwork.

• Elements of art: Line, shape, form, color, value, space, and texture. The building blocks the artists’ works with to create an artwork.

• Composition: The act of organizing the elements of an artwork into a harmoniously unified whole.

• Principles of Design: Unity, variety, emphasis, rhythm, movement, balance pattern, and proportion. The effects that may result when the elements of art are structured to achieve a successful composition.

• Philosophy of Art: The study of art that involves asking and answering all kinds of questions about art, how people respond to it, and how it relates to our lives.

• Art Criticism: A systematic discussion of the characteristics of an artwork, usually involving four stages: description, analysis, interpretation, and evaluation.

• Feldman Model: A four-step method for critiquing art that was developed by Edmund Burke Feldman. The steps are: description, analysis, interpretation, and evaluation.

 

Criteria for Assessment:

Did Students:

• Identify and describe the four steps of the Feldman Model-description, analysis, interpretation, and evaluation?

• Successfully describe and analyze their artwork in order to determine its effective or ineffectiveness.

• Complete a written worksheet of their artwork using the Feldman Model.

• Present an oral critique of their artwork.

• Participate in class and group discussions.

 

Method of Assessment:

Teacher checks for understanding during class instruction and discussion. Teacher continues to monitor students through group sample critique lesson to ensure students understanding of critiquing process. Worksheets will be evaluated based on completion and attention to elements addressed. The oral critiques will be evaluated according to the rubric.

 

California Visual Arts Standards:

Aesthetic Valuing

4.1 Describe the relationship involving the art maker (artist), the making (process), the

artwork (product), and the viewer.

4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

 

Art Critique Worksheet                                                     Name ____________________________

 

Description

 

1. ____________________________________________________________________

   What is the name of the artwork?

 

2. ____________________________________________________________________

   What is the name of the artist who created the artwork?

 

3. ____________________________________________________________________

   When was the artwork created?

 

4. ____________________________________________________________________

   What kind of medium was used in creating the artwork?

 

5. ____________________________________________________________________

   List all literal objects you see in the composition.

 

6. ____________________________________________________________________

   Consider significant elements of art expressed (line, shape, color, texture etc.…)

 

 

Analysis

 

Discuss how the artists used the elements of art to create the principle of design (unity, movement, variety, balance, proportion, contrast, emphasis, pattern and rhythm).

 

_____________________________________________________________________________________________________

 

_____________________________________________________________________________________________________

 

_____________________________________________________________________________________________________

          

 

Interpretation

 

 

1. ____________________________________________________________________

   What do you think the artist was trying to say through the art?

 

 

2. ____________________________________________________________________

   Why do think the artist created the piece?

 

 

3. ____________________________________________________________________

   Describe any additional meaning the artist may have intended.
 

 

4. ____________________________________________________________________

   What feelings do you have when you look at this artwork?

 

 

5. ____________________________________________________________________

   Do you think there are things in the artwork that may symbolize something else?

 

 

Evaluation

 

1. ____________________________________________________________________

   Do you like this artwork? Why?

 

2. ____________________________________________________________________

   Do you think the artwork is good or bad? Why?

 

3. ____________________________________________________________________

   Do you think this is an important artwork? Why?

 

4. ____________________________________________________________________

   Is there something about the work you think the artist could have done differently? What? Why?

 

 

Rubric-Critique

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Presentation Skills=

Great presentation skills include such things as being prepared, using eye contact, incorporating proper vocabulary, speaking clearly and loudly, having minimal pauses, and using visuals properly.

 

Content=

Example of Description