A ED 323: Visual Culture & Art Education:
LESSON PLAN ASSIGNMENT (15% of course grade)
Teaching is a performative act. And it is that aspect of our work that offers the space of change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements of each classroom. To embrace the performative aspect of teaching we are compellled to engage "audiences," to consider issues of reciprocity. Teachers are not performers in the traditional sense of the word in that our work is not meant to be a spectacle. Yet it is meant to serve as a catalyst that calls everyone to become more and more engaged, to become active participants in learning. [from hooks, b. (1994). Teaching to trangress: Education as the practice of freedom (p. 11). New York: Routledge.]
Select either April 24 or 26 (designate on the roster which date) to teach the class some aspect of your lesson. You will have 15-minutes to provide:
1. a context for who we (the 9 students and Karen) are to imagine we are (paint a verbal, textual, or visual picture of the students’ age, learning needs, behaviors, backgrounds, & the demographics of the class) and where we are (the location of the class). For example, we could be 3rd graders in a school in Brooklyn, NY. You might list our names on a handout that describes who we each are to imagine we are—for your lesson.
2. an overview of the lesson up to the point of what you plan to do with us as your pretend students in this lesson and then describe what would happen next after you teach.
3. teach us or facilitate some aspect of the lesson as if we are the students for which the lesson is intended. The rest of the class members will try to perform as the students you have described that each should imagine they are during your lesson.
4. Post on ANGEL the lesson plan.
Select from one of these lesson themes and focus into an age appropriate lesson: autobiography, culture, equity, language, (cyber)body, technology, place, politics of display & representation, ecology. intertextuality, semiotics, palimpsest, code-switching, double-coding, reversals/subversion, pastiche/appropriation/parody, revealing taken-for-granted assumptions, computer games as art, children teaching children with their computer game creations, social conditioning. race, social class, or sexual identity.
Written Lesson Plan Contents should include:
2. Intended age of the students for the lesson
3. Imagined demographics of the class and location and what the teaching space looks like including how the space would be set-up for this lesson, and what materials and facilities would be used.
4. One overarching lesson goal that would convince a school or museum administrator, parent, and general community member that the goal is substantive education, and that it fits within a larger unit of study, that fits within the larger curricular goals. See links to National Art Standards for age groups K-4, 5-8, and 9-12.
5. Student learning objectives that are ways the lesson goal will be met.
6. Process—outline what will happen, with approximate time designated for each step or section of the process including teacher and/or student involvement in clean-up at each stage of the process.
7. Resources, Facilities, & Materials needed for the lesson.
8. Assessment process of how you will judge if the learning objectives and overarching goal are met.