Slide 1Media Criticism PlanSlide 3Slide 4Basketball and Chain 2003 Lightjet Print VariableHang Time (Circa 1923) 2008 Inkjet on Canvas 30"x40"Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Woman Within II Wire Knit 28" high Slide 17Slide 18Slide 19detail ReferencesSlide 22Joy LeinenbachARE 6195November 18, 2008Final Lesson PlansMedia Criticism Planhttp://www.visit4info.com/advert/Febreze-Febreze-Range/16772/2ObjectivesStudents will learn how to look critically at advertisements to determine the hidden messages that are sometimes conveyed to the viewer. Students will determine how stereotypes and moral values are used in advertising. Students will develop critical skills that will allow them to be more informed consumers.ProceduresShow students a thirty second commercial advertisement for FebrezeAfter showing the commercial lead students in a classroom discussion about the commercial they just watched. Discuss aspects of television commercials to focus awareness on the messages and powers of commercials. Ask students:What product is the commercial advertising?Does the commercial clearly show the function and ability of the product?Are the characters presented in a stereotypical way? If so, how or what stereotypes?Is there a message or belief being communicated in addition to the selling of the product ?AssessmentoStudents will submit a written page naming a commercial of their choice. oStudents will name:o the product owhat time and channel it was viewed onoa description of the characters, setting, and plot of the commercial. oThey must note aspects of the commercial that show or reinforce stereotypes and describe what they are. oAlso, describe what kind of underlying message can be gotten from the commercial besides what product is for sale.Statement of OriginThe purpose of this lesson stems from the assigned readings of excerpts from Rose K. Goldsen’s book The Show and Tell Machine. That reading emphasized how television plays such a large role in the life of us all and also points out the power It has to persuade us to do, think, and buy things. Since commercials are such a large part of our television viewing time, students need to learn how to look critically at commercials and determine what messages are being presented either blatantly or subversively.Hank Willis ThomasIntroduction to the Feldman method of art criticismObjectives Students will learn how to apply the Feldman method of art criticism when judging art and support their judgments using the visual facts.Students will become aware of how artists’ work reflects social issues like race and attitudes of the artist.ProceduresDiscuss the background information about the sport of basketball and basketball stars like Michael Jordan.Next, show the students Basketball and Chain by Hank Willis Thomas.Ask students for their first impressions.Guide the students through the steps of DESRIBE, ANALYZE, INTERPRET, & JUDGE by looking as a class at the image and ask questions to gather the information needed to reach a judgment. Did this process change alter their previous impression of the work?Students will then be asked to critique Hang Time (Circa 1923) individually using the steps practiced together.Basketball and Chain2003Lightjet PrintVariableHang Time (Circa 1923)2008Inkjet on Canvas30"x40"AssessmentStudents will write a critique. Students will include sections to address each of the steps of the Feldman method. Critiques will be assessed using a rubric that outlines the key informationneeded for each step. Statement of OriginIn common with the article by Paul Duncam that discusses Aesthetics and Ideology in tension with each other, I also felt like the work of this artist embodies that idea as well. While the images are pleasing to look at you experience a shock while you are Looking because you know that the subject of the works address social injustices and hate.#Mary Proctor Lesson PlanStages of Development: An inventory of individual stagesObjectivesStudents will become aware of how the skill of art criticism develops through a series of stages.Students will learn what the stages are and how they are defined.ProceduresStudents will be shown an image of Mary Proctor’s work. They will be asked to make statements about the artwork.I would then show them an example of how people at the 5 different stages might react to the work they viewed.Students will identify what stage their comment would be categorized underAfter explaining that learning in art would include striving to reach the higher stages, I would then ask them to look at the 2nd piece by Mary Proctor and attempt to make observations that would be made by those in the next stage up from where they were originally.AssessmentUsing their written responses to the artists work, students will attempt to identify the stage that they are in based on the descriptions of the 5 stages by Parsons. Assessment will be based on the completion of the responses and the correct identification of their stage based on those responses.Statement of OriginI chose to use this project as an opportunity to show students what stage of criticism they are functioning at because of the Parson’s reading assignment. I think that if the students can be made more aware of the different levels they will realize what to strive for. It would work something like a rubric in letting the students know what high and low level looks like.For we walk by faith not by sightGrandma's Blue Willow"49" x 27"ObjectivesStudents will become aware of how cultural symbols are used in artworkStudents will understand the meanings that can be attached to an artwork by those symbols and how it affects their interpretation.ProceduresStudents will look at the image The Perfect Marriage and list the cultural symbols that are present in the work and what they stand for. Students will then view The Girl I Left Behind and discuss how the meaning is changed by adding different symbols.AssessmentStudents would then create their own plan in their sketchpad for a clothing item and embellishments that symbolize their “identity”.Students would then present their drawing and explain to the group their selections and the meaning that they intended.Statement of OriginI was interested in how certain images were used as symbols to represent ideas of a subgroup within our societyKathleen HolmesInterpreting stage of the Feldman Method: Determining