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UCF ARE 6195 - Final Art Appreciation Lesson Plans

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Joy Leinenbach ARE 6195 November 18, 2008 Final Art Appreciation Lesson Plans Grade 6-8 Media Lesson Plan Objectives The students will achieve the objectives of learning how to look critically at advertisements to determine the hidden messages that are sometimes conveyed to the viewer. They will also determine how stereotypes and moral values are used in advertising to manipulate viewers. Students will develop critical skills that will allow them to be aware of how messages are presented to them, and as a result become more informed consumers. Sunshine State Standards VA.B.1.3.1 Knows how different subjects, themes, and symbols (through context, value, and aesthetics) convey intended meanings or ideas in works of art. VA.D.1.3.2 Uses research and contextual information to identify responses to works of art. VA.E.1.3.1 Understands how knowledge, skills, and attitudes gained from the visual arts can enhance and deepen understanding of life. Procedures I would begin the lesson by showing students a thirty second commercial advertisement for Febreze fabric freshening spray, in which a dog is in its owner’s room jumping on the bed while she is away. When the dog sees her pulling up into the driveway, he sprays the Febreze on the bed and linens to hide the pet smell on the bed, and he is quickly sitting on the floor when she walks into the room. When she comes into the room she pets the dog and smiles. After showing the commercial I would lead the students in a classroom discussion about the commercial they just watched. The different aspects of television commercials that delivermeaning to the viewers and what kind of messages and power they possess would be the focus. I would ask students the following questions: What product is the commercial advertising? Would you describe this product as a necessity or luxury item? 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? What do those stereotypes communicate about different segments of our society? Does the commercial rely on humor, emotion or endorsements of stars to sell its product? Following that activity, I would discuss how two-dimensional print advertisements perform the same task as commercials. I would ask students to work in pairs to look through old magazines to find product advertisements. The student pairs will pull the advertisements out and answer the same questions as were answered for the television commercial. They would then compare the similarities and differences between the two advertisement forms. After ten minutes in their groups, students would come together as a class and share one important insight about the advertisement they selected with the rest of the class. Necessary materials would include assorted magazines, computer access to view the thirty second commercial. Students need to be provided with definitions for vocabulary words such as stereotype, product, necessity, luxury, cultural values, and endorsements. Students would be given information about why it is so important to have the ability to look critically at print and television advertisements. As Goldsen (1978) points out in The Show and Tell Machine, “the TV is turned on close to seven hours a day in most homes, with families spending three and four hours in front of the television in the evening” (p. x, 3). With such a large proportion of time being spent in front of the television, and “22 percent of all broadcast time” being devoted to commercials (Goldsen, 1978, p. 6) it is necessary to give students the skills to be informed consumers. AssessmentStudents will submit a written page naming a commercial of their choice that they watched at home that evening. Students must name the product being advertised, the time and channel it was viewed on, and a description of the characters, setting, and plot of the commercial. They must also note aspects of the commercial that show or reinforce stereotypes and describe what those stereotypes are as well as how they are portrayed. Students should try to describe what kind of underlying message is being communicated from the commercial besides what product is for sale. Students will turn in their written work for a grade after some individual examples are shared with the class. Statement of Origin The purpose of this lesson stems from the assigned readings of excerpts from Rose K. Goldsen’s book The Show and Tell Machine. That reading selection 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. Grade 6-8 Hank Willis Thomas Lesson Plan Introducing the Feldman method of art criticism Objectives Students will be introduced to the Feldman method of art criticism. Students will learn how to utilize the four steps of the Feldman method, and use that method in judging an artwork. Students will be able to apply the Feldman method when looking at a work and form a critical judgment supported by visual facts. Students will also become aware of how artists’ work reflects social issues like race and personal attitudes of the artist.Sunshine State Standards VA.A.1.3.3 understands what makes various organizational elements and principles of design effective and ineffective in the communication of ideas. VA.D.1.3.1 understands how a work of art can be judged by more than one standard. VA.D.1.3.3 understands how an artist’s intent plays a crucial role in the aesthetic value of an object. VA.E.1.3.1 understands how knowledge, skills, and attitudes gained from the visual arts can enhance and deepen understanding of life. Procedures Begin by showing students commercial images of NBA players and the products they represent. Discuss the images shown and explain how Hank Willis Thomas refers to these images in his artwork. Next, show the students Basketball and Chain and Hang Time (circa 1923). Give students information about the medium used, the date it was created and the name of the artist. Next, guide the students through the steps of DESRIBE, ANALYZE, INTERPRET, & JUDGE by looking as a class at Hang Time (circa 1923) and asking questions

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