Lesson Plan

Audra Hogan & Lea Howard

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 1, Grades 11- College, Digital vs Verbal Critique, 30 - 40 minutes
II. Lesson Rationale:
Teaches students to give and receive in depth constructive criticism using both physical and digital
spaces. Students can use this experience in later critiques and when evaluating other works. This lesson
also gives students a chance to evaluate the way they are viewed by peers in this digital environment
and helps them to build a greater understanding of their digital presents.
III. Key Concepts:
Free exchange of thoughts through a digital platform.
Surpassing limits like time or shyness through a digital platform.
Giving useful in depth feedback
IV. Essential Question:
How does the digital platform assist shy students?
How does the digital platform surpass time barriers?
How does the digital platform affect the quality of critiques?
V. Lesson Objectives:
Students will be able to participate in verbal and digital critiques successfully.
Students will be able to list the differences between verbal and digital critiques.

VI. Specific Art Content:

Communicate Ideas through critique
The principles and elements of art such as:
line
color
form
shape
VII. Resources & Materials for Teacher:
Textbook: Art Education in a digital visual culture: Inter/Actions/Inter/Sections by Robert W. Sweeny,
Editor
Blackboard or other blogging sites such as the following:
Weebly, Google Blogs, Ning, etc.
Images you wish the students to critique (could be provided by the students)
VIII. Resources & Materials for Students:

Lesson Plan
Audra Hogan & Lea Howard
Access to computer and internet.

IX. Instruction and Its Sequencing:

For each day of the lesson (see below), describe the steps necessary in teaching the lesson content.
This includes introducing the essential question, the key concepts, any discussion questions, use of
supporting materials, instructions and demos for students, and classroom procedures that include how
materials will be distributed and collected. Instruction focuses on facilitating what the students will do
during the lesson and in relationship to the essential question. Be sure to select and vary instructional
strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class discussion,
audio/visual, individual work, collaborative group activities, field trips, games, student research, visual
displays, . . .etc). Plan each day using the following six-part framework:
Day of the Lesson
Day 1.
1. Introduction/Motivation:
Starting with the activity before explaining the PowerPoint added some mystery.
2. Guided Practice
Provide a physical guide and Facilitate a verbal and digital critiques.
3. Independent Practice
Brought their own prior knowledge and resources to the digital critique
4. Closure
The PowerPoint was used at the end as a summary and a chance for students to reflect on what
they did and learned in this activity.
Students could go back at any time to view their digital critiques on the blog website and
remember how it differs from their experiences with verbal critiques.
5. Formative Evaluation
I can view the post in the discussion board and be sure students are participating and providing
outside resources. I can also walk around and help students in need and adjust my instructions
accordingly.
6. Classroom Management Procedures
Walk around and look at students computers to make sure students are on task and not surfing
the web.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Will students be able to participate in verbal and digital critiques?
Will students be able to list the differences between verbal and digital critiques?
Students will participate in an activity that includes both verbal and digital critiques.

Lesson Plan
Audra Hogan & Lea Howard
Student will view a PowerPoint that list the differences between verbal and digital critiques.
Their digital critique will be available to view on the blackboard.
The verbal critique will be held in class and all students must actively participate for a grade.

XI. Interdisciplinary Connections:

Communication and constructive criticism are necessary in all subjects. Students must be able to not
only communicate with each other and their teachers, but also be able to give and take constructive
criticism from peers and teachers.
XII. References & Resources:
Textbook: Art Education in a digital visual culture: Inter/Actions/Inter/Sections by Robert W. Sweeny,
Editor
Blackboard or other blogging sites such as the following:
Weebly, Google Blogs, Ning, etc.
Artwork provided by Lea Howard and Audra Hogan.
XIII. Art TEKS
Critical evaluation and Response:
Students respond to and analyze artworks of self and other artists, thus contributing to the development
of lifelong skills of making informed judgments and reasoned evaluations. Students are expected to:
Develop evaluative criteria to justify artistic decisions in artworks based on a high level of creativity
and expertise in one or more art areas.
Evaluate and analyze artworks using a method of critique (such as describe the artwork, analyze the
way it is organized, interpret the artist intentions, and evaluate the success of the artwork);
Analyze personal artworks in order to create a written response reflecting intent, inspiration, the
elements of art and principles of design within artwork, and measure of uniqueness ( such as an artist
statement);
Utilize responses to artwork critiques to make decisions about future directions in personal artwork

XIV. National Art Standards

They should be able to relate various types of arts knowledge and skills within and across the arts
disciplines.

Lesson Plan
Audra Hogan & Lea Howard
This includes mixing and matching competencies and understandings in art-making, history and
culture, and analysis in any arts-related project.
They should be able to develop and present basic analyses of works of art
from structural, historical, and cultural perspectives, and from combinations of those perspectives.
This includes the ability to understand and evaluate work in the various arts disciplines.
Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Achievement Standard, Proficient:
Students
a.
Identify intentions of those creating artworks, explore the implications of various purposes, and
justify their analyses of purposes in particular works
b.
Describe meanings of artworks by analyzing how specific works are created and how they
relate to historical and cultural contexts
c.
Reflect analytically on various interpretations as a means for understanding and evaluating
works of visual art
Achievement Standard, Advanced:
Students
e.
Correlate responses to works of visual art with various techniques for communicating
meanings,ideas, attitudes, views, and intentions
6. Content Standard:
Making connections between visual arts and other disciplines
Achievement Standard, Proficient:
Students
a.
Compare the materials, *technologies, media, and processes of the visual arts with those of
other arts disciplines as they are used in creation and types of analysis
b.
Compare characteristics of visual arts within a particular historical period or style with ideas,
issues, or themes in the humanities or sciences
Achievement Standard, Advanced:
Students
c.
Synthesize the creative and analytical principles and techniques of the visual arts and selected

Lesson Plan
Audra Hogan & Lea Howard
other arts disciplines, the humanities, or the sciences.