Title:

installationpublicart

Length:2Classes

Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedonthe
proposedconcepts,enduringunderstandings,andobjectivesoftheunit/lesson(s).Youmay
alsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,
consultingcurriculummaterials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow

and
whatthey
will

needtoknow
tobesuccessful.

LessonPlan

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminethe
skill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.(Hint:
turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.

Wewantstudentstoknow:
installationandpublicart(similarityanddifferences)
theprocessfordisplayingartpublically/gettingpermission

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.In
thisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicforacertainaudience.
(RAFTRole/Audience/Format/Topic)

CSUishostingapubliclytelevisedpresidentialdebatethatcentersaroundalotof
controversialissues!Becauseoftheupcomingpresidentialdebate,CSUwantstoset
thestageforvisitorsandhascommissionedyouasartiststocreateinstalledpublic
artworksthatmakeastatementaboutoneoftheissuesbeingdiscussed.
Thestudentswillhaveapieceofartpublicallydisplayedthatdemonstratestheir
opiniononacontroversialissue.

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferrable
.
Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,Influence,Style,
Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,
Shape,Improvisation,andObservation
Lookforconceptsinthestandards,contentspecificcurriculum,etc.

composition
influence
culture
expressions
emotions
observation

EnduringUnderstanding(s):

EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.The
bestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationshipisimportant.Like
concepts,theyaretimeless,transferrableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)
andGradeLevelExpectations(GLEs)toEnduringUnderstandings.

Visualartsaremeansforexpressionandcommunicationofideasandperspectives.
(Comprehend/Recognize,compare,andaffirmthatthemakingandstudyofartanddesigncanbe
approachedfromavarietyofviewpoints,intelligences,andperspectives/GLE#3)

Artistsanddesignerssynthesizeinformationandapplyitduringtheartisticprocess
(Reflect/Analyze,interpret,andmakemeaningofartanddesigncriticallyusingoralandwritten
discourse/GLE#3)

Peoplecreateandinteractwithobjects,places,anddesignthatdefine,shape,enhance,and
empowertheirlives.
(Create/Developandbuildappropriatemasteryinartmakingskills,usingtraditionalandnew
technologiesandanunderstandingofthecharacteristicsandexpressivefeaturesofartanddesign
/GLE#3)

HistoryandCultureinfluenceandareinfluencedbyartinallitsforms.
(Transfer/Transferthevalueofvisualartstolifelonglearningandthehumanexperience/GLE#3)

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer

Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:
BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbe
writtenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,
and/orTechnology)

5CategoriesofObjectives:

Ideation
o

Inherentcharacteristics/expressivefeatures(elementsandprinciples)
o

Media/techniques
o

Arthistory/culture
o

Reflection/assessment

GiventheRAFTPromptfromthislesson,thestudentswillbeabletocreateacompositionwith
meansofexpressionandcommunicationtotheviewers.
(CreatingComprehendGLE#3Ideation
Literacy)

Shownartworksandtheirparticipationinaninclassdebate,thestudentwillbeabletomakeand
explaininfluenceandintentofcontroversialartwork.
(AnalysingReflectGLE#3ArtHistory/Culture)


Givenvariousmaterials,thestudentwillbeabletocreateaninstalled/publicartworkthatusesthe
inherentcharacteristicsandexpressivefeatures.
(ApplyingCreateGLE#3Inherentcharacteristicsandexpressivefeatures)

Usingtheircompletedinstalled/publicworksofart,thestudentwillbeabletoreflectuponand
discusstheconceptsexpressedintheirownartwork.
(EvaluatingTransferGLE#3Reflection/Assessment
Literacy)

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitive
scale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowthbeyondwhatyou
haveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.

Differentiation:
(Multiplemeansforstudents
toaccesscontentandmultiple
modesforstudenttoexpress
understanding.)

Extensionsfordepth
andcomplexity:

Access

(Resourcesand/orProcess)

Expression

(Productsand/or

Postedallmaterialsonthe
website,willhavevisualson
projectorduringclassfor
reference,canhavehandouts
forthosewhoneedacloser
visual.

Becauseofthetimelimiting
factor,thesizeofinstallationwill
notbeaspecificrequirement.

Access

(Resourcesand/orProcess)

Expression

(Productsand/or

Forthosethatneedafurther
push,havingtheirvoicesheard
inthedebatewithwell
establishedopinionsand
elaborateplansfortheir
installedproject.

Pushingthesizeoftheir
project,ordetail.Having
bothsidesoftheargument
wellexplainedandmaybe
evenaddathirdview!

Performance)

Performance)

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracy
isintegratedintothelesson.

InstallationArt
PublicArt
ControversialIssue
Composition

Thestudentswillpickandresearcha2(outof6provided)controversialissuesandhave
5prosandconstoshowbothsidesoftheargument.Wewillhaveandinclassactivity/
debatethatdemonstratesthecomplexityofcontroversialissuesandtheimportanceof

understandingbothsidesofanissue.Theywillalsohaveareflectiveworksheetand
critiquewheretheymustexplaintheirworkandhowitrelatesbacktotheirissue.

Materials:
Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesandtools.(These
arethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.

Website
Artworks
DebatepromptsinclassactivityIdeation
**WHATMATERIALSDOTHESTUDENTSNEED??HAVETHEMBEMINDFUL**
Emailsenttostudentsforreminder
Reflectionworksheet

Resources:
List
allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.Make
referencetowherethematerialcanbefound.(Thesearetheresourcesusedbytheteachertosupport/develop
thelesson.)Listallresourcesinabulletedformat.

ArtworkWebsites:
http://www.complex.com/style/2013/10/controversialartexhibitions/breakdown
http://www.boredpanda.com/largescalestreetartmurals/
http://www.oddee.com/item_96507.aspx

DebatePromptphoto:

Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.

lessonplan
unitplan
debatepicture/prompts
website
emailreminder
foundobjectsinclassroomcloset

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.Listallsafetyissueina
bulletedformat.

Equipmentstudentsdecidetousetalkaboutspecificsafetymeasuresneeded
Placedisplayedmustbeapprovedfirst

Actionto

motivate/InquiryQuestions:

Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmake
theminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecificaboutwhat
youwill
sayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeof
learningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,posingaseriesofquestions,
roleplaying,etc.

1. Chalktalk:Freedomwillbeputontheboardandallstudentswillsilentlyaddto
theboardeitherbydefining,makingconnections,anticonnections,addingonto
thephrase,examples...etc.
2. TPS:Thestudentswilltakeoneoftheexamplesofftheboard(nottheirs)and
expandonit.Thensharewiththepersonnexttothem,andthenIwillaskwhatis
somethingthestudentheardfromthesharingpartnotwhattheywrote,butwhat
theyheardsomeoneelsesharewiththem.
3. Lineups:Lineupbybirthdays,foldinhalfandgive1statementforstudentsto
talkaboutAreyoufree?Thenshifttheline(3people)andaskhaveyouever
experiencedatimewhenyourfreedomwassuppressedordenied?
4. SitbackdownanddiscussdebatingNormsrespectothersopinion,youare
debatingthesubjectnottheperson.Attackingeachotherwillnotbetolerated.
Backupyourclaimoropinion.Allowedtoarguebothsides,andallowedtoswitch
sides(justbepreparedtodefendwhyyouchosetoswitch).
5. showsignfromphotoletstudentschoosetheirsideandstarttheirdebate.
6. Zoomoutofthepictureandgivealittlebitofbackstoryandletstudentsdebate
again.
7. Havethemsitbackintheirseatsanddebrieffor2minconstantlywriting
whatevertheyneedto,togainclosurefromtheexperience.
8. Finallyaddonesentenceabouthowtheycanusethisexperiencetocreatetheir
ownpieceofinstalled/publicart.

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstood
asabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiryquestions
and
processes
youwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.

9. Chalktalk:Freedomwillbeputontheboardandallstudentswillsilentlyaddto
theboardeitherbydefining,makingconnections,anticonnections,addingonto
thephrase,examples...etc.
10. TPS:Thestudentswilltakeoneoftheexamplesofftheboard(nottheirs)and
expandonit.Thensharewiththepersonnexttothem,andthenIwillaskwhatis
somethingthestudentheardfromthesharingpartnotwhattheywrote,butwhat
theyheardsomeoneelsesharewiththem.
11. Lineups:Lineupbybirthdays,foldinhalfandgive1statementforstudentsto
talkaboutAreyoufree?Thenshifttheline(3people)andaskhaveyouever
experiencedatimewhenyourfreedomwassuppressedordenied?
12. SitbackdownanddiscussdebatingNormsrespectothersopinion,youare
debatingthesubjectnottheperson.Attackingeachotherwillnotbetolerated.
Backupyourclaimoropinion.Allowedtoarguebothsides,andallowedtoswitch
sides(justbepreparedtodefendwhyyouchosetoswitch).
13. showsignfromphotoletstudentschoosetheirsideandstarttheirdebate.
14. Zoomoutofthepictureandgivealittlebitofbackstoryandletstudentsdebate
again.
15. Havethemsitbackintheirseatsanddebrieffor2minconstantlywriting
whatevertheyneedto,togainclosurefromtheexperience.
16. Finallyaddonesentenceabouthowtheycanusethisexperiencetocreatetheir
ownpieceofinstalled/publicart.

Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeach
activityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationandideation/inquirywhere
appropriateincludingwhatstudentwillunderstandasaresultoftheartexperience

Day
1

Introduction/Ideation:
1. Chalktalk:Freedomwillbeputontheboardand
allstudentswillsilentlyaddtotheboardeitherby
defining,makingconnections,anticonnections,
addingontothephrase,examples...etc.
2. TPS:Thestudentswilltakeoneoftheexamples
offtheboard(nottheirs)andexpandonit.Then
sharewiththepersonnexttothem,andthenIwill
askwhatissomethingthestudentheardfromthe
sharingpartnotwhattheywrote,butwhatthey
heardsomeoneelsesharewiththem.
3. Lineups:Lineupbybirthdays,foldinhalfandgive
1statementforstudentstotalkaboutAreyou
free?Thenshifttheline(3people)andaskhave
youeverexperiencedatimewhenyourfreedom
wassuppressedordenied?
4. SitbackdownanddiscussdebatingNorms
respectothersopinion,youaredebatingthe
subjectnottheperson.Attackingeachotherwill

1.

Thinkingindependently.

2.

Developingones
perspective:creatingor
exploringbeliefs,
arguments,ortheories.

3.

comparingand
contrastingidealswith
actualpractice

4.

listeningcritically:theart
ofsilentdialogue

notbetolerated.Backupyourclaimoropinion.
Allowedtoarguebothsides,andallowedtoswitch
sides(justbepreparedtodefendwhyyouchose
toswitch).
5. showsignfromphotoletstudentschoosetheir
sideandstarttheirdebate.
6. Zoomoutofthepictureandgivealittlebitof
backstoryandletstudentsdebateagain.
7. Havethemsitbackintheirseatsanddebrieffor2
minconstantlywritingwhatevertheyneedto,to
gainclosurefromtheexperience.
8. Finallyaddonesentenceabouthowtheycanuse
thisexperiencetocreatetheirownpieceof
installed/publicart.
9. Pairup
talkwithpartneraboutprosandconsfortheissues
researched
choosesite
getpermissionifneeded
beginplanningartworkforsite
worktimefortherestofclass

Day
2

1. Quickrecapremindthemofthe
RAFTandTalkaboutthe
Responsibilityofartinthepubliceye
Permission
setup
Takedown
Reactionofviewers(snowballeffect)ex:
someoneseesit,reportsittonewspaper,
newspaperstartsinvestigation,wantsan
interviewwiththeartisttounderstand
intent...
2. worktimeonartwork
3. reflective(individual)written
assessment
4. reflectiveoral(group)critiquemove
fromgrouptogroup:2minforviewer
discussion,1minorartistview(30
secondseach)

Finishwith10minutestosparefornext
grouptointroduceproject.

Studentreflective/inquiryactivity:

5.
6.

7.

examiningorevaluating
assumptions
reasoningdialogically:
comparingperspectives,
interpretations,or
theories
examiningorevaluating
assumptions

8.

9.

1.

2.

3.
4.

thinkingpreciselyabout
thinking:usingcritical
vocabulary
generatingorassessing
solutions/questioning
deeply:raisingand
pursuingrootor
significantquestions/
comparingand
contrastingidealswith
actualpractice
Developingones
perspective:creatingor
exploringbeliefs,
arguments,ortheories.
generatingorassessing
solutions/questioning
deeply:raisingand
pursuingrootor
significantquestions/
comparingand
contrastingidealswith
actualpractice
clarifyingissues,
conclusionsorbeliefs
reasoningdialectically:
evaluatingperspectives,
interpretations,or
theories.

Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeper
thinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwillstudentsreflect
ontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsand
techniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsandgradelevelexpectationsofthe
lesson.)

reflectionworksheet(individual):includesgradingself,gradingpeer,andopinionon
controversialissue(didthe2groupmembersagree/disagree,workonbothsides
togetheroreachchooseasideanddepictthat)
Reflectivecritique(group):movearoundtoeachgroupspublicartworkandgivebothe
viewerandartisttimetotalkaboutthemessage.

PostAssessment
(teachercentered/objectivesasquestions):
Havestudentsachievedtheobjectivesandgradelevel
expectationsspecifiedinyourlessonplan?

GiventheRAFTPromptfromthislesson,willthe
studentswillbeabletocreateacompositionwith
meansofexpressionandcommunicationtothe
viewers.(
Literacy)
Shownartworksandtheirparticipationinanin
classdebate,willthestudentwillbeabletomake
andexplaininfluenceandintentofcontroversial
artwork.
Givenvariousmaterials,willthestudentwillbe
abletocreateaninstalled/publicartworkthatuses
theinherentcharacteristicsandexpressive
features.
Usingtheircompletedinstalled/publicworksof
art,willthestudentwillbeabletoreflectuponand
discusstheconceptsexpressedintheirown
artwork.(
Literacy)

PostAssessmentInstrument:
Howwellhavestudentsachievedtheobjectivesand
gradelevelexpectationsspecifiedinyourlessonplan?
Includeyourrubric,checklist,ratingscale,etc.

Rubric:Seeattached

SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddo
differently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilizeassessmentdatatojustify
yourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteach
again?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,reteachcontent,etc.)

Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegivento
students.

8/9/15Fahey

http://www.complex.com/style/2013/10/controversialartexhibitions/breakdown
http://www.boredpanda.com/largescalestreetartmurals/
http://www.oddee.com/item_96507.aspx

PDArtworksRubric
Criteria

Basic

Developing

Proficient

Advanced

Ideation

Students
demonstrate
limitedwrittenand
verbal
participation
during
ideation/debate.

Students
demonstrate
writtenandverbal
participation
during
ideation/debate.

Students
demonstrate
thoughtoutwritten
andverbal
participation
during
ideation/debate.

Students
demonstratewell
thoughtoutwritten
andverbal
participation
during
ideation/debate.

Create

Aninstalled/public
workofartis
createdwith
minimalintentof2
viewsandlimited
useofmaterials
(Good
craftsmanship).

Aninstalled/public
workofartis
createdwithintent
of2viewsanda
gooduseof
materials(Good
craftsmanship).

Aninstalled/public
workofartis
createdwithclear
intentof2views
andmasteryof
materials(Good
craftsmanship).

Aninstalled/public
workofartisfinely
createdwithclear
intentof2views
andextreme
masteryof
materials(Good
craftsmanship).

ArtHistory/Culture

Atleastoneside
ofthe
controversialissue
isdisplayedinthe
artwork.Thework
doesnotsenda
message.

Bothsidesofthe
controversialissue
aresomewhat
displayedinthe
artwork.Thework
sendsamessage.

Bothsidesofthe
controversialissue
areclearly
displayedinthe
artwork.Thework
sendsaclear
message.

Bothsidesofthe
controversialissue
arewellthought
outandclearly
displayedinthe
artwork.Thework
sendsaclear
message.

Technique/Proces
s

Artworkdoesnot
demonstratethe
propertiesofa
publicpiece.
Locationisnot
consideredor

Createsawork
thatdemonstrates
somepropertiesof
apublicpiece.
Importanceof
locationisnot

Createsawork
thatdemonstrates
thepropertiesofa
publicpieceand
shows
understandingof

Createsawork
thatclearly
demonstratesthe
propertiesofa
publicpieceand
showsclear

Reflect

thoughtout.

thoroughly
understoodand
demonstrated

theimportanceof
locationforan
installationpiece

understandingof
theimportanceof
locationforan
installationpiece

Reflection
worksheetis
somewhat
completed.Did
notparticipatein
critique.

Reflection
worksheetis
completed.Some
participationin
critique.
Commentsarenot
wellthoughtout.

Reflection
worksheetis
completed.
Thorough
participationin
critique.
Commentsare
wellthoughtout.

Reflection
worksheetisfully
complete,andwell
thoughtout.
Thorough
participationin
critique.
Commentsare
wellthoughtout
andensiteful.

1. Ontherubricabove,pleasegradeyourselfbycirclingtheboxyoufeelyoufitinmostfor
eachcriteria.
2. Thengradeyourpartnerbyaddingtheirnametotheboxyoufeeltheyfitbest.

3. StudentReflection:
Giveaquicksummaryofeachview(thereshouldbetwo)thatwasexpressedinyourartwork,
and
howyouintegratedtheopposingviewsintooneartpiece.

Howdoyoufeelthevisitorsforthepoliticaldebatewillapproachandreacttotheartdisplayed?