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Learning Challengesand Responses
Challenge: Students may not know how to approach contemporary
art, may think its weird.
Response: Teachers will model an approach to contemporary art
that is open to art that may at
first seem strange.
Challenge: Students may not know how to communicate effectively
about a piece of contemporary
art.
Response: Teachers demonstrate how to discuss a piece of art
effectively.
Movie organized by structure:
Students at work UG 2 9 9:30 Students arrive between 9 and 9:30
and are given surveys to fill
out regarding our strengths and weaknesses as teachers. I ask
students to answer thoughtfully
and not to put their names on the papers.
Ongoing Assessment: Informal teacher observation of students
behavior as they enterthe classroom.
Studio Transition, Demonstration / Lecture UG 1, 2 9:30 10:00 I
take attendance and ask
students to name a contemporary artist. After a few names are
given, I introduce William
Kentridge and the idea of contemporary art. I emphasize that
William Kentridge, Susan, myself,
and all of the students are contemporary artists. I start the
William Kentridge Art 21.
Ongoing Assessment: Informal teacher observation of students
attention during the
introduction and movie.
Studio Transition, Demonstration / Lecture UG 1, 2 10:00 10:10 I
break the students up into sixgroups of three and one group of two.
We walk to the Bakalar gallery. I demonstrate how I want the
students to talk about Kentridges work, and the students get
started.
Ongoing Assessment: Informal teacher observation of students
attention during the
Demonstration / Lecture.
Students at Work UG 1, 2 10:10 10:30 Students work in groups to
choose one piece of art on
display and discuss it. The students discuss the piece of work
as if they were William Kentridge.
Together, they prepare to present their chosen piece to the rest
of the class.
Ongoing Assessment: Informal teacher observation of students
discussions aboutKentridges work.
Higher: Students seem engaged with the piece in front of them
and thoughtful in
their responses to the work. They stay in their given roles and
are creative about
their discussion.
Middler: Students talk about the work but do not stay in their
given roles or are
responding with less depth and thought.
Lower: Students are finished quickly and seem to only be
interested in superficial
7/28/2019 Saturday Studios: Advanced Studios Lesson 8
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details. They do not speak thoughtfully or with any depth.
Demonstration / Lecture UG 1, 2 10:25 - 11:15 Students present
the pieces they have chosen to
the rest of the class from their roles as William Kentridge I
ask each student question about the
piece they chose.
Ongoing Assessment: Informal teacher observation of students
presentations aboutKentridges work.
Higher: Students seem engaged with the piece they have chosen
and speak clearly
and thoughtfully about the art. They stay in their roles and are
creative about their
presentation.
Middler: Students speak thoughtfully about the work but have not
gone into as much
depth with their insights.
Lower: Students give empty, short answers and do not seem
interested or ignore
the roles they were given.
Studio Transition 11:15 11:30 Students return to the classroom
to pick up the last of their workand their coats and bags. While we
are there, Susan and I wrap up the class by handing out
certificates to the students and giving each student a personal
goodbye. We head to the closing
reception.
