Strategies for Embedding Instruction: High School Advanced

Responding (3 hours)

Performance Standard One: Students research a social, cultural and/or political concept, theme or idea and how it is addressed by artists or designers in their work.

Perceive/Analyze

1. In collaborative groups, students research community public art while walking through a variety of neighborhood places, noting natural and constructed spaces, identifying social, cultural and/or political concepts, themes or ideas addressed by artists or designers (2 hours).
2. In collaborative groups, students perceive characteristics, identify contexts and construct interpretations of public artworks (1 hour).

Presenting (6 hours)

Performance Standard Two: Students select and curate a collection of objects, artifacts and/or artworks based on this social, cultural and or/political concept, theme, or idea.

Select/Analyze

1. In collaborative groups, students will identify and apply criteria based upon their identification of social, cultural and/or political concepts, themes and ideas addressed in local public artworks and explain reasons for selecting art and artifacts for an exhibition (1 hour).

Prepare/Curate

1. Students will curate works for an exhibition based upon the social, cultural and/or political concepts, themes and ideas identified in local public artworks (2 hours).
2. Students will investigate, identify and select an actual and digital site or space for installing an exhibition (1 hour). 

Exhibit/Share

1. Students will plan and construct an actual and digital exhibition of selected works of art or design for a specific audience (2 hours).
2. Students will present an exhibition narrative (1 hours).

Responding (2 hours)

Performance Standard Three: Students select a venue, plan an exhibition, develop an exhibition narrative and install the work, with a focus on impacting the viewers’ attitudes and perceptions of social, cultural and/or political concepts, themes or ideas.

Performance Standard Four: Students document and analyze responses and feedback from viewers.

Interpret

1. Students will evaluate the effectiveness of the exhibition and compare the responses of the exhibition viewers to those they encountered in the space surrounding neighborhood local public artworks.
2. Students will collect viewer responses to social, cultural and/or political concepts, themes or ideas in the exhibition.
3. Students will evaluate and reflect upon exhibition responses and feedback.

 Communicate/Internalize

1. Students will identify how the viewer’s attitudes or perceptions may have been impacted by experiencing the exhibition.

Connecting (1 hour)

Performance Standard Five: Students research a social, cultural and/or political concept, theme or idea and how this is addressed by artists or designers in their work.

Synthesize/Relate

1. Students will explain how artists contribute to visionary thinking and social change.
2. Students will describe how artworks can impact social, cultural and/or political beliefs, values and behaviors.
3. Students will explain how an exhibition experience and viewer participation can be the source of meaningful art-making.

Creating (6 hours)

Performance Standard Six: Students choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design, based upon a theme, idea or concept.

Investigate/Plan/Make (3 hours)

1. Students will plan a new artwork based upon their exhibit and how the viewers reacted to the social, cultural and/or political theme, concept or idea represented in the exhibit.
2. Students will select from a range of materials and methods to create a work of art or design based observed in local public artworks and based upon a chosen social, cultural and/or political theme, idea or concept represented in their collaborative exhibition.

Performance Standard Seven: Consider relevant criteria, shared feedback, and personal artistic vision, students reflect on, revise and refine their work.

Reflect/Refine/Continue (2 hours)

1. Students will share, explain and discuss in-progress artwork.
2. Students will critique and reflect upon feedback to make decisions about refining artwork.

Prepare/Curate (1 hours)

1. Students will prepare an artist statement for their new artwork.