DRAFT: This module has unpublished changes.

Lessons Four and Five: Go—Which Artist Am I?

(4 Components)

Outcome: Develop an appreciation of arts and their traditions within the context of a global perspective

  • Students present PowerPoint discussing their choice of artist based upon the attached rubric (5 minutes/student, average)
    • Literature: “…differences in cultural socialization tend to influence learning preferences and produce different learning styles” Sim and Kolb (2009)

Outcome: Write and speak clearly and logically in presentations and essays

  • Students present their own art and artist’s statement based upon attached rubric (3 minutes/student, average)
    • Literature: “…one of the most significant issues in learning to learn, or in becoming effective in the process of learning, is an individual’s taking the responsibility for his/her own learning” Abrahim Kazu (2009)
  • Peer Evaluation: throughout the presentations, peers complete evaluations for each presentation the view
    • Literature: A democratic “classroom equips [students] not only to change the world but also to maneuver in the one that exists” Bigelow, et al. (1994)

Outcome: Acquire visual literacy and improve analytical critical thinking skills


Evaluating Progress

Community-Based Art Appreciation Class

Photo by RJ Molyneux-Davis, 2012


  • Final Reflection and Self Evaluation with attached rubric (10 minutes)
    • Literature: “Maps intrigue us….They are a vehicle for the imagination….Our minds…take the information and extrapolate from it a place where they can leap, play, gambol—without that distant province of our being, the body, dragging them down” Katharine Harmon (2004)
DRAFT: This module has unpublished changes.