Download File

Table of contents:

• Bridge
• Objective
• Pre-assessment
• Participatory Learning

• Discussion Questions
• CAT /Role play

• Post-assessment

• Discussion/Tumbler

• Summary/Closure

• Technology /Socrative

• Reflection

I'm that you have enrolled in Art Appreciation 1301; our focus will be on How to
define art, analyze it, write about it, and develop a greater understanding of its
importance and influence throughout history.

This class requires a degree of What you need for this class:
mutual respect, willingness to
listen and tolerance of opposing GATEWAYS TO ART Understanding the Visual Arts 2nd Edition.
view point in discussion forums.

Technical Support at 832-813-6600

(or toll free 866-614-5014) or email Tech Support [email protected].

Grade Distribution

Museum Visits 20% Activities 15%

Journals 15% Discussions 15 %

Notes/quizzes 15% Exams 20%

A full syllabus is available online. Professor Rosemary Cantu Email:
[email protected]

Week 8: Student preparation strategy
Chapter 2.10 Alternative Media and Processes

1. Read: Alternative Media and Processes 2.10
2. Print Chapter notes and answer questions before class.
3. Submit notes to drop box.
4. At the start of class, you will work in groups for 5 minutes to look over quiz and discuss answers if
you did not bring notes and read material you must leave group and work on your own.
5. Submit quiz online.
Extra credit if your notes are submitted to drop box before class.
6. Read article: Marina Abramovic, The Artist is Present and watch video: Marina Abramovic, What is
Performance Art.
7. Group discussion will address questions from video and article. Students will share their answers
with 3 other students and share their perspectives on the work. 10-15 minutes.

Article
https://www.khanacademy.org/humanities/global-culture/conceptual-performance/a/marina-abramovi-the-
artist-is-present

Video

https://www.khanacademy.org/humanities/global-culture/conceptual-performance/v/moma-abramovic-what-
is-performance-art

After reading and watching video, ask yourself these questions:

How would you summarize your initial feeling of the work? (Comprehension)
Using your analysis notecards, what examples of elements and principals of art can you find in this work?
(Application)
What was the artist definition of performance art in the video? (Knowledge)
Suppose you were to get an opportunity to sit in front of her, what kind of sensations or emotions would
you feel? (Synthesis)
Can you assess the value or importance on the effects it could have on an audience? (Evaluation)

How could you conclude that Performance Art is an effective medium to address social issue? Give an
example.(Evaluation)

BOPPPS LESSON PLAN

COURSE: Arts 1301
Lesson Title: Performance Art/alternative media

Bridge: Student will watch video of Marina Abromivic and Ulay preform the slapping video from The Relationship pieces.

Estimated time:3 minutes
Course Student Learning Outcome:

Course Student Learning Outcome:

Lesson Objectives: Critically interpret and evaluate works of art. Demonstrate an understanding of the impact of arts on culture.

1. By the end of this lesson, students will be able to critically analyze and interpret performance art. (Analysis)

2. By the end of the lesson, students will be able to create a formal analysis using elements and principals of art note cards for two performances and
produce an objective judgment of the works. (Evaluation)

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.
Chapter 2.10 Alternative Media and Processes

1. Read: Alternative Media and Processes 2.10
2. Print Chapter notes and answer questions before class.
3. Submit notes to drop box.
4. At the start of class, you will work in groups for 5 minutes to look over quiz and discuss answers if you did not bring notes and read material you must leave
group and work on your own.
5. Submit quiz online.
Extra credit if your notes are submitted to drop box before class.
6. Read article: Marina Abramovic, The Artist is Present and watch video: Marina Abramovic, What is Performance Art.
7. Group discussion will address questions from video and article. Students will share their answers with 3 other students and share their perspectives on the
work. 10-15 minutes.

Article
https://www.khanacademy.org/humanities/global-culture/conceptual-performance/a/marina-abramovi-the-artist-is-present
Video
https://www.khanacademy.org/humanities/global-culture/conceptual-performance/v/moma-abramovic-what-is-performance-art
After reading and watching video, ask yourself these questions:
Estimated time:10 minutes

Participatory Learning:
1. How would you summarize your initial feeling of the work? (Comprehension)
2. Using your analysis notecards, what examples of elements and principals of art can you find in this work? (Application)
3. What was the artist definition of performance art in the video? (Knowledge)
4. Suppose you were to get an opportunity to sit in front of her, what kind of sensations or emotions would you feel? (Synthesis)
5. Can you assess the value or importance on the effects it could have on an audience? (Evaluation)
 Socrative and tumbler
 Role Play (CAT)

Time Instructor Activities Learner Activities Lesson Materials

10 min Preforming arts: Discussion Think pair share. (NEW)Student will go over their “good Pre Questions and reading
15 min questions assigned previous class. PowerPoint, notes ,
15 min PowerPoint : Performance Art. Explain performance art’s Note taking on PowerPoint (Providing student with note Analysis notecards. Videos
origins and motives. to bring to class from reading and complete in lecture.)
20 min Show two performance pieces Student will reflect and fill out analysis notecards Cell phone to document.
https://edpuzzle.com/media/580d308dcfb986e76f65bf82 Gives student opportunity to have students apply critical
https://edpuzzle.com/media/580d2e937d3fee093f8dea3a observation and informed analysis of work before final
judgment.
Group performance art piece (instructions) A relatable Students will work in groups to create a performance
student issue consider the effect of performance it will piece
have on an audience?
(Role play)New strategy

Post-assessment role play/critique-analysis. rubric
Estimated time: 8
Summary: Socrative quiz
Estimated time:2 minutes

FELDMAN METHOD OF ART CRITICISM

Describe, Analyze, Interpretation, Judgement
A quick reference to help understand, appreciate and analyze art. How to look at and critique art using the four components of artistic criticism.
Describe : Tell what you see (the visual facts).

Descriptive words about an artwork are like pointers; they draw attention to something
worth seeing - so remember that the words that you use must be NEUTRAL. Do not use
terms that denote value judgments, such as beautiful, disorderly, funny looking,
harmonious, etc. Instead, focus on the factual information, such as smooth, bright, round,
a lake, a shape, etc. This is important so that you don't jump to
conclusions before going through all the steps.
Here are questions you might consider:

 What is the name of the artist who created the artwork?
 What kind of artwork is it, what medium is it?

 What is the name of the artwork?
 When was the artwork created?
 Name some other major events in history that occurred at the same time this artwork was created.
 List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
 What do you notice first when you look at the work(s)? Why?
 What kinds of colors do you see? How would you describe them?
 What shapes can we see? What kind of edges do the shapes have?
 Are there lines in the work(s)? If so, what kinds of lines are they?
 What sort of textures do you see? How would you describe them?
 What time of day/night is it? How can we tell?
 What is the overall visual effect or mood of the work(s)?

Analyze :

Analysis of relationships such as sizes, shapes, colors, textures, space and volumes, etc., encourages a complete examination of the artwork.

In this step consider the most significant art principles that were used in the artwork. Describe how the artist used them to organize the elements.

It also reveals the decision making process of the artist, who wants the viewer to make certain connections within the artwork.

Suggested questions to help with analysis:

Use analysis notecards

Interpretation: An interpretation seeks to explain the meaning of the work based on what you have learned so far about the artwork, what do you
think the artist was trying to say?

Interpretation is the meaning of the work based on the information in steps 1 and 2. Interpretation is about ideas (not description) or sensation or
feelings. Don't be afraid of revising your interpretation when new facts are discovered (such as the date of the artwork, or the personal history of the
artist, etc.) Conversely, don't be reluctant to make an interpretation from your analysis of only the visual information.

Here are questions you might consider:

 What was the artist's statement in this work?

 What do you think it means?
 What does it mean to you?
 How does this relate to you and your life?
 What feelings do you have when looking at this artwork?
 Do you think there are things in the artwork that represent other things/symbols?
 Why do you think that the artist chose to work in this manner and made these kinds of artistic decisions?
 Why did the artist create this artwork?

Judgment: After careful observation, analysis, and interpretation of an artwork, you are ready to make your own judgment. This is your personal
evaluation based on the understandings of the work allowing you to make an informed and critical judgment.

Judgment, the final step, is often the first statement that is expressed about an artwork

before it has really been examined. Judgment in that case is neither informed nor critical but simply an opinion.

Here are questions you might consider:

 Why do you think this work has intrinsic value or worth? What is the value you find in the work(s)? (For example, is it a beautiful work of
art, does it convey an important social message, affects the way that I see the world, makes insightful connections, reaffirms a religious belief,
etc.)

 Do you think that the work(s) has a benefit for others?
 Do you find that the work communicates an idea, feeling or principle that would have value for others?
 Could the reason you find the work lacking come from a poor use of the elements of art? Explain.
 Is the subject matter unappealing, unimaginative, or repulsive? How?
 What kind of an effect do you think the work could have for others?
 Rather than seeing the work as being very effective or without total value, does the work fall somewhere in-between? Do you think that the

work is just o.k.? What do you base this opinion on? The use of elements of art? Lack of personal expression? The work lacks a major focus?
Explore your criticism of the work (s) as much as you would any positive perceptions. Realize that your own tastes and prejudices may enter
into your criticism. Give your positive and negative perceptions.

Analysis Notecards

ANALYSIS NOTECARDS

LINE

How important is line to this work?
What type of line is here? Gestural (captures movement), contour (outline) or
irregular; regular or implied?
Does the line have movement or direction?
What quality does the line have? Delicate or bold?
Does the line create value, texture, shapes, or space?
Is there implied line? Where? How?
What visual effect does the line have? (Does it make the work “feel” a certain way?)

SHAPE

How important is shape to this work?
What kind of shapes are here? Simple or complex?
Are they organic or inorganic? Geometric or Biomorphic?
How are the shapes created? Line, color, value, texture?
Do the shapes have mass or not? (Weight or form?)
Do the shapes convey a sense of space, or not?
Describe the figure-ground relationship created by the shapes? (Weak or strong?)
What visual effect do the shapes have in this work?

VALUE

How important is value and light to this work?
How much variation in value is in this work?
Are the values high contrast, or low contrast?
What function do the values play?
Is there a use of chiaroscuro? (Shading to create form and “real” effect) if so, where is the light source?
Does the local value predominate: or are the values assigned or subjective?
How does light function in this work: from value or color?
What effect does light and value have to this work?

COLOR

How important is color to this work?
What colors are present? Name them.
Describe the overall color scheme?
Does this artist use a limited palette? Analogous? (Next to each other on color wheel)
or Complementary? (Opposite on the color wheel and contrasting)
Monochromatic? (all one color) Neutral (browns, grays, black, white)?
Are the colors intense, or muted? (Tint, tone or shade?)
Light or dark? Many or few?
How are the colors distributed? (Which colors are where?)
Are the transitions blended, or hard edged?
Does the work use color for specific effects? How? What effect?
What emotional effect do the colors have on this work?

SURFACE/TEXTURE

What importance does surface and texture play in this work?
What kind of surface does this work have?
Are any textures actual or an illusion?
Does the texture define areas or is it overall?
Is there evidence of the hand? Brushstrokes? What effect does this have?
Is there pattern present in the surface or texture?

SPACE

How important is space to this work?
Is the work visually flat or the illusion of three dimensions?
What elements does the use to work create space? Line? Value? Color? Perspective?
If the work uses perspective, what kind is it?
Where is the viewer?
Is space defined or ambiguous?
How is the space of the picture plane and the picture frame used?
What effect does the space of this work have?

BALANCE

Is there a sense of equilibrium or stability to the composition?
Is the balance symmetrical, radial, or asymmetrical?
Describe the visual “weight” of the various elements.
Is there a sense of tension or calmness to the composition?
How is the picture plane used to create balance?
How successful is the balance in the work?

EMPHASIS

Where do your eyes go first? (Focal point)
Are certain elements stronger visually than others? How much stronger?
What are they and how do they work? (Placement, isolation, contrasts?)
Is there a focal point, if so, what is it?
What effect do the controlled elements (placement or other elements) of the composition have?

PROPORTION/SCALE

What kind of relationship do the elements have to each other?
If recognizable objects are present, how is proportion used?
Does the composition appear to use a defined method of proportion?
How big is the actual work, and how does this change the effect?
Does the scale vary within the work?
What effect does this have?

UNITY

Does the whole predominate over the parts?
What is the visual hierarchy of the piece?
How is unity achieved: Conceptual? (idea), Compositional? (Visual) (elements are repeated, shapes, colors patterns), Gestault? (both conceptual and compositional)
How successful is the overall unity of the work?

ANALYSIS

What emotional or sensory role do the elements and composition play in this work?
Which of the elements are most important to this work?
Why do you think the artist made these choices, what effect were they getting you to feel?
What overall mood or feeling does this work have?
What evidence is there in the elements or composition that explains this feeling?
Is the work successful in using the elements and principals to convey the above?
How does the subject relate to this analysis?
What is your personal response to this work?









2 points 1 point

0 points

Analysis notes Detailed notes provided Adequate notes

Questions answered with Questioned No notes
examples answered no provided
example
2 points 0 points
1 point

Detailed Demonstrated careful Adequate No description
Description Observation and detailed observation and of work
visual description of description of work
work

2 points

1 point 0 points

Detailed formal analysis

of 4 or more elements and

Formal analysis principals of art Adequate formal Does not

analysis less than 4 address

Identifies elements and elements and

element/principal and tell principals addressed principals of art

reader where and how the

artist used it in the work.

2 points

interpretation Interpretation show 1 point 0 points
provides evidence evidence and reference to
from step 1 & 2. first two steps. Interpretation Lacks
and show adequate reference to
Well thought out evidence and first two steps
demonstrates critical reference to first
thinking steps

2 points 1 point

0 points

Objective and Objective and informed Adequate objective None objective
informed Judgement Judgement judgement
Judgement
2 or less steps used
Steps 1,2 and 3 are used as evidence
as evidence

Overall Score Level 3 Level 2 Level 0
10 or more 5or more 0

Rosemary Cantu

Art Appreciation 1301

SLO: Lesson Objectives: Critically interpret and evaluate works of art.

1. By the end of this lesson, students will be able to critically analyze, interpret and produce
an informed judgement of Performance art (Evaluation)

2. By the end of the lesson, students will be able to create a formal analysis using elements
and principals of art note cards for three performance art pieces. (Analysis)

Questions

1. What was the artist description of performance art in the video? (Knowledge)
A. The performance replaces someone else in the story
B. The performance is about the performers own idea.
C. It is a repeated performance
D. The actions are not real
(Correct answer: B)

2. Summarize the artist intention in The Artist is Present? (Comprehension)
3. What elements and principals of art can you find in The relationship pieces of Marina

and Ulay? (Application)
A. rhythm and pattern
B. Color and scale
C. proportion and line
D. atmospheric perspective and value
(Correct Answer : A)

4. What is the difference between theater and performance art?(Evaluation)

RUBRIC Group Performance Critique
2 points 1 point

0 points

Analysis notes Detailed notes provided Adequate notes

Questions answered with Questioned No notes
examples answered no provided
example
2 points 0 points
1 point

Detailed Demonstrated careful Adequate No description
Description Observation and detailed observation and of work
visual description of description of work
work

2 points

1 point 0 points

Detailed formal analysis

of 4 or more elements and

Formal analysis principals of art Adequate formal Does not

analysis less than 4 address

Identifies elements and elements and

element/principal and tell principals addressed principals of art

reader where and how the

artist used it in the work.

2 points

interpretation Interpretation show 1 point 0 points
provides evidence evidence and reference to
from step 1 & 2. first two steps. Interpretation Lacks
and show adequate reference to
Well thought out evidence and first two steps
demonstrates critical reference to first
thinking steps

2 points 1 point

0 points

Objective and Objective and informed Adequate objective None objective
informed Judgement Judgement judgement
Judgement
2 or less steps used
Steps 1,2 and 3 are used as evidence
as evidence

Overall Score Level 3 Level 2 Level 0
10 or more 5or more 0

ACP Showcase
Portfolio

Rosemary Cantu
Art Appreciation

2017

Table of Contents

• Student Preparation Strategy
• BOPPPS lesson
• Bridge
• Objective
• Pre-assessment
• Participatory Learning

• Discussion Questions
• CAT /Role play

• Post-assessment

• Discussion/Tumbler

• Summary/Closure

• Technology /Socrative

• Reflection

Bridge

Is performance Art an effective
medium to address social issues?

Student preparation strategy Performance art:

Joseph Beuys, Coyote, I Like America and America Likes Me

• Chapter 2.10 Alternative Media and Processes

Vito Acconci, Following Piece

• 1. Print Chapter notes and answer questions before class.

• 2. Submit notes to drop box. Marina Abramovic, The Artist is Present

• 3. At the start of class, you will work in groups for 5 minutes to look over quiz
Conceptual art:

and discuss answers if you did not bring notes and read material you must leave

group and work on your own.

Yoko Ono, Wish Tree for Liverpool

• Extra credit if your notes are submitted to drop box before class. Mel Chin, Operation Paydirt/Fundred Dollar Bill Project

Installation:

BOPPPS – BRIDGE• 5. Read article: Marina Abramovic, The Artist is Present and watch video: Marina Abramovic, What is

Performance Art.

• 6. Group discussion will address questions from video and article. Students will share their answers
with 3 other students and share their perspectives on the work using analysis notecards. 10-15 minutes.
• Article

• https://www.khanacademy.org/humanities/global-culture/conceptual-performance/a/marina-abramovi-
the-artist-is-present

• Video

• https://www.khanacademy.org/humanities/global-culture/conceptual-performance/v/moma-abramovic-
what-is-performance-art

• After reading and watching video, ask yourself these questions:

• How would you summarize your initial feeling of the work? (Comprehension)

• Using your analysis notecards, what examples of elements and principals of art can you find in this
work? (Application)

• What was the artist definition of performance art in the video? (Knowledge)

• Suppose you were to get an opportunity to sit in front of her, what kind of sensations or emotions
would you feel? (Synthesis)

• Can you assess the value or importance on the effects it could have on an audience? (Evaluation)

• How could you co

BOPPPS – OBJECTIVES

• Art Appreciation 1301
•

• SLO: Lesson Objectives: Critically interpret and evaluate
works of art.

1. By the end of this lesson, students will be able to
critically analyze and critic performance art (Analysis)

2. By the end of the lesson, students will be able to create a
formal analysis using elements and principals of art note
cards for three paintings and produce an objective judgment
of the works. (Evaluation)

BOPPPS- PRE-ASSESSMENT

• Chapter notes filled out before class.

BOPPPS- PARTICIPATORY LESSON

Note taking on PowerPoint (Providing student with note to bring to class from reading and complete in lecture.)
1. Think pair share. Student will go over their “good questions assigned previous class.

2. What was the artist definition of performance art in the video? (Knowledge)
3. How would you summarize your initial feeling of the work? (Comprehension)
4. Using your analysis notecards, what three examples of elements and principals of art

can you find in this work? (Application)
5. Suppose you were to get an opportunity to sit in front of her, what kind of sensations or

emotions would you feel? (Synthesis)
6. Can you assess the value or importance on the effects it could have on an audience?

Give example. (Evaluation) How could you conclude that Performance Art is an effective
medium to address social issue? Give an example.(Evaluation)

https://edpuzzle.com/assignments/58fb6f6e6954753e304a5e19/watch EDpuzzle
Student will reflect and fill out analysis notecards after watching video
Gives student opportunity to have students apply critical observation and informed analysis
of work before final
judgment.
Role Play-Students will work in groups to create a performance piece.
Students will view and analyze work, using Feldman’s method of art critique in discussion
forum.
Student will assess the value or importance on the effects it could have on an audience?

Tumbler: Discussion forum outside of class/ Feldman’s art critique

BOPPPS- POST-ASSESSMENT

•

• Tumbler Discussion
• Groups upload performances to Tumbler

• Students will critically analyze, interpret and
produce an informed judgement of group
performances.(Evaluation)

• Students will create a formal analysis using note
cards. (Analysis)

BOPPPS- SUMMARY

• https://b.socrative.com/teacher/#import-quiz/28270559

Personal Reflection on My ACP Experience

So much technology for education , experiment and use what
works for my class.

Mind blown!

So excited! Students are Student enjoy the
responding well competition and are
thoroughly engaged

Feeling confident! Thank you!

I got this! Bump it, this was a great experience.

Reflective Essay

Rosemary Cantu

First of all this class has been amazing, there is so much technology available for educators that
it is a bit overwhelming. Overwhelming not in the sense that I want to run and hide, but
overwhelming in the sense that I have literally created so many logins that I can’t remember
where I created a quiz or game. With that said, I am glad I got to experiment with so many
online games and apps because if I narrow it down to the top ones that work for my course I will
be set for at least 2 semesters. There is always something new out there.

One of the biggest things I will take away from this class is giving my class value and allowing
student to make the class relatable to them. I always worked through the semester to build that
understanding and to come to a conclusion at the end of the course, but if I set the value of the
class in the beginning students will feel more invested in the course.

I was so excited to actually incorporate technology assessments into my classes; I jumped right
in and experimented with my face to face class. Some activities are better than others but the
student are motivated and excited to engage in games and technology driven assignments. I will
be implementing new assessments but also providing the generic D2l quizzes for students who
don’t need the extra fluff. I like the idea of being able to give student choices. Thanks to this
course I see how important technology in the classroom is; this will ultimately create more
enthusiasm in the class.

Looking back at the beginning of the course I thought I had figured out my students and was
engaging them enough to make this course interesting. When I introduced Kahoot, my student in
the back of the class, who never take notes, and are staring blankly out the window actually sat
up and looked at the PowerPoint and jotted information down. They knew that at the end of the
lecture there was a Kahoot quiz and an opportunity for extra credit. The game show music starts
everyone’s eyes light up they are hooked in, Funky in Houston signs in then mucho macho,
Pikachu is the last one in and the quiz begins. The competitive side comes out of my most
reserved students. I was amazed the whole class was engaged! Score! I got this!

After hours of none stop experimentation, implementing new techniques, and strategies
introduced in this course, I can honestly say I feel more confident . I am much more aware at
how student react to technology, choices, and new ways of assessment.

Discussions were so much better after prompting students with Blooms taxonomy higher level
discussion questions. I assign the questions as homework and the next class meeting they get in
groups and go over questions, which allow them to take others perspective into consideration.
The class discussions have becomes more involved and the students feel more invested in there

analysis. Why didn’t I ever think of this before! Students also have responded well to printing
notes before class. I give student extra credit when they submit notes before class. I will be
using kahoot as pre assessment to the reading and give student opportunities to get extra credit if
they win; this is great motivator to get them to read material before class. The other thing that I
will be using from this course is choices in journal topics and assignment platforms. I noticed
some more traditional student s don’t care for the games much but do them because it’s a grade
but I can implement a more tradition D2L quiz without all the fluff. Also journal are typically
given with no real choice to select work they enjoy so analysis journals will have options and
give students more choices. I’m considering the due date options but still not sure how I will
work this out. I like the idea that there is some flexibility in students submission, hopefully it
works and student respond well knowing they have some control in due dates.

Another thing that I will make sure to use is blooms taxonomy to build my quizzes and exams. I
admit I do use some test bank questions but after learning they are breaking all the rules, I will
have to revisit and change some things. I am going to have my summer class write their own
questions and use them to create Exams. I will give them blooms taxonomy worksheets and have
them write higher level questions.

I thoroughly enjoyed the class and feel much more prepared to go into next semester with new
strategies and ways of assessment. I have my work cut out for me. I realize that my quizzes and
Exams need to be redone but with everything we learned about assessment I need to address
some issues to make the class even better. I learned a lot from others and am excited to
implement some of my classmate’s ideas into my course. I am open to change and feel it is so
necessary to keep up with technology to make my class more engaging.

I feel more confident as an instructor and feel that my students will benefit from me taking this
class. All instructors should take this course. I am always experiment with new things in the
class room but this course has given me more direction and clarity on how to effectively
implement assessments and improve engagement in discussions.

As for further professional development opportunities I wonder if there could be a training
course for some of this new technology/ It would save instructors lots of time trying to figure it
out on their own. For example a session on Socrative would be great so instructors get a full
comprehension of its uses and possibilities.