Socio-Political Art Unit Plan: Grade 6
Overview: Students will gain an understanding of the role of art in political movements, through the analysis of the work of artists who engage in socio-political critiques. Students will then apply their knowledge through the creation of a sculpture that delivers a socio-political message.
Learning Goals:
- Creating and Presenting:
D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view
D1.2 demonstrate an understanding of composi- tion, using selected principles of design to create narrative art works or art works on a theme or topic
D1.3 use elements of design in art works to com- municate ideas, messages, and understandings
D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges
- Reflecting, Responding, and Analysing:
D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey
D2.2 explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding
- Exploring Forms and Cultural Contexts:
D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places
D3.2 demonstrate an understanding of key contributions and functions of visual and media arts in various contexts at both the local and the national levels
Prior Knowledge:
Students will review the principles and elements of design that they have been studying throughout the semester, with a focus on line, shape and form, space, texture, and balance.
Students will have had some experience with sculpture in the elementary grades.
Students will have had some experience with basic research and writing skills.
Students may be able to make connections between the examples of artists’ work shown by the instructor, and art works that they have seen in their lives, or with socio-political messages they have been exposed to in the media, or with the language surrounding politics and society they hear at home.
Teacher Resources:
The Ontario Curriculum, Elementary Arts.
Video: “Use Art to Turn the World Inside Out” https://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out
Slide-show: Sculpture as Socio-Political Commentary
Materials:
Wood blocks
Wire
Burlap
Clay
Paint
Lesson 1: Introduction to Art as Socio-Political Commentary (60 mins)
Hook: Ted Ed video “Use Art to Turn the World Inside Out.”
As a whole class: Instructor gives students a brief synopsis of the video they will be watching, and prompts students to look for the ways in which the artists involved in this project are using their art to make a socio-political commentary, and how, in many cases, the art initiates a change in the community. (5 mins)
As a whole class: Watch the video. (25 mins)
In small groups of 3-4: Students discuss their findings, and one student records these findings. Instructor monitors group discussions, and uses prompts to help students identify the salient messages embedded in the video. (15 mins)
As a whole class: Students share their findings. Instructor monitors and records the discussion, creating a written summary of the key findings that students should carry with them into the rest of the unit, and leaving this summary in a visible place in the classroom for future reference. (15 mins)
Lesson 2: Artists and Their Works (60 mins)
As a whole class: Instructor presents a slide-show that explores the art work of artists who are engaged in a socio-political commentary or critique. Instructor prompts students to respond to the artists’ works, and provides a brief context for each work. (30 mins)
In small groups: Students collaborate to create a list of social and political issues that arose during their viewing of the slide show. Instructor monitors group discussion and prompts students to identify the major issues, or assists students to contextualize the artists’ messages. (10 mins)
As a whole class: Students share their findings with one another, and elect a student to record their findings in a master list of social and political issues that artists have critiqued with their art work. Instructor prompts students to analyse the list and look for any patterns or consistent themes that arise. (20 mins)
Lesson 3: Making Connections (60 mins)
In small groups: Students investigate their local neighbourhoods for artistic works that pose a socio-political commentary. Students may also examine sources of media they are frequently exposed to, including favourite internet sites and television stations, or may recall a work they have seen previously that performs the same critical purpose. (30 mins)
As a whole class: Students share their findings, and elect a class member to record these on a master list. Instructor monitors the discussion and prompts students to make connections between the major social and political issues that humanity faces on a world-wide scale (the list made in Lesson 2), and the local issues that their community faces today. (20 mins)
Individually: Instructor asks students to reflect on their findings, and to select a social or political issue that they would like to investigate further. (10 mins)
Lesson 4: Research and Reporting (60 mins)
As a whole class: Students share the social or political issue they have chosen to investigate. Instructor records a master list, and encourages students who are interested in the same subject to collaborate, and to share helpful resources with one another. (10 mins)
As a whole class: Instructor introduces a framework for conducting effective research and for presenting information in a clear, concise format. [appendix A] (10 mins)
Individually: Students conduct internet research on their chosen subject area and include information about artists who are actively involved with this issue. Instructor monitors student progress and offers one-on-one support for students who may be struggling with the research process. (30 mins)
As a whole class: Students share any interesting or significant findings with one another, or share links to helpful resources. (10 mins)
Individually: Students continue their research as homework until they have enough information to create a 1-page summary of their findings, based on the framework provided by the instructor. (30 mins of students’ own time)
Lesson 5: Design (60 mins)
As a whole class: Instructor assesses students’ prior knowledge of creating sculpture, by introducing a variety of sculpting materials, and prompting students to explain how they can be used to produce a variety of results. Instructor prompts students to relate sculpting tools and techniques to the principles and elements of design, and prompts students to demonstrate how to achieve desired ends with the materials available. [eg: creating texture by pinching clay with fingers; creating shape by draping burlap over wire.] (20 mins)
Individually: Students take out their sketchbooks and design a sculptural piece of art work that serves as a socio-political critique of the issue they have explored in their research. Students make detailed notes in their sketches of how they are going to achieve their desired ends using the materials and techniques available to them. Instructor conferences individually with each student to determine when each student’s design is ready to be produced. (30 mins)
Individually: Students begin to select the materials they will use to create their sculpture, and begin laying the foundations of their art work. (10 mins)
Lesson 6: Production and Problem-Solving (60 mins)
Individually: Students work on the production of their sculptures. Instructor monitors student progress, and provides support and helpful suggestions for students as they meet challenges along the way. Instructor prompts fellow students to assist one another when facing a challenge, inspiring a sense of team work despite the individual nature of the creation and production process. (50 mins)
As a class: Students debrief with one another and the instructor about their successes and challenges of the day. Instructor assesses the time frame needed for most students in the class to finish their sculptures, and adjusts the deadline accordingly. Instructor informs students as to when extra help or studio time is available. (10 mins)
Note: At this point, you can decide as an instructor how many more classes you want students to dedicate to the production process. 1 more day is recommended, but some students may need 2.
At the end of production, the instructor will introduce the culminating activity to students: a presentation of their work, and participation in a critique of their work. Instructors will provide students with a framework for their presentations: a list of four questions they will need to answer in their presentation:
- What they’ve done (Explain the sculpture - what it is and what it means)
- Why they’ve done it (Discuss the research that inspired their work)
- How they’ve done it (Explain the techniques they’ve used)
- How they feel about their work (Did their work go according to plan? Did they face challenges? Would they do anything differently next time?)
Students are to prepare this brief presentation and be ready to present on the date determined by the instructor.
Culminating Activity: Presentation and Critique (60 + minutes)
As a whole class: Students present their finished sculptural works to the class, using the framework provided by the instructor. Classmates will ask follow-up questions based on student presentations, and provide positive feedback and helpful suggestions to one another. Instructor will evaluate the presentations based on the framework provided, and monitor student responses to peer art work.
Extensions:
Students may elect to carry this knowledge into future projects, or may choose to become active in their communities, using art to further the social and political goals of their communities, or to support the social and political goals of international movements that students feel strongly about.
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