-Title of lesson Plan: Collaboration of Aesthetics Installation Name: Nichole Broome

9-12
1 image

Standard(s): NVAS— VA.Cr.2.3.la

Collaboratively develop a proposal for an installation, artwork, space that transforms the
perception or experience of a place.
SCVAS – VA.P.NH.4.2
I can organize work for presentation and documentation to reflect specific content, skills,
ideas, or media.
SC English Lang. Arts - Standard 5: Reflect throughout the inquiry process to assess
metacognition, broaden understanding, and guide actions, individually and
collaboratively.
Vocabulary Definition(s):
1.Collaboration: to work jointly with others or together especially in an intellectual endeavor
Citation: “Collaborate.” Merriam-Webster, Merriam-Webster, www.merriam-
webster.com/dictionary/collaborate.
2.Conceptual: an abstract or generic idea generalized from particular instances
Citation: “Concept.” Merriam-Webster, Merriam-Webster, www.merriam-
webster.com/dictionary/concept#h1.
3.Installation: a work of art that usually consists of multiple components often in mixed media
and that is exhibited in a usually large space in an arrangement specified by the artist
Citation: “Installation.” Merriam-Webster, Merriam-Webster, www.merriam-
webster.com/dictionary/installation.
4. Aesthetics: a particular theory or conception of beauty or art: a particular taste for or
approach to what is pleasing to the senses and especially sight
Citation: “Aesthetic.” Merriam-Webster, Merriam-Webster, www.merriam-
webster.com/dictionary/aesthetic#h2.

Vocabulary Practice: Students must compare and contrast groupmates ideas to interpret a
collaborative instillation idea based on aesthetics. Students must classify objects and ideas
with in their individual research proposal. Students will practice language functions through
group and class discussions, final installation proposal, and reflection of the lesson segment.

Materials: “What speaks to you that is available in the classroom”? Essential materials could
be scissors, glue, magazines, recycled/found materials, drawing materials, markers, etc. The
only material specifically needed is a piece of cardboard that is 11” x 11”.

Steps to complete the project (bulleted):

 Intro/ Motivation/Engage/Research – Teacher and intern will pass out cardboard
substrate and introduce the unit by PowerPoint. This time students will produce a few
quick sketches in their groups and collect materials they think they will need.
  Instruction process/Procedure/Explore/Guided Practice – Each person in the group
will start with filling out 25% of the piece and then passing it clockwise to the next
person. There should be four colleges and every group member should contribute 25%
of the work to each one. As you work and meet design problems or artist blocks work
with your group mates to overcome them. I will introduce the next part of the project in
the next class.
 Present/ Respond and/or connect/present – Each student will take inventory of their
past aesthetic unit art pieces and asses what an installation with the added collages and
groupmates pervious works would look like. As a group pick a space around the school
and major design points of the installation. Create sketches of the group’s ideas. Then
as an individual write an installation proposal based off the group ideas in your own
perspective. For example, talk about how your artwork in particular correlates to the
overall body of work.
 Summative Assessment/ Evaluation/Closure – Finalize the ideas of your instillation
proposal into a one-page proposal with sketches. Fill out the checklist and reflection
individually and if time allows and resources are available actually set up the installation
based for the proposal.

Notes:
Prior knowledge of postmodern Principles, Elements and Principles of design, craftsmanship
and personal aesthetics (class has been working on this for other segments of this unit).Central
Focus Students get experience with working with others in making gallery-ready art pieces that
focus on aesthetics as well as get the context of an art installation proposal.

Formative: TW observe, support, and ask check for understanding during the Learning
Segment. Teacher will also check over sketches of ideas for the installation proposal.
Summative: Teacher will grade students individually through a checklist for four gallery-ready
colleges, collaborative participation, and installation proposal.

Reference(s): Dr. Livek-Garner PowerPoint on aesthetics unit.