Stark - Lesson Plan Outline

Lesson Title Exhibition Curators: Intro

Grade Level HS
Central Focus Students will observe multiple artworks and analyze their themes for the
purpose of displaying works in an exhibition. Students will be introduced
to the practice of curating exhibitions and writing statements to explain
how and why the exhibition and artwork was created.
Learning The students will recognize themes in artwork by analyzing their
Objectives observations about six different artworks. Students will practice selecting
artworks to display together by pairing works of similar themes. They will
apply a process of selecting artwork by creating three possible themes and
choosing at least one artwork for the purpose of curating an exhibition
and an exhibition statement.
Standards 5.A.1.1
Foundations
Use foundational knowledge and skills while responding to, creating, and
presenting artistic work.

5.9.3.5.1
Present
Develop and refine artistic techniques and work for presentation
- Benchmark: Evaluate, select, and apply methods or processes
appropriate to display artwork in a specific place, including an artist
(exhibition) statement.
Supplies 1. 6 printed posters of recognizable artwork from history
a. Choice of artworks subject to change based on artwork
talked about in class by students or with teacher that year
2. Post-it Notes (6 per student)
3. Student Sketchbooks / Sketch paper
4. Assignment Half-Sheet (one copy per student)
Informal Bellringer – What are some reasons that one artwork may be displayed in
Assessments the same place as a second artwork? What are examples of places where
artwork can be displayed?
Formal Students will brainstorm ideas for their exhibition including themes,
Assessments potential artworks, artists, or art movements. Students should have at
least three theme ideas written in their sketchbook with at least one
possible artwork to include for each.
Steps in the *** Before students arrive to class, the teacher should post the printed
lesson (script) image of each artwork on the walls around the room and place a pack of
post it notes on each table. The teacher should also have written the
bellringer questions up on the whiteboard in the form of a t-chart.
(Questions can be found in informal assessments)
 Welcome: As students arrive the teacher should welcome them to class
Welcome/ and remind the students to take out their sketchbooks. Once the students
Bellringer (5 have settled into their seats, the teacher should instruct them to begin
min)
writing their answer to today’s bellringer questions in their sketchbooks.

After 2-3 minutes of writing in their sketchbooks the teacher will call on
students to come up to the whiteboard and write down their answers to
the bellringer questions

What do you see? Activity: The teacher will instruct the students to take at
What do you
least 6 post it notes from the stack on their table and explain that they will
see? Activity (5
– 10 minutes) be writing what they see in the different artworks posted around the
room. Give examples of types of observations including colors used in the
work, materials used, imagery, who or what the subject is, etc. Tell the
students that they may also make inferences in their observations, what
do they think the artwork about? What symbolism might be used? Is
symbolism used? Point out where each photo is posted around the room
and explain to each student that the title, artist, and year are posted next
to each painting. Explain that each student should write at least one
observation per artwork, but they can write more than one if they want to.

Tell the students that when they have an observation written on their
post-it note they should stick it to the wall around the printout of the
artwork. Have the students get up and walk around the room, bringing
their pencils and post-it’s with them.

While the students are working independently, monitor their participation,

answer questions, and offer prompting if a student seems stuck on one
painting. When it seems like most of the students have returned to their
seats or are mostly finished with the task, give a 60 second warning for the
last few students to wrap up what they are writing and find a seat.

Whole Class Discussion: Pull focus back to the front of the room by stating
Discussion of the expectation to wrap up conversation and look towards the teacher and
Themes (10 - 15 then count backwards from 5. Tell the students that many of the
minutes) observations they just made are the first step to creating a theme
surrounding that artwork. Start at one of the artworks and list off out loud
some of the written observations. Ask the students to name how these
 observations could be reworded or combined to create a theme. Write a
list on the board of the overarching themes the students come up with.

Repeat this for each artwork. Once you have six lists with 4-5 themes ask
the students to discuss with their table groups which artworks have similar
themes and how they could be paired or grouped together in a display.

Introduction to the Project: Tell the students that they will be pairing their
Introduction to choice of artworks together to create an exhibition for a museum. The
Project (5 teacher will pass out copies of the assignment sheet to each student.
minutes)
Explain to the students that they will be required to choose at least six
artworks that fit a theme of their choosing. Ask for volunteers to popcorn
read the assignment sheet out loud to the class including the
requirements.

Once it has been read, explain to the students that “an exhibition
statement is a statement written by an artist or someone who chooses
artwork to go into an exhibition (a curator) describing what type of art is
in a display and why. It explains the importance of the artwork in relation
to the theme and why the artwork is being displayed together. It captures
the attention of the viewer and adds context to the display.” Answer any
questions related to the project before moving on.

Worktime: The teacher should tell the students that they will have the rest
of the class period to begin brainstorming ideas for their own exhibition.
Worktime (10 –
15 minutes) Explain to the students that the expectation is they have at least three
ideas for a theme and one artwork they could use for each theme by the
end of the class period. They are allowed to use mobile devices to explore
what artworks they want to use for this project.

While the students are working, the teacher should move around the room
asking students what ideas they have for this project and offering
prompting to help spark ideas. This can be done by asking the students
what type of artworks they enjoy, both in what they consume and what
they create, and what about those works are they drawn to.

Wind-Down/ Dismissal: When there is about 5 minutes left in class draw

Wind-down /
the students’ attention to the front of the room and have them discuss the
Dismissal (5
minutes) ideas that they have with their elbow partners. As an exit ticket ask the
students to write down on a post-it note their name, which artworks from
the wall they had paired together during their discussion, and the theme
they would use.

Collect these post-it notes as they exit the room.

Vocabulary Exhibition – A public display of works of art.
Exhibition Statement – A statement written by a curator or artist about
the what, and the why of a particular exhibition.
Curator – A person who oversees and selects artwork to go into a display.
Theme – the subject, or overarching idea of an artwork or group of
artworks
Display – A presentation of artwork, can be public or private.
resources Exhibiton Curators - artwork for what do you see activity.docx

Exhibition Curator Project - assignment sheet.docx