This is art that emphasizes a woman's point of view, emotions, and feelings. It focuses on the meaning of the art over the form of it.
INTEGRATED LESSON PLAN
Teachers: Brooke Stevenson and Nancy Swenson
Title: The Feminist Theory
Grade Level: 5th
Time Needed: 30-45 minutes
Exploration: Students will explore artwork done by women and artwork about women. They will connect it with the role of Susan B. Anthony during the women’s rights movement. Students will create their own weaving.
Objective: Students will understand the feminist theory and learn about feminist artists and the women’s rights movement.
State Standards (Utah):
-Grade 5 Social Studies Standard 1 Objective 3a
Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2b
Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2c
Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, petition).
- Grade 5 Visual Arts Standard 3 Objective 1
Explore possible content in art prints or works of art.
- Grade 5 Visual Arts Standard 4 Objective 2
Connect various kinds of art with particular cultures, times, or places.
- Grade 5 Visual Arts Standard 4 Objective 3
Collaborate in small groups to discover how works of art reveal the history and social conditions of our nation.
National Standard:
Grade 5 Visual Arts Standards- Students will:
- comprehend that artists can make contributions to society through artworks
- comprehend that art is often a precursor to historical events and social change
- comprehend that a function of art is to reflect a certain point of view
- comprehend that one function of art is to demonstrate the self-expression of an artist
- be able to deconstruct images to identify or gain new meanings
Grade 5 Social Sciences Standards
- What are the nature and purposes of constitutions?
- How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?
- How does the American political system provide for choice and opportunities for participation?
- What are the rights of citizens?
Question of Inquiry: How have the changing roles of women and their ideas influenced art?
Concepts/Vocabulary: Feminist theory, women’s rights, women’s suffrage, textiles.
Artists Discussed: Mary Cassatt, Barbara Kruger, Alexander Calder, Nithikul Nimulkrat, Holly Brackmann
Other Subject Connection: Social Studies (women’s rights movement)
Teacher visuals and supplies: various works by artists discussed, popsicle sticks, yarn
Preparation: collect pictures of artists’ works, make an example weaving, buy popsicle sticks and yarn
Student Materials: Popsicle sticks and yarn
Lesson Sequence:
Introduction
- Define the feminist theory and tell its aims
Demonstration
- Show work of Mary Cassatt and discuss her intentions
- Show work of Barbara Kruger and compare her to Cassatt
- Talk about women’s rights and Susan B. Anthony
- Show three artists who use textiles (Calder, Nimkulrat, and Brackmann)
Work Time
- students make own weavings with popsicle sticks and yarn
Clean Up and Management
- Have each student clean his/her own area.
- Throw away scraps
Closure
- Review the feminist theory and women’s rights movement
Assessment:
- Have a class discussion on feminist theory and women’s rights movement
- Observe students creating their own weaving
References
- Mary Cassatt
http://en.wikipedia.org/wiki/Mary_Cassatt
http://womenshistory.about.com/od/quotes/a/mary_cassatt.htm
http://www.globalgallery.com/prod_images/hd-1364.jpg
-Barbara Kruger
http://photounion.by/photoscope/kruger/notstupid.jpg
http://www.brainyquote.com/quotes/authors/b/barbara_kruger.html
http://www.arthistoryarchive.com/arthistory/feminist/Barbara-Kruger...
http://images.artnet.com/artwork_images_320_308231_barbara-kruger.jpg
- Susan B. Anthony
http://nebraskapress.typepad.com/photos/uncategorized/2008/02/15/su...
http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/antho...
- Alexander Calder
http://www.nyu.edu/kimmel.center/images/art.at.center/swirl.jpg
- Nithikul Nimkulrat
http://www.inicreation.com/the_chair.htm
- Holly Brackmann
http://www.hollybrackmann.com/2008/Gallery/Details/Folded-Currents-...
- Standards
http://www.uen.org/core/
http://www.education-world.com/standards/national/toc/index.shtml
POWER POINT
MY THOUGHTS
I really liked the discussion that came from this lesson. The feminist theory turned out to be much different from what I thought it would be. I also liked the weaving that we did. Very fun. If I were to use this lesson plan I would definitely go more into the history behind the "God's Eye" and have it in a unit of a cultural study. I would definitely emphasize the importance of showing respect for the artifact.
My Prototype
A more complex prototype:
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