Continuing discussion on the specific context of the painting's creation and display, and of Pablo Picasso and his emerging and shifting abstract style of painting. Preliminary open-form discussion of possible interpretations of the painting, beginning with the more obvious macro-level signs in the painting on touching on other symbolic aspects (the Harlequin figures/patterns, animal representations, etc.).
Task Expectations: Each paper should contain personal interpretations and a reflection of personal reactions to the painting that are connected to the historical facts and larger trends discussed. Discussion of individual elements as well as the composition as a whole and the relation of the individual elements discussed to each other and to the meaning of the work as a whole should be present in all completed papers.
Grade 10 Lesson Plan
Primary Task: Create a new work of art that demonstrates a reflection of personal feelings towards a specific event or period of time, and a conscious and rational commentary on this event/period and the social/political impact it had.
Learning Objective: Students learn to appreciate their own ability to interpret and comment on historical events, and to understand the larger ramifications of political events/historical periods. Aesthetic and symbolic planning become more familiar to students, and students' skills at communicating in abstract and symbolic means are improved.
Pre-Task Learning: Students will each select their own historical period or event and write a brief proposal outlining hwy they think this period/event is significant, what their...
Students will engage in self-directed study of their time period/event to obtain a better understanding of the selected period/event and to expand their knowledge and awareness of potential signs, symbols, and styles to be used.
Task Expectations: All student artworks should be clearly related to and representative of the selected period or event with a brief verbal explanation. Artworks should be stylistically cohesive (or non-cohesive as a conscious and explained choice) in their commentary and their aesthetics. Evidence of improved visual representation capabilities should be present, but the association of abstract aesthetic elements with features of cultural, political, and historical significance is much more important.
Conclusion
The development of the concepts and skills necessary for students to critically engage with works of art in an interpretative and ultimately creative fashion is an ongoing process. By tracking the development of such learning over the course of schooling and ensuring that learning goals and lesson plans support each other throughout the educational period, this learning can be much more effectively achieved. The above lesson plans can be a part of this process.
References
Hickman, R. (2004). Art Education. New York: Continuum.
PBS. (2012). Guernica. Accessed 19 July 2012. http://www.pbs.org/treasuresoftheworld/a_nav/guernica_nav/main_guerfrm.html
Sikinger. (n.d.).
