Students will participate in showing their videos to the class and give a short presentation about the choices they made to create their videos. Students will then participate in a critique of each other’s videos using the Feldman method that they went over in a previous lesson. Finally, students will be presented with various methods for exhibiting their video in a museum or gallery setting.
High School - Beginning
Three 2-hour class periods
Kimsooja, A Needle Woman, 1999
Lesson Objectives/Student Learning Outcomes:
Students will be able to:
- Identify and describe the four steps of the Feldman Model - description, analysis, interpretation, and evaluation.
- Describe and analyze their own artwork in order to determine its meaning and success.
- Describe and analyze an artwork of their peers in order to determine its meaning and success.
- Present an oral critique of their artwork.
- Handout - Feldman Model of Critique: Everyday Life Experimental Videos
- Handout - Rubric for Class Critique
- Handout - The Feldman Method of Critique
- LCD Projector and screen
- Teacher explains that students will now be watching each other videos and using the Feldman Model to critique their own video as well as a video of their peers. Teacher stresses that it is important to be positive and professional when critiquing others and offering constructive criticisms. Teacher expresses her excitement at seeing all the videos that the students have worked so hard on (15 minutes).
- Teacher passes out worksheets and asks students to recall the Feldman Model from earlier in the unit. She then asks students to think about their own work and use the Feldman Model to critique their own work. They will be presenting their critique and video after they complete the worksheet (10 minutes).
- Students work on their worksheets for the first half of class. Teacher circles the room to check that students are on task and answer any questions (50 minutes).
- Teacher asks for students volunteers to get the critique presentations started. Students present for the rest of class (50 minutes).
- Teacher assigns the students to critique one of their peers videos for homework using the second half of their worksheet. Students may access the videos on the class portal (5 minutes).
- Students continue to present their critiques of their own work for the class period. (1 hour 50 minutes).
- Teacher assigns the students to critique one of their peers videos for homework using the second half of their worksheet. Students may access the videos on the class portal. The worksheets will be due the following class period (5 minutes).
- Teacher collects the Feldman Model critique worksheets (5 minutes).
- Teacher explains that one of the most exciting elements of video art is choosing how to exhibit it. There are many different methods for showing video art including immersive environments, various screens, rooms environments, projections, or on the Internet (10 minutes).
- Teacher shows the students a few various examples of different artists and how they have exhibited their video art. Through the examples, the teacher asks questions and asks for students to talk about what they think about each kind of exhibit (40 minutes).
- Teacher asks students to discuss in their table groups the various methods of exhibitions of video art and what kinds of exhibition would work well for their videos (30 minutes).
- Teacher asks students to write reflections in their sketchbooks and consider how exhibiting their video art in different ways would influence the meaning of their work (20 minutes).
- Teacher concludes the Everyday Life experimental video art curriculum unit. She expresses that she is excited by what the students have done and their exposure to this art form. The teacher also asks students to reflect on their experience of examining their everyday lives and using it as an inspiration for their art. Teacher asks for final thoughts form the group (20 minutes).
Modifications for Learners’ Specific Needs:
- Gifted and talented: students may present their videos first to set the example for the class. Students can also create a mockup of how they would present their videos in various settings.
- Learning disability: students will be given extra time to formulate their critiques and presentations. Students may also choose to write their critiques instead of verbally presenting them.
- Physical limitations: students may choose to write their critiques instead of verbally presenting them. They may also choose to sign their critique or presentation if they are hearing impaired. Students may also choose to sit instead of standing to present as well.
Multiple Intelligences Used:
- Linguistic intelligence: addressed as students talk about their artistic choices and process as they present their work to the class. Also addressed as students reflect in writing on their artistic process.
- Spatial intelligence: addressed as the class imagines and discusses the different possibilities for exhibiting video art through installations, gallery exhibitions, and immersive environments.
- Interpersonal intelligence: addressed as students work in groups to critique each other’s work and explain their artistic choices to the class.
- Intrapersonal intelligence: addressed as students reflect on their creative process and choices and create a presentation for the class.
- Art criticism (n.) - systematic discussion of an artwork.
- The Feldman Model (n.) - a four-step method for critiquing art that was developed by Edmund Burke Feldman. The steps are: description, analysis, interpretation, and evaluation.
Criteria for Assessment of Student Learning:
- Identify and describe the four steps of the Feldman Model - description, analysis, interpretation, and evaluation?
- Describe and analyze their own artwork in order to determine its meaning and success?
- Describe and analyze an artwork of their peers in order to determine its meaning and success?
- Present an oral critique of their artwork?
Method of Assessment:
Teacher checks for understanding by monitoring the progress of students as they are working on their worksheets to ensure they are critiquing the artwork according to the guidelines (formative assessment).
Teacher will clarify information, when needed and check for understanding (formative assessment).
The worksheet will be evaluated based on completion (summative assessment).
The oral critiques will be evaluatedaccording the rubric (summative assessment).
California Visual Arts Standards Addressed:
1.0 ARTISTIC PERCEPTION
- 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
- 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
- 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
- 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
4.0 AESTHETIC VALUING
- 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
- 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
- 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
- 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
- 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
- 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).
To download PDF handouts for this lesson, click here.
To download the PDF rubric for this lesson, click here.
To download a PDF version of this lesson, click here.