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Grade Level: Integrated Subjects: High School Art and Writing Lesson Title: Think Like a Curator National Arts Education Association (NAEA) Standards, Common Core Standards, and Lesson Aims: NAEA Visual Arts Anchor Standard(s): Visual Arts: Select, analyze and interpret artist’s work for presentation Media Arts: Select, analyze and interpret artistic work for presentation NAEA Visual Arts Performance Standard(s): VA:PR4.1.la – Analyze, Select, and curate artifacts and/or artworks for presentation and preservation VA:PR4.1.llla – Critique, justify, and present choices of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event MA:PR4.1.l – Integrate carious arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience, such as experiential design. Common Core State Standard(s): W.9-10.7 – Conduct short as well as more sustained research projects based on focused questions, demonstrating under- standing of the subject under investigation. Aim(s): Students will be able to curate and design their own art exhibition, beginning with research and finishing with a virtual exhibition using SketchUp. Visual Art Vocabulary: Other Subject Vocabulary: Curator – an art specialist responsible for a museum's N/A collection and exhibitions. Exhibition designer – designs exhibition spaces, paints walls, arranges artwork, usually under the supervision of the curator. Center line – The imaginary line exhibition designers use to hang artworks. The middle of the painting usually falls between 54 and 62 inches. Accent wall – A single wall painted in a contrasting color from the rest of the space. It focuses viewer’s attention and directs people around the space. Anchor Piece – usually the largest or strongest pieces of an exhibition Wall text – information provided by the curator for each artwork. It is the curator’s choice as to how much infor- mation is to be provided. Prior Knowledge Needed: Visual Art: Other Subject: • Elements and Principles of art • Basic writing skills • Knowledge of specified art genre/era or broad • How to organize information in a logical manner knowledge of artists and artwork to choose from • How to analyze and critique artwork Required Materials: Class/Student Materials: Teacher Materials: • Writing utensils and paper • “Think Like a Curator” PPT • Computers/smart phones for research • Curator-brainstorming worksheet • Digital storage space • Exhibition designer brainstorming worksheet and specs • SketchUp Make software (free download) sheets • SketchUp tutorial Sheet • Computer, SketchUp Learning Activities (Engaging Activity, Lesson steps, etc.): Day One: Day Two: Day Three: Day Four through Project Due Date: Warm up question: Warm up question: Warm up question: up: - Warm up question: Have you ever seen art- How do the jobs of a cura- What theme have you cho- work displayed in a gallery, tor and exhibition designer sen for your exhibition? How do you plan to pre- museum, or other space differ? With that theme in mind, sent your work (chrono- outside of your home? think of two design ele- logically, visually, etc.?)? Think back. List three things ments you may use in your Why have you chosen you remember about the exhibition space. this approach? actual space/location that Engaging Activity/Warm Engaging displayed the artwork. Introduce the topic of Explain that students will Reintroduce some exhibi- Introduce SketchUp to curating and exhibition de- begin “collecting” artwork tion designer basics. Show the students. Show them sign using the “Think Like a to fit their chosen theme. students the virtual gallery how to build walls & ped- Curator” PowerPoint Students can search for art- space they will be using in estals, and how to hang works on the internet (see SketchUp and the gallery their artwork. online source guide). Show specs. the “collecting artworks” slideshow. Describe why Provide them with the Frontal Teaching: one artwork fits the chosen “SketchUp Tutorial” theme better than the guide sheet. other. As a class, describe several Students may “pin” their Review the “Exhibition De- Allow students to explore themes that could create artworks into an “exhibi- signer Brainstorming” SketchUp while you an- interesting exhibitions. tions” Pinterest board or worksheet and answer sev- swer questions they have Begin with broad ideas, and collect them in a word doc- eral questions as a class. and help when needed. narrow your theme down. ument. Review the “Questions to Consider While Choosing Guided Practice: Artworks” slide before stu- dents begin. Have students gather their Have students begin col- Have students complete Have students create thoughts using the “Curator lecting artworks and begin the “Exhibition Designer their exhibitions in Brainstorming Worksheet”. populating them on their Brainstorming Worksheet” SketchUp. This portion This will require online re- Pinterest board in a word and begin noting on Gallery may take several class search or a trip to the li- document. Make sure they Specs sheet where art- periods. brary. also collect the following works should be placed. information: Artist, title, Remind them that pedes- date, media, and dimen- tals and walls can be built Independent Practice: sions in SketchUp Review student work- Review student selections Review student worksheets Continually assess stu- sheets and asses under- on an individual basis. and assess understanding dent choices of artwork standing through a group through a group discussion in relation to their cho- discussion and several indi- and several individual con- sen themes. vidual conversations. versations. Homework: Students Exit slip: Think of a time Exit slip: Choose one art- should write a paragraph you visited a gallery. How Assess student under- work you plan to exhibit. on their chosen theme, us- was the exhibit engaging or standing of SketchUp How does this artwork fit ing their worksheets as a not engaging? What would through individual con- your theme? Be specific. guide. you have done differently? versations. Check For Understanding: Assessment Rubric/Checklist: Checklist(s): Checklist: By project end, students should complete the following: Curation brainstorming worksheet Written paragraph on theme Exhibition Designer Brainstorming Worksheet Sketchup Exhibition Rubric(s): Assessment Rubric Student Name: Class Period: Assignment: SKETCHUP EXHIBITION Date: Needs Im- Rate Your- Teacher’s Excellent Good Average provement self Rating Criteria 1 – Theme: Artworks match the chosen theme 20 15 10 5 and the curator can explain why. Criteria 2 – Curating: Artworks are organized thoughtfully and information is thoughtfully and accurately commu- 20 15 10 5 nicated. Criteria 3 – Exhibition design: Artworks are thoughtfully 20 15 10 5 and skillfully displayed, taking design into account Criteria 4 – Craftsmanship – Displayed skillful use of the art tools & 20 15 10 5 media. Took care with your artwork and protected it from harm. Criteria 5 – Effort, completion: took time to develop idea & complete project - (Didn’t rush.) Focused on work during class time. Completed 20 15 10 5 on time. Your Total: Grade: Total Possible: 100 .
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