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Public Display of Art (PDA)

Unit of 3 lessons

9th-12th Grade

Subjects:

Arts, Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

Lesson 1 :	ELA:	Cause/Effect; Compare/Contrast; Fact/Opinion; Group Discussions; Personal Response; Prior Knowledge
	PHIL:	1 genOn; Act of Kindness; Civil Society; Common Good; Giving; Helping; Heroes; Humanitarian; Kindness; Need; Philanthropic Act; Pro-Social Behavior; Reflection; Sensitivity; Sharing; Social Action; Time/Talent/Treasure; Tolerance; Values
	SOC:	Cause/Effect; Choices/Consequences; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Conflict Resolution; Contemporary Issues; Current Events; Disaster: Human-Made; Ideals/Reality; Location
Lesson 2 :	ART:	Visual Arts
	ELA:	Teamwork
	PHIL:	1 genOn; Act of Kindness; Advocacy; Caring/Sharing; Civil Society; Common Good; Community; Neighborhood; Philanthropic Act; Reflection; Service Project; Sharing; Talent; Tolerance; Values
Lesson 3 :	ART:	Visual Arts
	PHIL:	1 genOn; Act of Kindness; Caring/Sharing; Civil Society; Common Good; Community; Cultures; Donate; Giving; Neighborhood; Philanthropic Act; Reflection; Service; Talent; Tolerance; Values

Unit Overview:

This integrated unit will lead learners to an understanding that through acts of violence and intolerance, not only are communities put at risk, but the whole world is disrupted. The students will explore the need for tolerant interaction at a higher level than ever before. With service as the vehicle and art as the media, the learners will be able to offer to the community a message of tolerance and hope using their aesthetic artistic talent.

Unit Purpose:

This unit will help the learners more fully understand that every life has meaning and importance as well as explore the concept of there being far more good than evil in the world. The learners will discover how individual acts have/can contribute to violence and intolerance, but that history shows society also has the capacity for respecting the beliefs, practices, and behaviors of others. Finally, the learners will see that, as individuals, they too can contribute their aesthetic artistic talents to advocate for tolerance, non-violence, justice and beauty thus making our community and world a better place in which to live.

Focus Questions

What values or beliefs can build a stronger community?
What role does art play in a civil society?
How can art contribute to promoting values and beliefs?
How can art encourage philanthropic behavior?

Unit Objectives:

The learner will:

be introduced to the Oklahoma City Bombing of April 19, 1995
define intolerance and philanthropy
explore alternative means of communicating differences
explore acts of philanthropy as related to crisis
explore a time when they were the giver or the receiver of a philanthropic act
define the terms aesthetic art, service and civil Society
view artwork that advocates tolerance and celebrates differences
become aware of aesthetic art that advocates Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love
take and develop a roll of black and white or color film (download and print digital pictures)
create an artist statement in the form of a display/exhibit that reflects aesthetic art
understand the how public art can provide a service: promote common good and maintain a civil society
share their talent with others by developing and promoting a public exhibit of their artwork that provides a school/community service
explore and discuss how artists can influence society and an artist's responsibility to contribute to the common good of a society.
critique paintings by analyzing the work, searching for meaning and determining how the work responds to an act of intolerance and /or violence while contributing to the common good in a civil society.
reflect and write about their own values and beliefs concerning the common good as it relates to acts of intolerance and/or violence.
create an aesthetic painting that represents their interpretation of tolerance and non violence through the themes of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love.
prepare their aesthetic piece artwork for display in a public setting.
plan, promote, and participate in an art show that is a compilation of visual and language arts works interpreting the themes of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love representing the idea that in society there is more good than evil and that art can beautify a public space.

Service Experience:

Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.

The teacher will lead the learners to reflect on philanthropic acts/service that they have done in the past and the learners will become familiar with some of the elements of effective service. They will be introduced to and reflect upon the role of the visual arts and how the visual arts can be used to provide a service i.e. visual art can serve to articulate the common good and thereby contribute to a civil society. The learners will be challenged to create a display/exhibit of aesthetic art made up of photos they have taken or a painting they created intended to reveal many of the values and beliefs of a civil society. Based on the knowledge that they have gained, the learners will not only be able to better understand the role of the artist as well as their personal reaction to art, but through their display/exhibit they will also be able to articulate and share their talent with their community and world. Reflection will provide the learners an opportunity to explore the impact of this unit both on themselves as well as the public who views their work.

Unit Assessment:

In Lesson One: Assessment is based on observations of the learners' involvement in the class discussions, their responses to the video (readings), their questions and answers regarding the discussions on Oklahoma City bombing, their completion of 'A Reflection Response' and their completion of 'An Act of Philanthropy'.

In Lesson Two: The learners will be assessed through observation of their participation in class discussions and group activities as well as the timeliness and completion of their photo shoot and the depth of thinking and understanding evidenced in their final reflection. (Teacher Note: The learners' photos and the display/exhibit could also be graded according to a teacher determined rubric.)

In Lesson Three: The learners will be assessed through observation of their participation in class discussions, whole class critique, and other group activities as well as the timeliness and completion of their painting and the depth of their thinking and understanding evidenced in their final reflection. (Teacher Note: The learners' painting and its display/exhibit could also be graded according to a teacher determined rubric.)

School/Home Connection:

Since the learners will be expected to exhibit and display their aesthetic pieces of art, caregivers need be informed of their child's exhibit/display site. If an evening Art Exhibition and celebration is planned, caregivers will need to be given this date in advance so as to make arrangements to attend.

Notes for Teaching:

If you are not an art teacher, and you elect not to co-teach this unit with an art teacher, it is recommended that you only do Lesson One and Lesson Two from this unit. If you are an art teacher and depending on the art classes you teach, you may elect to teach either Lesson Two or Lesson Three in conjunction with Lesson One, and not both. Lesson Two uses the medium of photography to achieve its ends, and Lesson Three uses painting as its medium. However, in an introductory art class that explores more than one medium, both Lesson Two and Lesson Three could be used.