CAEA LESSON PLAN FORMAT
LESSON TITLE: What does it look/move/sound like: Aesthetics and Creative Literacy?
Name of Presenter: Karen McGarry
Grade Level: HS, HE
Background Information:
Presentation offers participants a glimpse into a college level aesthetics for art educator’s
course taught Spring 2014 at CSULB that focused on making the learning of aesthetic theories
and ideas a visual and participatory encounter.
Content Standards:
Visual Art content standard addressed with the lesson using the following format.
2.0 CREATIVE EXPRESSION
2.3
Develop and refine skill in the manipulation of digital imagery (either still or video).
2.6
Create a two- or three-dimensional work of art that addresses a social issue.
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.
Learning Objectives/Goals/Essential Understandings:
Students work to create a dynamic visual representation of philosophical discussions
surrounding aesthetic topics for art educational teaching and learning. After choosing a
setting for the play, students work on developing individual philosopher “dolls” to
represent ideas within a group presentation display. Project culminates in a tableau
where philosophical ideas are discussed and debated.
Vocabulary:
Aesthetics, criticism, philosophy, display, role-play
Materials:
Course readings, materials to build display and role-play costumes
Motivation:
Students work individually to research a philosopher and write a paper on their philosopher,
building knowledge to a culmination project of a collaborative display and role-play event.
Students direct and determine aesthetic concerns and guidelines for the assignment and
participate in developing an authentic grading rubric.
Procedure:
Assignment Guidelines/Student Responsibilities:
Building on knowledge gleaned from readings and related course assignments students
complete the following tasks:
Individual Responsibilities:
 Select a philosopher as a focus for role play



Respond to aesthetic questions list based on philosopher’s perspective
Create a visual model of your philosopher
Respond to and engage in at least three questions in the display
Group Responsibilities:
 Determine visual strategy for representing questions in aesthetics
 Build/create visual display
 Engage as a discursive group to build conversations between philosophers
 Determine a setting for role play enactment
 Role play a “dinner party” conversation based on questions in aesthetics
Assessment and/or Evaluation:
Rubric: Philosopher Role Play – Window Display and Discussion Critique/Art
412
CRITERIA
20
10
0
Exceeding Expectations
Meeting Expectations
Failing to Meet Expectations
ARTICULATION
OF
PHILOSOPHICAL
ISSUES IN
DISCUSSION
Strong evidence of
knowledge and
understanding of
philosophical issues as
related to specific
philosopher traits and to
aesthetic questions.
Some evidence of
knowledge and
understanding of
philosophical issues as
related to specific
philosopher traits and to
aesthetic questions.
Little to no evidence of
knowledge and
understanding of
philosophical issues as
related to specific
philosopher traits and to
aesthetic questions.
VISUAL
INTERPRETATION
OF PHILOSOPHER
AND AESTHETICS
QUESTIONS
Strong use of visual
literacy to interpret
philosopher/aesthetic
ideas within window
display and during inclass discussion critique.
Some suggestion of visual
literacy to interpret
philosopher/aesthetic ideas
within window display and
during in-class discussion
critique.
Little to no appreciation
for visual literacy to
interpret
philosopher/aesthetic
ideas within window
display and during in-class
discussion critique.
OVERALL
PARTICIPATION
AND EFFORT
Strong participation in
creative display and in
discussion sessions.
Student worked well to
collaborate fully with
peers throughout
creative/discursive
process.
Some participation in
creative display and in
discussion sessions. Student
could have worked more
effectively to collaborate
with peers throughout
creative/discursive process.
Participation lacking in
creative display and in
discussion sessions.
Student showed little
attempts at collaborating
with peers throughout
creative/discursive
process.
Extensions:
Reading/research in aesthetics and aesthetic theories
Collaborative display installation
Role-play participation