Jaime Patterson | March 2016
Week 3: Artist Intent
Welcome to The Art of Curriculum Design Week 3: Artist Intent
In this six month series we explore the fundamentals of curriculum design, via an Arts Appreciation course created through arts collaboration.
The first few weeks were devoted to the “how and why” of the curriculum design process. During the current portion of the series, we are looking at weekly objectives, outcomes, and assessments designed for the Arts Appreciation course (links to the entire series can be found below). The full curriculum, including daily lesson plans, handouts, and assessments, will be available at the completion of the series.
-When Planning Like an Artist, everything is designed with the end performance in mind. So, as the course was designed, we remained focused on the ultimate goal of the course, and the final assessment/performance task; how the students are going to demonstrate the aim.
-Aim: After this course, it is our hope that students have the ability to articulate an appreciation of all art forms, while defending artistic preferences.
-Final Assessment/Performance Task: Students will design an arts company and create a performance season utilizing a common theme, based on their personal artistic preference. They will then present their performance season to a board, in the form of a proposal, for funding as a way to articulate an appreciation of all art forms.
Week 3: Artist Intent
Before we move on, we’ll take a brief look at what we’ve already discussed throughout the course: Week one built a class definition of art, while the second week focused on applying the class definition to artistic work. So, this week will focus on artist intent. Students should be able to identify the intent, defend the intent, and determine the effect of artist intent on the emotional landscape of the art as viewed by an audience, and as viewed through the lens of the class definition of art. Through the viewing of controversial art, students continue to defend what they believe art “is” and “is not,” and start to acknowledge the emotion behind the art as well as identifying the artist’s intent.
Week 3 Objectives
At the completion of week 3, students will be able to:
- Effectively apply classroom routines and expectations
- Apply class definition to art work
- Perfect discussion/debate skills through the use of sentence stems
- Describe artist intent
- Defend whether or not art can have emotions
- Analyze the emotional intent of artists
- Defend the artist’s intent
- Continue to build artistic brand by fine tuning personal artistic preferences
Week 3 Outcomes
At the completion of week 3, students will demonstrate:
- Proper discussion and debate protocol
- Synthesis of class definition of art, the emotional impact of art, and the artist intent
- Defense of personal views on what art “is” and “is not”
- Application of arts vocabulary to class discussion
- How the artist intent impacts the audience view of art
- Clarity in personal preference of art work
Week 3 Assessments
At the completion of week 3, students will be evaluated on:
- Demonstration of class discussion/debate procedure
- Contribution to class discussion/debate
- Articulation of artistic intent as it pertains to personal emotional response
- Defense of what art “is” and “is not”
- Developing personal artistic preferences
- Using the definition and artist intent as a way to describe the emotional landscape of art work
The Art of Curriculum Design
The Art of Curriculum Design: The “Why”
The Art of Curriculum Design: The “How”
Arts Appreciation: Planned Like an Artist
Week 1: What is Art?
Week 2: Talking Art
Next Week: Week 4 Theme
Week 4 of the Arts Appreciation course, including lesson plan objectives, outcomes, and assessments.