Elisha Hall

1) Lesson Title: Personality Interpretation in Art

2) Grade Level: ArtII

3) Student Description: grades 9-12, and an age range of 15 to 18 years of age, high school.

4) Artistic Concept: Concept Statement: Psychological personality interpretation is projective in art in a way that the persons “real self” can be seen via interpretation. In other words even if the interpretations issued from a part of the “self” witch expresses desires, it is a long jump from having desires to having committed the actions. DBAE Components: Using aesthetics for interpretation in art.

5) Objectives: Affective Objective: An artist that creates violent art, can not be assumed to be a violent person; having these images in no way assumes of having committed these actions it just assumes that the feelings for these actins are present, not that theses actions will in any way be carried out. Cognitive Objective: Interpretations issued from a part of the “self” witch expresses desires, it is a long jump from having desires to having committed the actions. Experiential Objective: The student will form an opinion in writing on weather they think art is an open text to the mind, and they will present their idea to the class is discussion form.

6) Supplies and Resources: Vocabulary: Interpretation, Rorschach inkblot test, psychological assessment. Supplies: handout, their paper and pen. Visual Resources: handout

7) Lesson Presentation: Introduction: Say hello and ask them to come in and be seated. Motivation Information Presentation: An artist that creates violent art, can not be assumed to be a violent person; having these images in no way assumes of having committed these actions it just assumes that the feelings for these actins are present, not that theses actions will in any way be carried out. There for art can be an open text to the mind, however you can’t assume action form art production because art is a form of self-expression. Problem-Solving Questions: Do you think at is an open text to the mind? What are some advantages and disadvantages to this theory? Why would this change how you would interpret art? Would this theory help you learn more about the artist?

8) Artistic activity: Activity or Product: The students will write there opinion on this theory and present and discuss in class. Organization: At desks then get in a group around student speaking. Demonstration of Techniques, Tools, and Materials: Once they have there opinion written down I will presents my opinion first to get them started, however this will not change there opinion because they are writing it down before I give and example of presenting their opinion. Clean-Up Procedures: n/a

9) Closure: Psychological personality interpretation is projective in art in a way that the persons “real self” can be seen via interpretation. In other words even if the interpretations issued from a part of the “self” witch expresses desires, it is a long jump from having desires to having committed the actions. Interpretations issued from a part of the “self” witch expresses desires; it is a long jump from having desires to having committed the actions. Art can be an open text to the mind, however you can’t assume action form art production because art is a form of self-expression.

10) Assessment: The students will discuss opinions and turn in paper.

11) Time Flow: Leave last 20mins for open class discussion

12) SOL’s: AII.29 the student will support reasoned possesses using an expanded art vocabulary. AII.31 the student will research and investigate the intention of those who created works of art. AII.32 The student will investigate and demonstrate that art can be viewed from a variety of aesthetic stances.

Elisha Hall

1) Lesson Title: Surrealists and the Unconscious

2) Grade Level: ArtII

3) Student Description: grades 9-12, and an age range of 15 to 18 years of age, high school.

4) Artistic Concept: Concept Statement: The exploration of dreams and the unconscious prompted surrealists to reject the notion of a unified, indivisible self by revealing the subject to be haunted by otherness and instability. DBAE Components: Aesthetics and Art History play a part in studying surrealism and the unconscious mind.

5) Objectives: Affective Objective: The question, “Who am I?” resounded throughout the surrealist movement, when dealing with the unconscious. Cognitive Objective: The powerful connection between the history of psychoanalysis and the history of surrealism, and the unique value of psychoanalytic theory as a tool for the art historian. Experiential Objective: To create a work of surreal art with the unconscious in mind.

6) Supplies and Resources: Vocabulary: Unconscious, surrealism, David Lomas, Sigmund Freud, psychoanalytical Supplies: Paint, paper, water, brushes, paper towels. Visual Resources: Ernst, Dali, Masson, Miro, and Picasso.

7) Lesson Presentation: Introduction: Come in …pick up your handout and go to your seats… have someone form your table come and pick up the supplies for your table. Motivation: Psychoanalysis has had a great impact on the art and theory of the 20th century. Surrealism's early adoption of Freudian ideas is only the most conspicuous case. Even before then, however, psychoanalysis as an interpretative technique was brought to bear on art. Freud was profoundly interested in art and literature and provided some models of psychoanalytic art criticism. He wrote, for instance, about Leonardo da Vinci, Michelangelo's Moses, Hamlet and E. T. A. Hoffmann's The Sandman. A host of others, analysts and academics, have followed his example. The reciprocity between art and psychoanalysis has meant that psychoanalysis has become a crucial component of art historians' interpretative procedures, particularly though not exclusively, when dealing with 20th century art. Information Presentation: The exploration of dreams and the unconscious prompted surrealists to reject the notion of a unified, indivisible self by revealing the subject to be haunted by otherness and instability. Problem-Solving Questions: Do you think surrealism is a link to the unconscious mind? Do you think the knowing unconscious mind will help you analyze art? Do you think the unconscious is the link for art to be an open text to the mind?

8)Artistic activity: Activity or Product: Read hand out about Surrealists and the unconscious. Look at examples of Surreal Art, and talk about the works.
Create a work of surreal art with the Surrealists Art in mind. Organization: the students will be at their tables of four, and sharing supplies with their table. Then the person in seat one will get the materials when needed and clean up at the end of class. Demonstration of Techniques, Tools, and Materials: There will be no demonstration, but I will show them other works from surrealists so they can form some creative ideas. Clean-Up Procedures: The person is seat one is responsible for cleaning up the table, dumping the water and sponging down the table and washing out the brushes. Everyday another person in the group will be on clean up duty.

9) Closure: Remember that psychoanalysis has had a great impact on the art and theory of the 20th century. Surrealism's early adoption of Freudian ideas is only the most conspicuous case. Even before then, however, psychoanalysis as an interpretative technique was brought to bear on art. Freud was profoundly interested in art and literature and provided some models of psychoanalytic art criticism. He wrote, for instance, about Leonardo ad Vinci, Michelangelo's Moses, Hamlet and E. T. A. Hoffmann's The Sandman. A host of others, analysts and academics, have followed his example. The reciprocity between art and psychoanalysis has meant that psychoanalysis has become a crucial component of art historians' interpretative procedures, particularly though not exclusively, when dealing with 20th century art.

10) Assessment: Critic and turn in work.

11) Time Flow: Read hand out 10mins. Look at the examples of surreal Art, and talk about the works 10mins. Create a work of surreal art with the surrealist art in mind. Talk about student art last 10mins.

12) SOL’s: AII.6 The student will use historical subject matter and symbols as inspiration to produce works of art. AII.7 The student will employ the visual problem-solving process in the production of original works of art. AII.13 The student will identify works of art and artistic developments that relate to historical time periods and locations.

Elisha Hall
1) Lesson Title: Art Therapy

2) Grade Level: ArtII

3) Student Description: grades 9-12, and an age range of 15 to 18 years of age, high school.

4) Artistic Concept: Concept Statement: Art therapy involves using a wide variety of art materials, for example paints, clay and batik, to create a visual representation of thought and feelings. DBAE Components: Using aesthetics for interpretation in art, and a function also, using the art therapy aspect in art production.

5) Objectives: Affective Objective: At some point in your life, you may find yourself overwhelmed by the intensity of their emotions which are difficult to face either by yourself or with others. Cognitive Objective: Art therapy offers an opportunity to explore these intense or painful thoughts and feelings in a supportive environment; it involves using a wide variety of art materials, for example paints, clay and batik, to create a visual representation. Experiential Objective: The student will create a work of art using the art therapy aspect in art production.

6) Supplies and Resources: Vocabulary: Art therapy Supplies: Any mediums that is available in the classroom, and anything they would like to bring from home, if oked by teacher before art production day. Visual Resources: handout, examples of art theory.

7) Lesson Presentation: Introduction: Say hello and ask them to come in and be seated. Tell them to gather their materials around the room or the ones they have brought from home, and let them know they will be responsible for cleaning up after them selves for this lesson. There will not be one person assigned for cleaning up for this project because the students will be using different media. Motivation Information Presentation: An artist that creates violent art, can not be assumed to be a violent person; having these images in no way assumes of having committed these actions it just assumes that the feelings for these actins are present, not that theses actions will in any way be carried out. There for art can be an open text to the mind, however you cannot assume action form art production because art is a form of self-expression. Therefore, there will be no judgment on the artist for this project, and when it is time for the class to assess the works; the names will be taken off the work. Problem-Solving Questions: Do you think art therapy is helpful to work out the feelings of being overwhelmed? Do you tin that art therapy is another way of using at as an open text to the mind? Can you tell how some one is feeling form an art therapy piece? Why do you think the works form classmates are very different?

8) Artistic activity: Activity or Product: Any mediums that is available in the classroom, and anything they would like to bring from home, if oked by teacher before art production. The student will create a work of art with art therapy in mind. Organization: The student will be spread all over the classroom and in other rooms if they are available. Demonstration of Techniques, Tools, and Materials: the students will use any medium in the classroom and any medium they bring form home. The demonstration will not be of other works, but of verbal examples and ways of using the different mediums. Clean-Up Procedures: The students will be responsible for cleaning up after them selves for this lesson. There will not be one person assigned for cleaning up for this project because the students will be using different media. Closure: Art therapy offers an opportunity to explore these intense or painful thoughts and feelings in a supportive environment. It involves using a wide variety of art materials, for example paints, clay and batik, to create a visual representation of thought and feelings. Art Therapy can be an individual activity but is often used very successfully in-group situations.

9) 10) Assessment: the students will have a participation grade for the critic, and their works will be turned in for grading.

11) Time Flow: Clean-up 5mins. Leave last 20mins for open class discussion.

12) SOL’s: AII.5 The student will demonstrate proficiency in the use of an expanded range of art media. AII.7 The student will employ the visual problem-solving process in the production of original works of art. AII.8 The student will adhere to ethical procedures when producing works of art. AII.12 The student will demonstrate an understanding of an art career through oral or written communication.