LESSON TITLE:  Gargoyles-session one

GRADE LEVEL:  9th

SUBJECT AREA:  Visual Arts

TIME ALLOCATION: one hour classes

OBJECTIVES: Students will be able to examine the history of gargoyles and compare gargoyles of the past with gargoyles of the present, how works of art can have both aesthetic and functional qualities fulfilling national and state standards of education.

STANDARDS: Creative Expression and Communication; Connections, Relationships and Applications; Analyzing and Responding; Historical, Cultural and Social Contexts

GROUPING OF STUDENTS:

Groups of no more than four

MATERIALS:

For the teacher:  prints from the Internet of medieval gargoyles and gargoyles from the United States            

For the student:  drawing paper, pens, ink

PRIOR KNOWLEDGE NEEDED:

·        Questions and prompts to determine what students already know about gargoyles-see EVALUATION

MODIFICATIONS FOR SPECIAL NEEDS:

·         Encourage students who are interested to use other media such as paper sculpture or papier-mâché to make gargoyles

·        Allow students to scan images into digital formats and experiment with gargoyle designs by layering images

INSTRUCTIONAL MODEL(S) cooperative learning groups, demonstration, note-taking and brainstorming

PROCEDURE AND ACTIVITIES

1. remind students to pick-up journals as entering room

2. students go directly to their small groups- no larger than four

3.   Post this quotation where everyone can see it: “The purpose of art is to represent not the outward appearance of things, but their inward significance.” -  Aristotle.

4.  Discuss this quotation and the various purposes of art such as functional, decorative or symbolic- students use journals to take notes during class

5. Display prints or examples of different art forms created for different purposes such as ceramic masks, clay vessels, paintings, sculptures and weavings.  Demonstrate clay artwork.

6.In small groups, have students decide, explain and write the purpose of each selected work.

7. Have each group explain its decisions to the whole class.

TIME ALLOCATIONS

2 minutes

1-2 minutes

2 minutes

5 minutes

10-13 minutes

7-10 minutes

25 minutes

EVALUATION AND ASSESSMENT:

Note student responses and their levels of prior knowledge about the topic. Collect information written for class discussion by small groups to evaluate cooperative group learning effectiveness.  Project will be used as assessment, along with participation- see rubric.