Name: Graeme Garland

Lesson Plan
Lesson Title: Who Put that there? Grade: 12 Date: March 2019

Subject: The Arts Strand: Visual Arts Location: Arts Classroom Time: (number of classes): 75 min class

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will begin the class discussing an image of The Dinner Party and whether it is Art. Then they will learn about
installation art as a whole. Discussing many different examples of art. Then students will brainstorm places within the
school to produce installation art, and what it would look like.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or
collaboratively;
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the
purpose of self-expression and to communicate ideas, information, and/or messages;
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging
technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works
and the works of others.
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were
created, and of how they can affect both social and personal values;
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate
on original ideas and to develop, reflect on, and revise detailed plans for the creation of art works that address a
variety of creative challenges
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-
dimensional art works that express personal feelings and communicate specific emotions
A3.3 demonstrate a understanding of the appropriate standards and conventions for presenting art works for a variety
of purposes, and apply these standards and conventions when preparing various types of visual art works for
presentation
B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of
the works’ artistic form and function
B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both past and
present societies
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these
elements and principles correctly and appropriately when creating or analysing a variety of art works
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 What Installation Art is
 Who Carl Beam is
 How Installation art is made
ASSESSMENT and EVALUATION

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: describe what installation is

I can: Describe who Carl Beam is
I can: identify where and how to make installation art
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written Exit Card Observation

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Grade 9, 10 Visual Arts
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Attending to all learners, with audio, visual, written, kinesthetic.

Assessments and accommodations will be assessed on a student by student basis some examples include:
A repetition of instructions/ personalized instruction
Use of visuals
One on one help, and guidance towards an idea/ getting them on task
Chunking of information

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Installation Art
Fountain
Assemblage
Immersive
Site Specific
Imaginative
Infinity Mirrored Room
Rain Room
Colourful Canopies of Umbrellas
Carl Beam
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Smart Board
 Computer
 Projector
Learning Environment (grouping; transitions; physical set up)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 0mins – 10mins (Indicate time breakdown of instructional elements)

Students will discuss the Image on the board

Where is the line drawn at what is art?
(The Diner Party)

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 11mins – 50mins (Indicate time breakdown of instructional elements)

We will be breaking down every art piece within the

PowerPoint.
Students will be listening to the PowerPoint and
Today we will be looking at installation art discussing their ideas on the artworks within the
First, we have to know what installation art is. presentation

• Is a work of art that usually consists of multiple

components often in mixed media and that is
exhibited in a usually large space in an
arrangement specified by the artist
• That is or has been installed , arranged in a place,
either by the artist or as specified by the artist.
• Installations place a premium on space as an
element of designs.
• Installations may be temporary or permanent,
but most will be known to posterity through
documentation.
• It might be either site-specific or not, and either
indoors or out

From the start

• Marcel Duchamp (1887-1968) and his modernist ready
made such as his controversial urinal called Fountain
(1917). Stress that this is art. Asked class opinions.
• The avant-garde Dada exhibitions in Berlin and Cologne
• The work of the collage artist and sculptor Kurt
Schwitters (1887-1948), notably his 'Merzbau'
assemblage which filled a whole building
• The Proun Room at the Berlin Railway Station in 1923,
designed by the Russian artist El Lissitzky (1890-1941),
possibly the earliest ever installation
• The Spatial Environments of the painter and sculptor
Lucio Fontana (1899-1968) and his White Manifesto
outlining his theories of Spatialism.
• The "4-33" silent musical composition composed by
John Milton Cage Jr. (1912–1992)
• The assemblages and writings of the American avant-
garde artist Allan Kaprow (b.1927) - notably his 1966

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 book 'Assemblage, Environments and Happenings'

The Types of installation Art

Immersive
It provides visitors with an experience that trips multiple
sensors
Site Specific
Meaning that the art was built for that specific time and
place
Imaginative
It is highly imaginative because it blends a variety of
materials together to create an unexpected original piece

Infinity mirrored room

In Infinity Mirrored Room – The Souls of Millions of Light
Years Away, hundreds of multicolored LED lights,
suspended at different heights and dangling from floor to
ceiling, transformed a room into what feels like eternity.
The cube- shaped, mirror-paneled room had a shallow
reflecting pool as its floor and the lights flickered on and
off in a strobe-like effect. Though similar to the ones
Yayoi Kusama has shown previously -Infinity Mirror Room
at the Tate Modern and Fireflies on the Water at the
Whitney Museum of Art - this one was made especially
for the exhibition at David Zwirner gallery and still
promised the viewer a wonderfully surreal experience.

Rain Room
Rain Room, by London and Berlin-based collective
Random International, allowed you to experience the rain
without getting wet! First shown at Barbican Centre from
October 2012 to this March, it came to New York, housed
in a temporary gallery next door to the MoMA museum.
This was the monumental installation's US debut.

Colourful Canopies of Umbrellas

In July, the city of Agueda, Portugal came alive as a
colorful canopies of umbrellas hung over its streets.
Photographer Patrícia Almeida took great shots of a
similar installation last year, which went viral. This was
part of an art festival called Agitagueda. Production
company Sextafeira Produções had created the cheery
installation to turn traditional shopping streets into an
engaging visual experience.

From the knees of nose to the belly of my toes

From the Knees of My Nose to the Belly of My Toes is a
surreal display by British designer Alex Chinneck that
makes it look like the brick facade is sliding right off the
front of a building in Margate, England. The eye-catching
installation, which took Chinneck approximately one year
to bring to fruition, took a four-story residence that had
been abandoned for eleven years and replaced the old

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 frontage with a new one that slumped down and curved
outward.

Carl Beam
1943 – 2005
• Carl Beam was an Ojibwa artist.
• He used a variety of media to show the tension
between Western and Aboriginal relations.
• The variety of medias used by Beam included but
was not limited to painting, printmaking, and
sculpture
• Beam used a collage and photo-transfer
technique that allowed him to display subjects
and events from different times in history then
infused it with political commentary
• Carl used his voice to stand up for his beliefs
Relate back to Gallery visit

Talk about Exorcism with the class.

Ask for their impressions

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 51mins - 75mins (Indicate time breakdown of instructional elements)

In small groups. Students will be working in groups discussing the

I want you to map out some areas of the school that question.
could have installation art displayed in, and what that
would look like?
I want this handed in as an exit card at the end of the
class

Extension Activities/Next Steps (where will this lesson lead to next)

Other types of sculptures

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013