USING ART IN HIGH SCHOOL PHILOSOPHY CLASSES TO TEACH SOCIAL, CULTURAL, HISTORICAL AND PHILOSOPHICAL IDEAS FROM THE

ANCIENT PERIOD TO THE EARLY 1900s WITHIN THE MODERN CLASSROOM By Vicki L. Lindholm Masters Project For ED 7999 Submitted to the Office for Graduate Studies Graduate Division of Wayne State University Detroit, Michigan In partial fulfillment of the requirements For the degree of MASTERS OF EDUCATION in Social Studies May 2005 Major: Social Studies Education

Approved by __________________________

Dr. Bob Pettapiece Table of Contents CHAPTER ONE: INTRODUCTION TO THE PROJECT Intro The Unit Need Summary of Chapter One CHAPTER TWO: REVIEW OF RELATED LITERATURE Introduction Theoretical Bases In Practice Summary of Chapter Two CHAPTER THREE: THE UNIT Introduction Unit Goals and Overview Instructional Role CHAPTER FOUR: CURRICULUM PLANNING and LESSONS Daily Lessons: Days One through Twenty Two Objectives Evaluations Activities CHAPTER FIVE: BIBLIOGRAPHY Introduction Teacher Resources Student Resources REFERENCES APPENDICES

Date

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CHAPTER ONE INTRODUCTION TO THE PROJECT Introduction Someone once said Art is forever. Art has been an enduring symbol of the cultural, historical, scientific and philosophical remnants of all societies on earth. Whether it is pottery, painting, sculpture or pieces for everyday use, the remaining pieces of the past tell us about people and their achievements. Art can be various representations of the societies that have inhabited the earth. Art can range from a painting to a piece of music or a poem. Art represents culture beyond their customs and traditions. It shows the true emotions and feelings of its people over many ages. Art has no boundaries and endless possibilities. Philosophy, like art, can be represented through different forms. It is an expression on the meaning of life, the search for truth and the search for beauty. Philosophy is not just a set of ideas written down by ancients who cannot be applied to modern life. The writers and thinkers of the past paved the way for new ideas in government, culture, art and social interaction. Philosophy is meant to teach people how to look at life and situations from every possible angle and to understand them with an open mind. The objective of philosophy is to consider the rational justification of logical inferences, human values, criteria for

establishing the claims of knowledge and certainly interpretations of the nature of reality. Aesthetics, like philosophy, helps students become better thinkers, creatively and otherwise. It helps them reach beyond the simple rationalism of life and look at things from a different perspective. Aesthetics covers everything from music, literature, all forms of art, to politics. Aesthetics is looking at the beauty and meaning in art, books, and institutions in our society. Aesthetics takes students beyond being a branch of philosophy dealing with the nature of beauty, art, and taste and with the creation and appreciation of beauty. Aesthetics is being able to judge life with independent thought and criteria. The role of the social studies teacher is to create a sense of the past for students who can never completely relive events and peoples lives. They cannot visit those time period, so they must be recreated within the classroom or may be brought to the students through hands on activities. Art is one way to bring the past alive for our students of the twenty-first century. Art and philosophy are cultures gateway to a better education for all students and must be preserved in order to reflect where life has been and where it is headed in the future. It is not easy for social studies teachers to engage students in classes today. In an age of visual and audio learners someone would think that the practice of teaching philosophy and art would seem a simple task. Unfortunately, unless it contains a popular reference to television, movies, or video games one may not capture the attention of the students. Teachers must secure their

students interest, by using their experiences and what they already know in everyday lessons. The Unit This unit is intended for an Advanced Placement class in philosophy so students will be guided, but much of the work will be on their own or in groups for most of the activities and lessons. The students will participate in activities ranging from web quests, to vocabulary, field trips, presentations, and debates. Everything will be student centered and much of the format of the lessons will be in their own hands, providing more freedom and self- expression to foster their growth as thinkers. Students will discuss, debate, and write about interpretations of philosophical theories and how they apply to art and its processes. They will explore how artists create from experience and personal conviction. They will then apply their knowledge and discoveries to a vast array of assignments and projects about particular artists and theorists. They will use various skills to analyze the art, its meaning, and value. They will also see how philosophies differ in visual representation and practical use. In the end, they may be better philosophers, debaters, and critics of the artistic world. This will hopefully enrich them as students and as people, with a wide knowledge beyond their personal lives.

Need Teachers need to help students regain an appreciation or understanding of art and philosophy in all subject areas. Topics once taught on a regular basis have been deemed as extinct or archaic to the student in the modern world of technology and work related education. Society often sees the work of artists or writings of philosophers and disregards them as pointless, or not promoting a college bound and job oriented society. Students today have lost an appreciation for ancient and valuable arts that expand their critical thinking skills and make them well rounded individuals. Being a philosopher is seen as someone who does not have a job and artists are often seen the same way. People do not understand their influence and teachers need to stress these two subject areas and bring them alive for students in the modern age. They need to show that philosophers and artists contribute as much as industrialists, writers or politicians in this culture. Philosophy is one of the oldest forms of social studies. Man has always questioned life and will continue to do so in the ages to come. Philosophy is one of the first forms of teaching. Unfortunately, schools think that debate and creative, critical thought are not as important as test scores or grades. Art goes almost hand in hand with philosophy, and is also losing its support in many schools. Many teachers are creating new and innovative ways in which to engage students who are not seemingly as artistic or creative as others. Teachers are

trying to convey the importance of thinking, new ideas and new ways of looking at life and its problems as an important skill and appreciation to teach their students. Summary Philosophy and art are taught in schools today, but their importance is no longer truly stressed in the classroom. Students are not introduced to the ideas of using philosophy and aesthetics in school and life. Most do not even have the tools to understand those two areas and their uses in real life. Subjects are being taught in the same manner in every class with no variations. All subject areas and students can benefit from the addition of philosophy and artistic appreciation into lesson plans. Teaching these ideas will help students become better students, thinkers, and people over all. Teachers are finding it hard to create lessons that effectively bring out the creative or logical side of their students. These two areas once seen as very important in all education are being lost in modern schools. High School age students are one opportunity for teachers to introduce new ways of thinking or viewing the world. Philosophy and art will open these doors to them if they are taught to understand or appreciate them. In our present society, we need well rounded individuals contributing and maybe teaching our future students. Starting in the classroom at a young age is the only way to introduce these ideas to these people. Life is meant to be full of experiences and enjoyed and these two areas of study will help our students do just that in their own lives. We must teach the meaning of and how to use philosophy and aesthetics in our schools. We need to

take the old philosophy and art ideas and rework them for the modern student. We need to invent our own styles of teaching philosophy and art apart from the ancient and often boring methods. This project introduces one particular way of using art to invoke the philosophical ideas of the past and bring them alive for our students.

Chapter Two Review of Related Literature Introduction Theorists and researchers are looking into the problem of incorporating art and philosophy into the modern curriculum. They are trying to make the point that every subject has room for the use of philosophical thinking and aesthetic knowledge. Teachers of mathematics, history, philosophy, art and science are coming together to stress that the noble arts of critical thinking and deduction by reason are extremely important. Many of the theorists are suggesting that letting students explore for themselves and use their personal experiences and knowledge will cause them to connect art, philosophy and the real world within classrooms (Aestheticsonline.org, 2004). Students need to learn how to think independently and welcome other peoples opinions and interpretations of ideas and artistic value of the world. Parents and teachers must also work together to create this environment for their students and to understand themselves the value of these two areas of study (Cameron, 2004). Theoretical Bases When a student is valued for his or her ideas and personal thoughts by a teacher they often feel better as a person. Students enjoy classes in which the teacher treats them as a person, not as children. Helping a student develop their mind through philosophy shows an appreciation for their opinions and personal

values (Aestheticsonline.org, 2004). Creativity also factors into this idea. Students appreciate being able to express their own creativity in assignments and class discussions. Art can express this in many forms as can the discussion of its interpretation. Just as students doing geometry or algebra, or even an experiment in science, (they, the students) must follow certain rules or format to obtain a conclusion; they do the same in philosophy (Aesthetics-online.org, 2004). The application of philosophy and aesthetics can help students hone their skills in all areas of school. John Locke stressed philosophy and science going together. Plato a very well known philosopher once said, that building and designing your own house should be a requirement of life (Bartel, 2004. p. 5). Plato saw the use of artistic design in peoples lives and in education. Art is a part of life and should be a part of education. Philosophy and art together help creativity in all subjects. All students need to understand beauty, shape, design and importance of the world around them. Ben Cameron (2003) wrote, Proponents of art education emphasize the power the arts have on children-the impact of the arts in enhancing academic performance, instilling discipline and promoting social empathy-as well as the impact of arts education on our own long-term audience development (p. 6). He quotes the teacher Ms. Jean Brodie, of fiction, saying about the arts, Give me a child and she is mine for life; let her finish childhood without the arts, and she is lost to me forever" (p.6).

Cameron realizes that art must be a supported and functional piece of a childs education. He states the modern conveniences of easy access to art and using art in schools by saying, Now, thanks to television and the Internet, the matrix in which public art of all kinds is conceived, commissioned, built, and received continues to expand. The range of possibilities for these works daily becomes more and more multifaceted (2004. p. 4). We now have more ways to introduce our students to art than ever. Carpenter (2002) explained, There are so many resources today. Possessing media from the Internet to TV programs, it is impossible not to be able to include art and art philosophy in the classroom. Use tangible items and knowledge to teach about philosophy and art in your classroom. Students can relate to it easier today, sometimes even better than art museums or seeing the real art. (p. 5) Teaching philosophy is just as important (Carpenter, 2004). The oldest form of education must be kept in schools and stressed as valuable. Philosophy, according to both Carpenter and Bartel, means using the assumptions and knowledge of the past and the present and melding them together to achieve critical thinking and aesthetic skills that create a better student, thinker and human being. Most students dismiss philosophy as being a serious subject, which will help them in other classes or the future. This is due to a lack of interest in reading philosophy or discussing it (Bartel, 2004). Using philosophy in most classes is ignored. It is rarely taught even in history classes. The point of learning how to

become a better thinker or a lover of aesthetics seems pointless in a college driven curriculum in our schools. Art and philosophy are both overlooked in the same way when it comes to education they are last in everything. In the face of global challenges there can be no more important aim for education than to help young people to engage in thoughtful discussion of the problems and issues that face us in our public and private lives (Fisher, 2003. p.9). The subject of philosophy shapes childrens futures as better thinkers and citizens. If they learn to think about the future and meaning of life, they may value it more throughout their lives. Thinkers from Plato to Socrates, to even Thomas Jefferson and John Lockes thoughts have shown that thinking and citizenship also go hand in hand (Cameron, 2004). The use of philosophy is stressed in college, yet it is widely overlooked in junior high schools or high schools. Frederick Kroon states, Imagination is a central concept in aesthetics with close ties to issues in the philosophy of mind and the philosophy of language, yet it has not received the kind of sustained, critical attention it deserves (2003, p. 23). Kroon says that art and philosophy are interchangeable subjects. They are meant to go together and should be taught in such a way. By using lessons that appeal to parts of the senses and different learning styles one can create interest in philosophy and art. Students are able to express creativity and imagination, which is vital to learning. Kroon believes that by bringing art into a philosophy classroom, and actually explaining the details,

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aesthetics and their importance students could see the value of these areas in all of their school work. Trying to teach philosophy or art can be frustrating in any normal classroom (Kroon, 2003). Many students today do not possess the skills to try deeper thinking or being more creative due to the modern environment in which they live. Usually, it is the advanced students, which often come more equipped with an appreciation for art or philosophy from their parents (Dewey, 1980. p 13). Teachers must create lessons that breach the gaps and bring the two subjects back into all classrooms, especially the social studies class. James Davis wrote about trying to teach philosophy in any high school. Unlike most college philosophy students, high school philosophers rarely have a chance to engage in Socratic dialogue with anyone outside their own classroom. They have few classmates familiar with traditional academic vocabulary or engaged in the philosophic quest. (2001. p. 2) Most young people are not taught how to soundly and intelligently debate or argue a point. The last couple of generations seem to resort to anger and loss of control in most of these situations. Davis goes on to say where else can they learn control and intelligence if not in their schools? School is the only true open haven for our young people today. Crispin Sartwell said of fusing both subjects; I find that in a standard aesthetics course, a course in which, say, I work through an anthology of basic readings in western aesthetics, I can overcome one of these problems (teaching

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philosophy and art), but not both (2004. p. 12). It is often hard to find students who are both interested in philosophy and art, usually they tend to like either subject, rather than both. The philosophers and the artists do not often agree or get along with one another. Artistic people do not tend to like being told that there are certain rules or formulas to follow when it comes to creation and imagination. Philosophers believe art comes from study and contemplation of life and the society around them. Sartwell, also believes that societal, cultural, and historical perspectives affect all art and its interpretations by the public. Teachers must learn to motivate every type of student by appealing to their senses and abilities through their love of each area. Sartwell also believes that they can be fused with careful planning and of course getting to know each student on an individual basis. Doug Arrell sees this phenomenon in his art classes all of the time. Many are suspicious that too much analyzing of their art will harm their creativity; it will encourage them to develop their rational ego at the expense of creative unconscious (2004. p. 4). Certain people, just do not like to analyze or look more deeply into life and its occasional unpleasantness because it makes them realize the realities of life and maybe the sometimes harshness of life. Bad things happen naturally. Young people do not want to see the bad side of life and neither do their parents, so they just ignore thinking more deeply about the world and its situation. People do not like to study the bad aspects of humanity and its past in any form. Classes tend to gloss over the bad parts of history and life. Arrell states, Philosophizing in school makes you think about the worlds

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problems, your future, and what happens beyond this life (2004. p. 5). These can be unsettling subjects for any philosopher, let alone a person under the age of eighteen. Raising issues is the key job of a classroom teacher of both philosophy and art (Bartel, 2004). A teacher is there to stimulate the minds of their students and make them think beyond themselves. A teacher has to make philosophy and art, both of which have almost been abandoned as obsolete today, have a place and an importance within the classroom and the outside world: In our calling as teachers, what are the issues we should raise with children to build their awareness of art and aesthetics? What is useful for the visual choices they will make in everyday life no matter what they elect to do vocationally? Most may never design; paint or build, but they do select how to live their lives. (p. 7) How do we decide what parts of life to teach about and which representations? The conundrum comes down to this idea: What cultural or ethnic arguments could we bring out by using philosophy and art to teach about life in the classroom? (Sartwell, 2004). Cameron (2004) sees education at a stand still as far as using art because its true value cannot be completely expressed in grades on paper. Real application must reflect what a student learns on paper or to a parent (p. 16). If it is not a worthy lesson in the parents and the board of educations eyes, it is not worth learning (Fisher, 2003). Teaching has become a job to mold the career of

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students, not furthering their understanding or appreciation of the world around them. In Practice Julie Van Camp, who teaches art and philosophy, wrote about ways to interest students using methods from various sources she researched: This is so students can relate to art and philosophy in the twenty first century. Another factor in deciding to experiment with aesthetics is the wealth, almost from the beginning of the Web, of art-related materials online. I knew it would be easy to design class projects requiring students to identify works and discuss them philosophically using the theoretical materials we were developing in the course. (1998. p. 18) The Internet, besides books, is a great place to find art or philosophy related information. There are dozens of websites that come from art galleries all around the world. There are also many philosophical organizations online including the American Philosophical Society. Van Camp (1998) points out that students can read, see photos, take place in online debates, and much more on the Web. It is something they can understand and navigate far better than most of their teachers. Teachers also need to make philosophy and art accessible. Students without the previous knowledge or understanding of these two subject areas need to be given the basics and taught to fly on their own with the tools of the trade (Carpenter, 2004). One should teach them that philosophy and art are all around

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in their everyday lives from music, to television, to pop culture and beyond. A very good place to start (with students with little artistic or aesthetic background) is with popular music. Most students listen to it every day; many are passionate about their preferences for it (Sartwell, 2004. p. 16). With art, simply taking them to a museum and going on a tour to explain the point of art would be a great start. Start simply with children. Then you can expand their experiences and thoughts. Begin at the beginning, and make it appealing and you will not fail with almost any student (Carpenter, 2004). Lastly, these areas of study must be connected to facets of the students lives and school surroundings (Fisher, 2003). Teaching someone higher order thinking in a society where there is little value placed on meditation and reflection is not easy. You must help the students and the parents connect and explore these areas together. Stress that they take their new skills into the home. In a government study of homework in the family unit, the Department of Education said, When parents are interested in their childrens homework, students are more likely to be successful. It is however, important to note that teacher support along with parental support is necessary to significantly improve student achievement (Dept. of Education, p. 73). Teach the children to be philosophers and it will rub off at home in many situations. Of course no situation is perfect and in many homes parent interaction is greatly lacking. In short, teachers must be the educator and the parent and give students the gift of knowledge that leads them to their own definition of higher truth (Sartwell, 2004).

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Summary Teaching topics as vast and subject to interpretation as art and philosophy are a daunting task for any educator. Teaching the concepts, appreciation and personal meaning of the two can be difficult depending on the type of student and their willingness to be open-minded. Teachers need to make personal and experiential connections with their students in order to teach aesthetics. Using various techniques and approaches can make the class more interesting and more relevant. Stressing the importance of the arts and critical thinking can be furthered by the use of life experience, books, discussion, the Internet and even TV programs. Teachers in these areas also need to gain the support of parents, students and even the general education community in order to be successful in conveying the need for the arts and humanities in schools.

Chapter Three Overview of Unit Introduction

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These lessons will create individual and interesting assignments based on the fusion of art, philosophy and aesthetics into one unit. Students will be engaged using their writing, reading and imaginative skills. The use of art will mainly focus on the ideas of ancient Greece, the Roman period, the medieval period, and the Enlightenment. It is assumed that the students have already studied these philosophical periods.

Unit Goals:
Students will be able to identify major artists and techniques associated with each period of philosophy: *Pre-Socratics (middle Greek society 600 B.C. until 100 B.C.) * Socratic (Socrates and his followers 469 B.C. until 1 B.C.) *Epicurists (Greeks and Romans 300 B.C. until 300 A.D.) * Skeptics (Greeks 200 B.C. until about 1. B.C.) * Christian Rationalists (French, Italian and English 400 A.D. until 1100 A.D.) *Idealism (German, French, English 700 A.D. until 1900) Students will be able to recognize different philosophical ideas represented in different pieces of art over the ages. Students will be able to explain the effects that philosophy has had on different cultural periods. Instructional Goals and Roles

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These lessons will focus on reflective and affective learning strategies. The students will be studying different theories of philosophy and the idea of how art connects to the ideas that they have studied. The students will be provided with a vast array of assignments in order to create a link between the idea of debate and higher order thinking to the subjects of famous pieces of art from different time periods of philosophical thought. The students will in turn, create their own interpretations and assumptions about how culture, society, and historical events within philosophical contexts create inspired works of art. These ideas will be based on the research using the ideas that philosophy and art education need to be based on interaction, experience and imagination. Unit Objectives Through observation, philosophical discussion, and debate the students will be able to create their own interpretations of the philosophies and art relationship, and learn to value the opinions of others. Students will be able to assess the value of self- discovery at an age where they are beginning to develop skills of decision- making and ethics. The students will be able to use their own judgments and evaluate the judgments of others for validity. They will also be able to form their own appreciation for different pieces of art, an area in which they may have no prior awareness.

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Chapter Four Daily Lessons Day One: Anticipatory

Objectives:
Given discussion time in class the students will be able to:

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 Activities:

See that art can have many different examples and types. How to judge the value and beauty of art on their own.

1. The students will be presented with five pieces of art: One a Tiffany lamp, a copy of the ceiling of the Sistine Chapel, a small bust of the emperor Augustus, Van Goghs The Potato Eaters, and a copy of Picassos Don Quixote. 2. Each student will take time observing the pieces and will write down their thoughts about style, use, its importance etc. on each piece. 3. When finished the teacher will ask students to volunteer to share their thoughts and interpretations on each piece and answer why it is art and how do you determine what is good or bad art, to the class. 4. Each student will turn in the written thoughts for a grade of participation for the day.

Day Two: Art and Aesthetics Vocabulary

Objectives:
Using a vocabulary sheet the students will be able to: define terms commonly used in art and aesthetics.

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create a collage representing the meaning of the terms according to the vocabulary and discussion in class.

Activities: 1. The students will be handed an art and aesthetics vocabulary sheet which they will complete. (See Appendix A). 2. The students will be assigned a collage representing the words for homework in order to share them in class the next day 3. The students will complete the sheet in class, finishing all words. Materials: 1. Vocabulary sheets (See Appendix A). 2. Magazines and Large Poster boards available in class from the teacher.

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Day Three: You Gotta Have Art!

Objectives:
The students will be able to: Activities: 1. The teacher will have students present collage from the previous day to explain the representations. 2. The students will bring in their collages and will randomly, by student Number, and is asked to present to the class (briefly). 3. Other students will be encouraged to ask questions of why the person chose those pictures and ask them the meaning of the term they are using. 4. Students will hand in collages for a grade. 5. The students and teacher will discuss museums proper behavior, rules. 6. The students will receive a list of works represented in the DIA that are important to their subject area. (read for Homework) 7. Questions for each student may be asked at the end of class of individual collages. 8. Give students website assignment of www.Dia.org to read at home or in library for homework. Go to the education and collections section. Materials: 1. Collages 2. List of art work from www.dia.org/collections explain their collage showing understanding of the terms. recall and use the vocabulary concerning art. discuss expectations of an art museum and study the works in the Detroit Institute of Arts.

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Day Four: Artwork Near Home Objectives: On a field trip to the Detroit Institute of Arts, from 12:00 p.m. until 4 p.m., the students will be able to: Activities: 1. They will have a piece of blank paper asking them to find 5 pieces of art in the museum representing vocabulary and collage ideas discussed in class, which they will have to explain their meaning and importance using those ideas. 2. The students will go to the DIA for a guided tour entitled Art and Meaning. The tour focuses on 6-10 paintings that represent the different philosophical periods they are studying. Then they are presented with a PowerPoint presentation afterwards in a theater at the DIA. The tour is from 10 a.m. until 12 p.m., then lunch and return to school by 2:30. 3. The teacher will monitor the questions asked and discussions for key ideas that the students have learned in school and will be given participation points. 4. The students will discuss the tour with each other and teacher back in the classroom. Going over pictures of the paintings in class and discussing the aspects they learned about in each painting. They will physically point out aspects taking turns. Continued the next day. 5. Students will prepare at least 5-6 follow up questions each on art for the next activity for homework. Materials: 1. Blank sheets used in activity on Day 4 2. Audio sets and tour guide at museum. . identify the terms (See Appendix A) they defined in the presentation provided by museum. explain the reasons for the expressions found in many works of art according to artists and critics. create a new definition of art and beauty with newly acquired knowledge.

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Day Five: What does art have to do with philosophy?

Objectives:
The students will be able to: Activities: 1. The students will bring their observations from the DIA and share them with the class, continuing Day 4. 2. Students will interact and question one another on their observations. 3. The students will create questions about art and aesthetic ideas for the next days presentation based on their previous observations and knowledge about philosophy and art (start in class and finish as homework). 4. Students will ask the teacher for help and any questions. 5. Students will be given a letter grade for working and finishing their questions and discussion. discuss the connection between art and philosophy based on field trip. recognize particular features of art that represent philosophy.

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Day Six: A French Perspective

2 hours 30 minutes

Objectives:
Students will be able to: Activities: 1. Students will proceed to the media center. The students will take their 5-6 questions from the previous day and sit in front of a large screen TV. 2. The students will then have a live teleconference for 2 hours with an art expert at the Louvre Museum, in Paris. 3. The students will listen and interact with the guide and French students on tour, in the tour of art related to philosophy in their museum. Materials: 1. TV and Computer 2. Microphone 3. Projector 4. Student Questions 5. Website: www.louvre .fr/louvre a.htm. Contact: vignalou@louvre.fr. practice speaking skills. learn to link conceptually the ideas from DIA trip to the Louvre tour.

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Day Seven: The Internet as the Classroom Webquest ( See Appendix B) 2 Hours

Objectives:
Students will be able to: Activities: 1. The students will discuss and critique the previous days field trip for 20 minutes by giving answers to some of the questions they asked. 2. Students will be given the Webquest with questions on it to answer. 3. In pairs, students will each have a computer and must answer questions and research paintings or pieces of art from the periods used in the unit. 4. The students will finish the Webquest mostly in class. Materials: 1. Webquest sheet and a computer, with Internet. 2. Notes from the previous day. discover the wealth of information on art and aesthetics online. research the history and philosophy of art using reliable Internet sources.

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Day Eight: Tangled in the Web

Objectives:
Students will be able to: show concrete examples of art related to philosophy they have studied like particular paintings that reflect a period of thought. choose on their own, which pieces of art from which periods they wish to use for a further project. Activities: 1. The students will finish the Webquest. 2. They will pick a topic for their next project choosing from various pieces of art from the time periods being studied. They will be provided discussion time of about 20 minutes. 3. They will finish the next day if time is needed. Materials: The same materials as the previous day.

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Day Nine-Ten: Cant we all just get along?

Objectives:
Students will be able to: Activities: 1. Students will form groups in class. Each student will be given a number from 1-4. Each person will go with the others who are their same number. 2. The students will then in the small groups, help each other formulate ideas for a project based on a particular artist or art theory related to philosophy. They will practice brainstorming. Materials: 1. Web quest. 2. Small groups. 3. Paper and pen for notes. work and cooperate with different types of students in class. create one thesis from different ideas.

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Day Eleven: Beginning the research 2 Hours Time

Objectives:
Students will be able to: Activities: 1. Each group will finish narrowing down their topic together. 2. They will sign up on a sheet which topic they will cover. 3. The groups will share with everyone which topic they are going to cover so no one overlaps. 4. The students will be given a list of options for the project and will discuss in class which one they would like to accomplish. Materials: 1. Group brainstorming notes. 2. Sign up sheet. Project Options: 1. 2. 3. 4. A PowerPoint presentation A newscast or History channel presentation. Poster board presentation. A play about your topic. be responsible in making a group decision. divide work within a group. keep in contact with the teacher by conversation or email.

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Day Twelve: Using Imagination and Creativity in Projects

Objectives:
Students will be able to: Activities: 1. The students will choose which type of presentation they will work on. Power point presentation with each member working on a different section. A video made on a camcorder and brought to class with each member participating. Spoken with graphics (creating the time period through speech, dress, or props) An online interview for the class with an expert in the field from our state or anywhere else. Must create questions to ask them in the group. 2. Students will receive the rubric (See Appendix C) based on 100 points: Points awarded for: *Appeal to audience 10-20 points *Graphics and visuals 20-30 points *Conveyance of the subject matter to audience 20-30 points *Must be 8-10 minutes in length, 20 points 3. Take questions on the specifics of the projects and choices. 4. Students will assign different tasks among themselves. Materials: 1. Rubric Sheet. (See Appendix C) 2. Presentation choice sheet develop a class project. assign precise assignments for each group member. initiate their own individual and group responsibility.

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Days Thirteen-Sixteen: Using Your Research Skills

Objectives:
Students will be able to: Activities: 1. The students will spend these five days using the computers and books in the media center. 2. The individual groups will also have time to discuss with the teacher their activities and progress. 3. The students will record and then type their references using APA and MLA format for the teacher as part of their grades. Using www.mla.org or www.apa.org. 4. Students will be able to help each other for those with less computer skills. 5. The students will work on their projects being provided computers, camcorders or art materials as needed. 6. Students will also discuss proper etiquette and approaches for presenting to large groups in class briefly. Materials: 1. Computers, books. 2. Writing utensils. 3. Cameras, Camcorders, art materials. use websites on art and philosophy. learn about plagiarism by using the Wayne State website. learn APA or MLA format for their references used on project. work as a group, each fulfilling their task(s). use creativity and information to teach a class.

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Days Seventeen-Eighteen: Presenting to Class, The Biggest Fear of All! 3 class period of 1 hour each, due to class size and time.

Objectives:
Students will be able to: Activities: 1. Students being ready to present by this day, will draw numbers for order of presentation, 1-4. 2. Groups will present one by one. 3. The students will be encouraged to ask questions about and comment on each groups presentation. 4. Students will go back to their presenting groups. Materials: 1. Each group. 2. Numbers to pick for order of presentation. 3. Computers, video cameras, TV, and visuals required. use key speaking and public skills that are used in real situations. teach a class through a presentation. present to an audience of their peers. examine various types of art, and establish the relationship to key philosophical periods.

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Day Nineteen: Learning how to Recognize a Good Presentation

Objectives:
Students will be able to: critique group presentations. apply knowledge learned about each work of art and its time period.

Activities: 1. Each person in the class will then receive a grade sheet and grade the other people in their group part they played to help the teacher see who did what as far as work to be finished at home.( See Appendices D and E) 2. Students from different groups will sit together and discuss what they liked and disliked about each others presentations. 3. The class as a whole will discuss the finer points of giving presentations based on the two previous days. 4. Students will go back to their original groups. 5. The class will play a game like Jeopardy to answer questions about one anothers presentations for participation points on teams. . 6. Each group will answer the questions by taking turns in front of the class and share the things they have learned. Materials: 1. Question Sheet. 2. Group Grading sheet. (See Appendices D and E)

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Day Twenty-Twenty One: Putting Our Learning into Words.

Objectives:
Students will be able to: Activities: 1. Students will hand in the group grading sheets. 2. Each person in class will be asked to write two pages on what they have learned about philosophy and art in the entire unit. 3. Each student will write a first draft in class and then trade it with someone for ten minutes for peer editing. 4. In pairs they will peer edit and discuss how they can make the essay better as far as content, ideas, and style. 5. Students will take the essay home and rewrite. Materials: 1. Grade sheets 2. Paper and pencils perfect their writing skills in the subject area. see how to edit the papers of other students. relate findings in an essay format using the whole unit.

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Day Twenty Two: The Wrap Up: Such Sweet Sorrow.

Objectives:
The same as day twenty one continued. Evaluation: The teacher will again grade on peer editing for each pair. The students will be awarded participation grades for class discussion and board activities on their discoveries during the whole unit. Activities: 1. Each student will find a different peer editor to read his or her twopage essay. 2. The two students will discuss the ideas and findings in each of their essays. 3. The class will rejoin and share their ideas and we will list them on the board so everyone can see them. 4. Each person will hand in their second draft of their essay. 5. Each person will be awarded participation points for group discussion. 6. End of lesson. Materials: 1. Essays 1st and 2nd drafts.

End of lessons.

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Chapter Five Bibliography Introduction This bibliography is separated into two parts they all relate to the study of art, aesthetics, and philosophy. Teacher Resources Websites: http://www.aesthetics-online.org/teaching/silvers.html. Site for and intro to Aesthetics. http://www.pedagonet.com/. Wonderful for lesson plan ideas. http://www.iep.utm.edu/d/dewey.htm. Site for explanations of Deweys theory on Art and Experience. This is also great for students. http://www.goshen.edu/art/ed/housetor.html. Site for understanding aesthetics in everyday life. http://www.csulb.edu/~jvancamp/APAnewsletter.html. Site for the American Philosophical Association Newsletter. Insightful articles. http://wwwAPA.net. APA website.

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Student Resources: http://www.newarkmuseum.org/pages/SchoolsTeachers//art-socstudies.htm. http://www.dia.org/education/edu.html. The Detroit Institute of Arts. http://www.louvre.fr/louvrea.htm. Louvre site in French or English. White, David. (2000) 40 Fun Questions That Help You Wonder About,

Everything. Boston: Prufrock Press.

Law, Stephen. (2002). Philosophy Rocks. Denver: Volo Press. Weston, Anthony. (2001). A Rulebook for Arguments. N.Y.: Hackett Publisher. Dissanayake, Ellen. (1990). What is Art For? Seattle: Univ. of Washington.

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References Arrell, Doug. (2004). Teaching Aesthetics to Artists. April 25, 2004, from www.Aesthetics online.org. Bartel, Marvin. (2003). Art in Everyday Life. Goshen College Education

Newsletter, 4-9.
Cameron, Ben. (July 2004). The Art and Education Conundrum. American

Theater, 21, 6.
Carpenter, Stephen B III. (July 2004). Art and the Public. Art Education, 57, 4. Davis, James R. (2001). An Experimental High School Web Dialogue. APA

Newsletter. Vol. 01, #2, 1-6.

Dept of Education Report for July 2004 concerning Homework in High Schools. U.S. Government. Dewey, John. (1980 ed.). Art as Experience. N.Y.: Perigee Books Press. Kroon, Frederick. (2003). Imagination, Philosophy and Arts. Berlin Press. Fisher, Robert. (Feb. 2003). Classroom philosophers make the best citizens.

The Times Educational Supplement, 9.

Hopkins, Gary. (2003). Making the Case for the Fourth R. ART!.

Education World. May 2, 2004, from www.educationworld.org.

Kroon, Frederick. (2003). Imagination Philosophy and the Arts. Berlin: Berlin Press.

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Lopes, Dominic. Ed. (2004) Aesthetics. May 12, 2004, from www.Aesthetics online.org Sartwell, Crispin. (2004). Teaching Non-Western Aesthetics. June 1, 2004, www.Aesthetics online.org. Van Camp, Julie. (1998). Teaching Philosophy of Art: Online. Education Week, May 15, 2004, from www.educationworld.org.

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APPENDIX A

VOCABULARY SHEET

Words with Definitions:

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Aesthetics Branch of Philosophy dealing with taste, beauty and its nature. Beauty Something that is pleasing to the eye. Balance to arrange so that one set of elements equals another Cold showing darker colors and lack of emotion. Engineer one who applies scientific and mathematical principals in his or her work. An engineer may plan and design bridges, roads, airplanes, or other large structures. Ethics The study of right, wrong and what makes one virtuous. Forms objects that can be measured three ways: length, height, and width Geometric shape shape composed of lines, points, and angles Hobby something done regularly in one's spare time for pleasure Mobile a sculpture that has parts that are suspended and that move in response to air currents Organic or free form shape an irregular shape, not geometric Philosophy The study of the search for truth and meaning through dialogue and writing

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Sculpture a three dimensional work of art (having length, width, and height) Symmetry a balanced grouping of parts on either side of a line or around a center

STONE AGE - Lascaux Cave paintings, handprints, stone axes, arrows, clubs, herding and prehistoric animals, and other cave paintings. EGYPTIAN - hieroglyphs, King Tut, pyramids, Sphinx, mummy cases, and other reproducible images. GRECO-ROMAN - vases, sculptures, columns, mosaics, shields, gorgons, and architecture. MIDDLE AGES - coats of arms, swords, castles, knights, stained glass, and illuminated letters. RENAISSANCE - Mona Lisa, Sistine Chapel ceiling, Pieta, Last Supper, and other examples of painting and sculpture. IMPRESSIONISM - Monet, Renoir, Van Gogh, Seurat, landscapes, flowers, hats, and other popular themes. MODERN ART - cubism, cartoons, abstract art, non-objective art, Picasso, Matisse, Mondrian, Pollock, Rousseau, O'Keefe, and other examples.
Abstract In painting and sculpture, emphasizing a derived, essential character that has only a stylized or symbolic visual reference to objects in nature. Armature In sculpture, a skeleton-like framework to support material being modeled. Calligraphy Handwriting or penmanship, especially elegant or "beautiful" writing as a decorative art. Ceramics The art of making objects such as pottery out of clay; also, the objects themselves.chiaroscuro In drawing or painting, the treatment and use

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of light and dark, especially the gradations of light that produce the effect of modeling. Color The element of art that is derived from reflected light. Color wheel The spectrum of colors bent into a circle. Complementary colors Those pairs of colors, such as red and green that together embraces the entire spectrum. Colors that are opposite each other on the color wheel. Contour A visible border of a mass in space; a line that creates the illusion of mass and volume in space. Cool colors On one half of the color wheel are the cool colors, from yellowgreen to violet. Psychologically, cool colors are calming, unemphatic, depressive; optically, they Earth colors Pigments, such as yellow ochre and umber that are obtained by mining; usually compounds of metals. Flamboyant Flamelike, flaming; applied to aspects of Late Gothic style, especially architectural tracery. Form an object represented in three dimensions. A sphere as opposed to a circle. Fresco painting on plaster, either dry or wet. In the latter, the pigments are mixed with water and become chemically bound to the plaster. Also, a painting executed in either method. Fenre A style or category of art; also, a kind of painting realistically depicting scenes from everyday life. Hue the name of a spectral color. Icon A portrait or image; especially in the Greek church, a panel with a painting of sacred personages that are objects of veneration. In the visual arts, a painting, a piece of sculpture; or even a building regarded as an object of veneration. Iconography The analytic study of the symbolic, often religious, meaning of objects, persons, or events depicted in works of art.

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Idealization The representation of things according to a preconception of ideal form or type; a kind of esthetic distortion to produce idealized forms. Kore (KOR-ay) Greek for girl, used to refer to tall columnar female figures. Kouros (COOR-aus) Greek for young man, used to refer to statues of young men. Line a mark made by a moving point. Mass The effect and degree of bulk, density Warm Marked by strong feelings or showing sexuality in a piece, vibrant colors.

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PHI I

ART DEFINITIONS.

NAME AND DATE: _____________________________ Fill in each definition using a dictionary or a computer. Aesthetics

Beauty Balance Cold Engineer Ethics Forms Geometric shape Hobby Mobile Organic or free form shape

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Phi p. 2 Philosophy Sculpture Symmetry

STONE AGE EGYPTIAN GRECO-ROMAN MIDDLE AGES RENAISSANCE IMPRESSIONISM MODERN ART
Abstract Armature Calligraphy Ceramics Color Color wheel Complementary colors

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Phi pg. 3 Contour Cool colors Earth colors Flamboyant Form Fresco Fenre Hue Icon Iconography Idealization Kore (KOR-ay) Kouros (COOR-aus) Line Mass Warm

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Appendix B

WEBQUEST

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The Art Historian

Instructions: Go online using art related websites. Find at least 4 pieces of art from each philosophy period we have discussed. Answer the following questions about each piece. Using: www.dia.org, www.fr.louvre.net/ . 1. List the titles and artists who made each piece of art.

2. Describe briefly the type of works by each artist. How may they have been affected by philosophy?

3. What is the subject of each painting? How does it connect to a certain type of philosophy?

4. What movements are the artists associated with? Do those periods coincide with philosophical movements we have discussed? Explain.

5. What do you think the message (philosophically) of the painting is supposed to be?

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6. What do most people think the subject matter represents?

7. What philosophers from class, would you associate with the art?

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Appendix C Rubric

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RUBRIC FOR PRESENTATION:

Your presentation must be 8-10 minutes long, based on your research about philosophers and art. Your will work in groups of preferably 4 people. You have a week and half to do research and prepare in and out of class. Your presentation should: Be entertaining and informative. Make sure you include your audience. Be 8-10 minutes long. Follow the format options. Should have reliable information.

It is worth 100 pts. Here is how they are divided. 10-20 pts Appeal to audience 20-30 visuals 20-30 Conveyance of subject matter 20 pts the proper length of time

It must be finished on the assigned date or you will fail the project.

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Appendix D Presentation Questions

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Name and Hour:___________________________________

PHI I

Please answer these questions pertaining to each group (except your own) who presented.

How well do you think they researched their topic? How could you tell?

Was the presentation interesting to you or not? Explain your answers.

List a few key concepts you learned about from each group.

Would you try each groups approach on a project of your own next time?

How did each presentation connect philosophy and art for you?

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APPENDIX E Group Grading Sheet

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PHI I

Lindholm

Answer these questions and grade your group honestly. Name and date:__________________________________________ 1. Who was in your group beside yourself? 2. Grade each group member using A D only.

3. Explain why you gave each person the grade that you have written down.

4. Did you enjoy working in a group? Did you learn anything working with others?

5. Would you work with these same people again? Why or Why not?

6. What grade would you give your overall presentation? Explain your reasons for the grade.

7. What key concepts did you learn about from your research and presentation?

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