Lesson One
Grade Level
Fourth Grade
Duration
Three days, two 45-minute class periods, and a field trip
Theme
Cultural Awareness
General Unit Goals
"It is important for fourth grade students to develop a broader and better understanding of individuals whose cultures may differ from their own, to learn to accept those differences, and in this way, to develop a better understanding of the world around them. Students should see the importance of establishing a strong sense of one’s own identity as well as the importance of respecting the individuality of others in order to establish a better understanding of the world and the individuals who comprise it." (Carpenter, 2)
General Lesson Objectives
1. Students will learn about Joyce Kozloff, her mapping pieces, and the techniques she uses when she works.
2. Students will select a preferred work of art created by Kozloff and defend the choice using appropriate art vocabulary.
Work of Art
Targets, 2000
Oil on Canvas and Wood, height: 9 feet
DC Moore Gallery, NY
Materials
Teacher materials:
1. Research on Joyce Kozloff and her works
2. Overhead projector
3. Transparencies of Kozloff’s works including Targets
Student materials:
1. Notebook or sketchpad
2. Pencil or pen
3. Permission slip
Vocabulary
1. Collage – a composition of materials and objects pasted over a surface
2. Culture – the beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economical systems expressed in a community or period
3. Target – something that is aimed at, fired at, or attacked
Specific Learning Objectives (SLO)
1. When students enter the classroom they will be given the definition of culture. Students will be asked to list at least five things that make the culture in their community unique from that of other cultures. Students will show their understanding of culture by sharing with the class what they have written.
2. Students will be shown a few transparencies of Joyce Kozloff’s mapping pieces, focusing primarily on Targets. While viewing Kozloff’s work students will be lead through an interpretative discussion, using vocabulary words.
3. Students will be given time to do some research about Kozloff and her works on the Internet. If students have Internet access at home, they will be encouraged to print articles to share with the rest of the class.
4. Students will go on a field trip to the Virginia Contemporary Art Center, where they will view Kozloff’s work first hand. Here students should notice techniques that the artist used while creating her maps.
5. Students will select a preferred work of art created by Kozloff and defend the choice using appropriate vocabulary.
Standards of Learning (Virginia: Visual Arts)
4.12 The student will identify the characteristics of cultural diversity in works of contemporary art.
4.15 The student will use research tools and procedures to investigate artists and their work.
4.16 The student will analyze works of art based on visual properties.
4.19 The student will support the selection of a work of art using appropriate art vocabulary.
4.22 The student will formulate questions about works of art from past or present cultures.
4.23 The student will select a preferred work of art from among others and defend the choice using appropriate art vocabulary.
Advanced Organizer
Students must be given permission slip for field trip to be taken home and signed by parents at least two weeks in advance; include a request for chaperones on the permission slip. Make sure student have materials to take notes.
Motivational Activity
When students enter the room they will notice the definition of culture written on the board. Students will be asked to make a list of at least five things that make their culture unique from other cultures around the world. Give students five to seven minutes to do so. When time is up have each student tell the rest of the class two things they have listed. These will be their best two ideas and show the student’s understanding of culture.
Lesson Sequence
Day One
1. Before class write the definition of culture on the board.
2. When students are settled point out the definition to them, and have them take out their notebooks or sketchpads, and a pen or pencil.
3. Ask students to make a list of things in their culture that make them unique from that of other cultures. Give them at least five minutes to do so.
4. Have each student tell the rest of the class two things they have on their list.
5. Tell students that for the rest of the month, maybe longer, they will be discussing the works of Joyce Kozloff.
6. Tell students that it will be very important to take good notes in class today.
7. Explain that Kozloff is a contemporary artist who uses maps as a background for multilayered collages. Tell that Kozloff gets these maps from trips she has been on all over the world.
8. Show students transparencies of Kozloff’s maps and globes, focusing primarily on Targets. Tell students that this piece is nine feet tall and when they go to CAC they will be able to walk inside of it.
9. Ask students to make an educated guess about what Targets may represent.
10. Tell students that Targets is a representation of all the places that the United States has targeted. Tell students that this artwork represents war and the destruction of nature.
11. Lead a discussion about how it might be living in a war-torn culture.
12. Ask students questions such as: "How would your life be different if you lived in Israel or Afghanistan?" "What would you wear?" "What would you eat?" "How would your belief differ?"
Day Two
1. Students will conduct research about Kozloff on the Internet and possibly in periodicals.
2. Remind students that it will be very important to keep notes, so they can ask educated questions at the CAC.
3. Students will pair up in groups of two and three at computers.
4. Explain to students that Internet research is one of the best ways to find information on a contemporary artist, because it is hard to find up to date information about them in a book.
5. Tell students to use search engines such as Yahoo, Lycos, and Google. Ask them to type in Joyce Kozloff then click on search. Each group should find two websites.
6. Walk around to see what types of websites the students have found. Encourage them to share websites with pictures of Kozloff’s works with classmates.
7. Give students time to develop at least two questions in their notes to bring to the CAC.
8. Remind students to bring their notes with them on the field trip.
Day Three
1. Students will leave school around ten o’clock.
2. When students arrive at the Contemporary Art Center they will be given a guided tour of the exhibition.
3. Students will be asked to pay attention to the materials and techniques used in making the works, and will be encouraged to ask their guide questions.
4. Students will have questions prepared from their notes to ask the guide.
5. When the tour is over students will be asked to select a work of art that they saw today that really stood out among the rest.
6. Students will give a two to three minute explanation of why they chose that particular piece, using appropriate art vocabulary. During the explanation the student should mention culture.
7. Students will eat lunch outside of CAC (weather permitting) and then they return back to school.
Closure
After the guided tour students will be asked to select a piece of artwork that stood out; each student will be given two to three minutes to explain why they chose that particular piece. Encourage the use of appropriate art vocabulary. Students should attempt to interpret the work, and use culture as a keyword. Students should also talk about the techniques or materials the artist used in making the work.
Transition
In this lesson students heard lectures about culture, researched Joyce Kozloff, and saw her maps and globes. In the next lesson students will continue to study culture, and will use Kozloff’s works as a reference to create their own maps that will promote cultural awareness.
Evaluation
Student:
Students should ask and answer questions about culture, Joyce Kozloff and her works during the lecture. Student research will be informally evaluated on the integrity of the questions they ask while at the CAC. Finally students will talk about the artwork of their choice after the tour. Understanding of the lesson will be shown by use of appropriate art terms, attempts at interpretation, and it will be essential that the student mention culture.
Teacher:
Should the lesson be based on a different piece of artwork? Is Targets over a fourth graders head? Should war be brought up in elementary schools in light of the events on September 11? Is Targets the best work in this exhibition to help students learn about culture?
Modifications
If there are not a sufficient amount of computers in the school to carry out the activities on the second day, encourage students who have Internet access at home to do their research before day two. Ask these students to bring this research to class and share it with their peers. Tell students that they could also use computer resources at their public library.
References
Carpenter II, B. Stephen. The Extended Lesson Plan. Art Education Program, Old Dominion University. 2001.
"Culture." Microsoft Encarta Encyclopedia 99. CD-ROM. 1999.
Rapp, Karen. Joyce & Max Kozloff: Crossed Purposes. 12 March 1999.
Sweeney Art Gallery. http://sweeney.ucr.edu/exhibitions/kozloff/kozloffpress.html
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