Scribd
Upload
38 views

Group 4

The document provides guidance for developing a lesson plan using the Discipline-Based Arts Education (DBAE) approach. It outlines 8 steps for planning a DBAE lesson including choosing a topic, locating an art image, researching the image, developing discussion questions, a related art activity, follow-up activities, and assessment ideas. An example is provided about using images of Rosie the Riveter to discuss the role of propaganda in shifting views of women's roles during WWII. Teachers are given ideas for introducing art, sample discussion questions, and resources on women in American history and art.

Uploaded by

api-484171763
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
38 views

Group 4

The document provides guidance for developing a lesson plan using the Discipline-Based Arts Education (DBAE) approach. It outlines 8 steps for planning a DBAE lesson including choosing a topic, locating an art image, researching the image, developing discussion questions, a related art activity, follow-up activities, and assessment ideas. An example is provided about using images of Rosie the Riveter to discuss the role of propaganda in shifting views of women's roles during WWII. Teachers are given ideas for introducing art, sample discussion questions, and resources on women in American history and art.

Uploaded by

api-484171763
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

DISCIPLINE-BASED ARTS EDUCATION (DBAE)

TEACHING GUIDE

TEACHER PLANNING OF A DBAE LESSON: STEP BY STEP


PROCESS
1. Choose a topic—e.g., a person, event, historical period, social
issue, and/or social studies concept.
The use of propaganda to Change the view of Women Roles in
society

2. Locate a work of fine art (a visual image may be easiest) for


students to observe and analyze. Use Google search, art books,
museum websites, etc.

3. Do some teacher research—on the artist, work of art,


content/context of image/work of art.
Comparing the two images by J. Howard Miller and Norman Rockwell
https://www.biography.com/artist/norman-rockwell
https://guides.loc.gov/rosie-the-riveter/videos
Song Lyrics: Rosie the Riveter by Suzy Bogguss
Children’s Book: Rosie Revere Engineer by: Andrea Beaty

4. Develop guided discussion/art analysis questions in art history,


art criticism, and aesthetics (i.e. 3 of the 4 art disciplines).
**Split the class into 3 groups to complete the photograph analysis
worksheet with the 3 different images of Rosie (real life, Norman
Rockwell, and J. Howard Miller).
**Then put students in groups of 3 and have them share their
thoughts about their group’s photo with each other.
**As a class talk about the differences in the images and why J.
Howard Miller’s image became a stronger icon. This will lead to a
discussion on the role of propaganda in shifting public opinion about
women in the workplace.

5. Develop a related art production activity (4​th​ art discipline) and/or


connect to other art forms (e.g., content and activities in music,
literature, theatre arts, dance). (Note: The students’ art products can
potentially be used for student assessment/evaluation purposes.)
**Take a photograph and turn it into an image that breaks a
stereotype.
*Give them parameters as to what a good poster would look like.
● Everyone’s caption could read “Anybody Can Do It”
● Provide an outline with head/torso for them to add to as a way
to scaffold for younger/less able students.

6. Develop a follow-up social studies activity and/or social action


plan/activity. Or develop a follow-up activity in some other
appropriate subject area (e.g., mathematics, science, language arts).
**Use the Circle of Viewpoints to Create a Diary Entry from the
perspective of a woman who was alive during the WWII era (home,
worker, military, etc…)
7. Generate ideas for assessing/evaluating student achievement in
the lesson (based on student observations/inferences, student
research, student answers to guided discussion questions, student
performance/products from lesson activities, student art products,
social action plans and implementation efforts, etc.).
Looking at Poster:
**Are they able to identify the purpose of propaganda?
**Are they able to identify what a stereotype is?
**Did they use their poster to break a stereotype that is present in our
world today?

Looking at the Diary Entry:


**Were they able to use empathy to understand the perspective of a
woman alive in the WWII era?
**Do they understand the conflict and struggles of women during this
time period?

8. Write a final, formal lesson plan based on ideas/activities


generated in the steps above.

IDEAS FOR INTRODUCING A DBAE LESSON


Observing and Analyzing a Work of Art
1. List objects, people, and actions observed.
2. Infer when, where, and why.
3. Inquire about content and context of image through research.

IDEAS FOR GUIDED DISCUSSION QUESTIONS IN A DBAE LESSON


Questions from an Art Historian (Art History):
1. What is happening in his image?”
2. Where is it happening?
3. When, in time, is it happening?
4. Who created the image (man/woman, old/young, professional/
non-professional)?
Questions from an Art Critic (Art Criticism):
1. How is light (light and dark) used? What is your eye drawn
towards?
2. How are colors used? What is your eye drawn towards?
3. How are lines used? How do they influence where your eye
goes and what you see?
4. What message/story is the artist trying to convey? What is the
author’s purpose?
5. Do light, color, lines, and/or other art elements/properties (e.g.,
shape, value, texture, space, balance, order/unity/repetition, rhythm,
variety, emphasis, economy, placement, movement, proportion/size,
scale, etc.) contribute to the meaning of the work of art? How?
Questions for the Art Viewer/Consumer (Aesthetics):
1. Do you like this work of art? Why/why not?
2. How does it make you feel? What does it make you think about?
3. Do you think this work of art is beautiful? Does it have
value/worth aesthetically? Why/why not?
4. Is there something worthy/beautiful in the artist’s message? If
so, what?

WOMEN IN AMERICAN HISTORY/ART AND RELATED ART IMAGES:


POSSIBLE APPROACHES/STARTING POINTS FOR DBAE LESSON
PLAN GENERATION
1. Search for names/images of famous women in American history
as starting point
2. Search for names/images of famous American women artists as
a starting point
3. Search for images of generic women from various periods of
American history as a starting point
4. Search for images of women as American symbols as a starting
point
TEACHER RESOURCES: WOMEN IN AMERICAN HISTORY/ART AND
RELATED ART IMAGES

A Brief History of Women in Art


https://www.khanacademy.org/partner-content/tate/women-in-art/histo
ry-of-women-in-art/a/a-brief-history-of-women-in-art
Legends of America: Women in American History
https://www.legendsofamerica.com/women

Legends of America: Photo Prints


​https://photos.legendsofamerica.com

Madonnas of the Prairie: Depictions of Women in Western Art


https://oklahoman.com/article/5415604/madonnas-of-the-prairie-featur
es-depictions-of-women-in-western-art

Smithsonian: American Women Artists


https://www.si.edu/spotlight/women-artists

REFERENCES
Cornett, Claudia (2015). Creating meaning through literature and the arts:
Arts integration for classroom teachers, 5​th​ edition. Boston, MA: Allyn and
Bacon/Pearson.

Soder, Roger; Goodlad, John; and McMannon, Timothy J. (2002).


Developing democratic character in the young. New York, NY: John Wiley
and Sons.

You might also like