Secondary One-Question-Per-Week Implementation Timeline

A sample one-question-per-week implementation of “The Human Touch” follows.

On Monday, show “Explanation of Technical Features.” This segment introduces tools, materials and processes in the broadest sense. Lead a broad-ranging discussion as suggested in the “Activity Ideas for All Students” section of “The Human Touch” lesson in this Educators’ Supplement and use printouts of the “Inquiry Map” and “Facts about an Artwork” pdfs to orient your students to how questions about technical features relate to other art questions.  Introduce your own studio or art inquiry project or one adapted from one of the lessons in this Educators’ Supplement at the conclusion of this first day.

On Tuesday, show “Technical Features of Anne Coe’s Art” and review some of their own experiences with tools, materials, and processes for making two-dimensional art.  During the remainder of the class students continue their studio or art inquiry project.

On Wednesday, show “Technical Features of Michael Brolly’s Art” and review some of their own experiences with tools, materials, and processes for making three-dimensional art. Lead a discussion comparing and contrasting some of the challenges of working in two-dimensional and three-dimensional media.  During the remainder of the class students continue their studio or art inquiry project.

On Thursday, use the CD to check students’ understanding and give them practice applying the technical question to their everyday visual world and to other two-dimensional and three-dimensional art. During the remainder of the class students continue their studio or art inquiry project.

On Friday, ask students to make progress reports that focus on technical aspects in their studio or art inquiry project.  Use the “Facts about an Artwork” Icon and “Inquiry Map” printouts to help students reflect on their work from broader perspectives.  For example, from the perspective of other inquiry into facts about an artwork, studio students might consider how their use of technical processes can complement their choice of subject matter or how the materials they are using present challenges for caring for their final artwork.  From an even broader perspective, studio students might consider questions in other areas of the “Inquiry Map.”  For example, they might reflect on how their use of technical processes reflects their culture or environment, on how others’ interpretations of their work might be affected by their choice of techniques, or on styles of art that have used similar technical processes.

Your choice of studio or art inquiry project will dictate whether and how much additional time will be required for completion.  The “Facts about an Artwork” icon and “Inquiry Map” printouts can be quick and effective ways to keep students on track and can be useful both to focus and broaden a final critique of studio or inquiry projects.