Visual Arts Education II :: Spring 2017

Teaching Content to the Class

For this activity, you’ll teach designated readings to our class through a dialogic art education activity.

Content + Method
You will decide what essential content will be taught to the class and how you will teach it (instructional
method/s).

Instruction must include:

Strong organization and communication of material (Be sure to create a lesson plan that organizes the
content and delivery of your presentation—this plan may also be the basis for a class handout or other
resource).

Time devoted to leading the class in a brief experience/activity that emphasizes or builds upon some
aspect of the reading’s content. This experience/activity should be a creative, interactive endeavor.
Possible approaches include discussion... writing... drawing... performance... reflection...etc

Making Connections
As you teach the content, help us to discover relationships among dialogical aesthetic theories, visual
culture issues, and contemporary arts practice, through your use of a dialogic, philosophic approach to
teaching. *You are expected to make relevant connections between ideas encountered in the readings,
concepts discussed in class, and real-life examples from the contemporary art world and popular visual
culture. NOTE: Exemplary presentations will incorporate additional source materials that expand upon,
complicate, or enhance our understanding of the assigned content.

Dialogic Learning
Each presentation should exemplify the use of careful planning for dialogic inquiry. Thus, you will want
to ensure that you are teaching through questioning, listening, discussion, writing, or other method(s) for
facilitating divergent thinking and experiential knowing.

Time Frame
Presentation should be approximately 35-40 minutes in length, including all activities/discussions.

Be creative. Experiment. The content material is your “raw material” for devising a meaningful,
impactful learning experience for our class. You should strive to bring the essential content to life in
ways that promote complexity in meaning-making, both at the communal and individual level. Plan
your presentation carefully; successful presentations will have an agenda for achieving (at least two)
learning outcomes.

What you’ll turn in

ON YOUR PRESENTATION DAY: Complete lesson plan for the presentation. Bring hard copy/ies to
class; post electronic version (including URLs, PPT, Prezi, etc) in the designated Blackboard forum.

AFTER YOUR PRESENTATION DAY: Submit your self-evaluation anytime in the week following your
class presentation.
 NAME:

DATE:

Visual Arts Education 2017: Teaching Content to the Class (80)

Content & Method Points Earned Comments

Content is taught with balanced attention to

specific, key concepts as well as general themes
and big ideas

16

Demonstrates strong connections among ideas

encountered in the readings, concepts discussed
in class, and real-life examples from popular
visual culture

16

Engages the class through an dialogical activity

and/or discussion that emphasizes, enhances, or
builds upon the reading’s content.

16

The Unexpected: Excess, Aporia, Punctum…

Something that prickled, nudged, pushed our perceptions toward surprise, intrigue, confusion --
motivating us to continue the inquiry process…

Presentation format demonstrates creativity,

thoughtful planning, and careful preparation

16

Evidence of meaningful, critical reflection on

practice, as demonstrated in post-activity self-
assessment

16

Notes:
 POST-TEACHING
SELF-EVALUATION-REFLECTION INSTRUCTIONS

At a minimum, your reflection should address the following questions about your
experience:

1). What was the big idea and intended learning outcomes of your plan?

2a). What went well? 2b). What could’ve been improved? 2c). What would you do
differently if teaching this material again?

3). How did you contribute to the overall achievements of your team?

4). What insights did you gain from this experience?