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Lesson Plans

Re: Art/nonart

[ Thread ][ Subject ][ Author ][ Date ]
Leung Tsz Kwong (tszkwongl)
Tue, 24 Sep 1996 17:26:42 +0800 (HKT)

>Leung Tsz Kwong,
>With my first and second graders last year I played the game "Yes,
>No, Maybe So." I placed 5 objects (a flashlight, a plastic cup, a
>gimme cap, a framed drawing, and a ceramic vase) at the front of the
>room. Each student was given a handout with a drawing of each of the
>objects and a blank beside each object for the student to respond
>with a Y, N, or M. Before discussion of each object, each student
>would report their decision, and I would chart it on the board.
>As rules, we decided that a student could change his or her mind at
>any time depending on how the discussion went (which didn't happen
>often). Everyone had to have a reason for the decision they made.
>No one could be rude to another person.
>I also linked to their science lessons because they had been
>discussing and learning about "critical attributes" in science. We
>discussed what might be critical attributes for an artwork. We made
>a list on the board. They tried to apply these to the five objects
>at the front of the room. Sometimes we had to alter our list of
>critical attributes. For example,
>"the plastic cup is art because it is green, and we said art has to
>have color.''
>" maybe art has to have more than color to be art"
>Teacher " what could that extra thing be that makes it become art?
>Can you compare it to something that you are pretty sure is art and
>see if there are differences?"
>There were great discussions during this lesson and often the
>discussion would carry over into the next class. First and second
>graders are definitely capable of carrying on discussion of this
>type. And they enjoy it. In one of the second grade classes the
>teacher was graphing favorite art lessons, and one-third of her class
>chose "yes, no, maybe so" as their favorite activity.
>Jeff Young

Dear Jeff,

Thank you for your information. It is very interesting activity and I think
the most exciting moment would be when students start to change their
answers from "no", to "yes" or vice versa. And I think it would be also
useful in higher form students, too.

Leung Tsz Kwong
Hong Kong