Lesson Plans

Martha E. Pfeiffer-Theatre Instructor

Director of the Cape Henlopen High School Theatre Academy

The Domiciles Project: Lesson Plans for Movement Class

Big Idea: The Visual Arts have the power to enrich the lives and endeavors of humankind.  In a highly technological society such as ours, the visual arts serve as a humanizing force, giving dignity and a sense of worth to the individual.  They provide the means by which aesthetic quality and order are derived from the exercise of an individual’s creativity and critical understanding.

Know: Students will recognize that the prospective content for works of visual art come from a variety of sources.  

Understand:  Art is a living, breathing form of expression. There is no right or wrong answer when it comes to interpreting art. One piece may be interpreted in a variety of ways, depending on the life experiences of both the artist and the audience.

Do:  Students will be able to

• Identify subject matter, symbols, and ideas in works of art
• Integrate a variety of sources for subject matter, symbols, and/or ideas which best communicate an intended meaning in works of art
• Evaluate the sources for content to validate the manner in which subject matter, symbols, and ideas are used in works of art
• Describe and differentiate the origins of specific subject matter, symbols, and ideas in works of art
• Analyze how the use of subject matter, symbols, and ideas are used in works of art.

Essential Question: Why does the interpretation of art vary from person to person? What factors contribute to such different ideas?

Activating Strategy: This lesson will begin with a class discussion about the following statement: “Art is a living, breathing form of expression. There is no right or wrong answer when it comes to interpreting art. One piece may be interpreted in a variety of ways, depending on the life experiences of both the artist and the audience.”

Ask students to explain- in their own words- what is meant by this statement.

• Encourage students to give examples to support their ideas.
• Tell student that they will be observing a series of doors that have been used to display a variety of images. Encourage students to carefully examine each door, and then choose the one that “speaks” to them or really stands out for them.
• Students will be encouraged to take notes about this particular door. These notes should support their ideas about the theme of the door or what details in the work fed their perspective.

Activity: Students will observe a variety of doors designed by New York artist Alan Tuttle.Engage in a discussion with students- guiding them to share and support their ideas.

• Once students return to class, lead a class discussion about their discoveries/choices.
• Students will then be divided into two separate groups- each group will choose one particular door and discuss the theme that this door represents for them.
• Once each group has reached a consensus, they will create a movement piece to tell a story/ convey the theme they have chosen.
• Music can be chosen either before or after they have begun to create.

Students will have 2 weeks to create, develop, perform and polish. Each group will perform for their peers and receive, as well as give, constructive criticism.

Once each group is satisfied with their final piece, they will perform for a final grade.

• There is no,”right” or “wrong” way for this to be accomplished. As long as students work respectfully with one another, encourage one another’s ideas and work cohesively to develop a final product, they will receive a complete grade.