Objectives (5 - 7 minutes)

1. Understand the concept of art creation processes: students should be able to define and describe what an artistic creation process is, identifying its main characteristics and importance. They should be able to understand that art is a diversified, productive, and cultural expression, and that each work of art is the product of a unique creation process.
2. Analyze different artistic creation processes: students should be able to analyze different creation processes, identifying the stages involved and the relationship between the creation process and the final product. They should be able to understand that the creation process can vary according to the type of art, the artist, and the cultural and historical context in which the artwork was created.
3. Apply knowledge about art creation processes: students should be able to apply what they have learned about creation processes to create their own works of art. They should be able to plan and execute a creation process, and reflect on the choices they made during the process.

Secondary Objectives:

• Recognize the importance of creativity and experimentation in art creation processes.
• Develop the ability to think critically about art, considering the creation process beyond the final product.
• Develop the ability of artistic expression through the creation of their own works of art.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing the concepts already learned about art and its cultural and expressive importance, recalling the different types of art that students have already studied and how each has its own creative process. (2 - 3 minutes)
2. Problem situation:
   • Situation 1: The teacher can present an image of a famous artwork and ask the students how they think the artist arrived at that final result. What were the steps he had to follow? What materials did he use? How long did it take him to finish the work? (3 - 4 minutes)
   • Situation 2: The teacher can ask students to think about the creation process of an artwork they themselves created, whether a drawing, a painting, a sculpture, etc. Can they identify the steps they followed? Did they make any planning before starting to create? (3 - 4 minutes)
3. Contextualization: The teacher should explain that the creation process is an essential part of art, involving not only technical execution but also the conception of the idea, planning, experimentation, evaluation, and revision. In this sense, understanding the creation process allows one to appreciate and value art in a deeper way. (1 - 2 minutes)
4. Capturing students' attention:
   • Curiosity 1: The teacher can tell the story of Picasso and the creation process of his famous painting Guernica, which took 35 days to complete and involved several preparatory sketches and composition studies. (2 - 3 minutes)
   • Curiosity 2: The teacher can talk about the creation process of "The Birth of Venus" by Botticelli, which involved the use of innovative techniques for the time and took several years to complete. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory on Creation Processes (10 - 12 minutes)
   • Definition: The teacher should explain that creation processes are the steps and methods that an artist uses to create a work of art. This process can vary depending on the artist, the type of art, and the cultural and historical context. The creation process is not just about the final execution, but includes the conception of the idea, planning, experimentation, evaluation, and revision.
   • Importance of Creativity and Experimentation: The teacher should emphasize that creativity and experimentation are central elements of creation processes. Creativity allows the artist to generate innovative ideas, while experimentation allows the artist to explore different techniques and materials and learn from mistakes.
   • Creation Processes in Different Types of Art: The teacher should describe how creation processes can vary in different types of art. For example, the creation process in painting usually involves sketching the design, choosing colors, and painting, while the creation process in sculpture involves modeling or sculpting the material.
   • Examples of Creation Processes: The teacher should give examples of creation processes by famous artists, such as Picasso and Botticelli, to illustrate how these processes can vary and how they affect the final result.
2. Analysis of Creation Processes (5 - 7 minutes)
   • Group Discussion: The teacher should divide the class into groups and ask each group to analyze a work of art (which can be an image of a famous artwork or an artwork created by the students themselves) and discuss what the steps of the creation process might have been.
   • Presentation of Results: After the group discussion, each group should present their conclusions to the class. The teacher should guide the discussion, asking about the stages of the creation process, the materials used, the time required for creation, etc.
3. Application of Knowledge about Creation Processes (5 - 6 minutes)
   • Practical Activity: The teacher should ask students to sketch a creation process for an artwork they would like to create. They should think about the idea, planning, necessary materials, execution steps, experimentation, and revision.
   • Reflection on the Activity: The teacher should ask students to reflect on the creation process they sketched. Do they think the process will be easy or difficult? What challenges do they anticipate? How can they overcome these challenges?

Feedback (8 - 10 minutes)

1. Group Discussion (4 - 5 minutes):
   • The teacher should divide the students into groups again and ask them to discuss what they learned during the lesson. Each group should select a representative to share the conclusions with the class.
   • The teacher can provide some questions to guide the discussion, such as: "What were the main ideas or concepts you learned today?" or "How does what we learned today connect with what we already knew about art?"
   • During the discussion, the teacher should encourage students to make connections between theory and practice, between what they learned in class and their own experiences of creating art. For example, they can discuss how the creation processes they learned can be applied in their own artistic creations.
2. Individual Reflection (2 - 3 minutes):
   • The teacher should ask students to make a brief individual reflection on what they learned. They can write their reflections in a notebook or discuss them with a peer.
   • The teacher can provide some questions to guide the reflection, such as: "What was the most important concept you learned today?" or "What questions have not been answered yet?"
3. Teacher's Feedback (2 - 3 minutes):
   • The teacher should give feedback to the students, highlighting the main points that were discussed during the lesson and reinforcing the most important concepts.
   • The teacher should also address any unanswered questions students may have and provide guidance for future studies.
4. Lesson Closure (1 minute):
   • To conclude the lesson, the teacher can briefly recap the main points discussed during the lesson and remind students of the activities or tasks they need to perform for the next lesson.
   • The teacher should also encourage students to continue exploring the concepts discussed in class on their own, experimenting with different creation processes in their own works of art, and reflecting on their experiences.

This feedback is important to consolidate students' learning and to create connections between theory and practice, helping students apply what they have learned in their own art creation experiences.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes):
   • The teacher should summarize the main points discussed during the lesson, recalling the concepts of artistic creation processes, the importance of creativity and experimentation, and how creation processes vary among different types of art.
   • They should also reaffirm the importance of understanding the creation process as a way to appreciate and value art beyond the final product.
2. Theory-Practice Connection (1 - 2 minutes):
   • The teacher should explain how the lesson connected theory and practice, highlighting the practical activities and discussions that allowed students to apply theoretical knowledge about creation processes to the analysis of artworks and the planning of their own creations.
3. Extra Materials (1 - 2 minutes):
   • The teacher should suggest additional materials to deepen students' understanding of the subject, such as videos, documentaries, books, or websites that show artists discussing their creation processes or that allow students to explore different artistic techniques and materials.
4. Application in Daily Life (1 minute):
   • Finally, the teacher should emphasize the relevance of the knowledge acquired for students' daily lives, explaining that understanding the artistic creation process can help them appreciate art at a deeper level, express themselves more effectively and creatively through art, and develop valuable skills such as critical thinking, problem-solving, and perseverance.