Objectives (5 - 7 minutes)

1. Understanding the Concept of Process Art: The students will be able to define and comprehend the concept of process art as an artistic movement that emphasizes the journey of creating artwork rather than the final product.

2. Identifying Examples of Process Art: The students will learn to recognize and identify examples of process art, understanding how different materials and tools are used in the process of creation.

3. Exploring the Role of the Artist in Process Art: Students will gain insight into the role of the artist in process art, understanding that the artist's decisions and actions during the creative process are as important as the final product.

Secondary Objectives:

• Stimulating Creativity: This lesson will encourage students to think outside the box, fostering creativity by showing them that the process of creation is just as important, if not more so, than the final outcome.

• Developing Art Appreciation: By examining and discussing examples of process art, students will develop a deeper appreciation for the various forms and styles of art.

• Improving Art Analysis Skills: Through the discussion of examples and the application of their understanding, students will enhance their ability to analyze and interpret different art forms.

Introduction (10 - 12 minutes)

• The teacher begins by reminding students of their previous lessons on different art movements, such as Surrealism and Abstract Expressionism. They ask students to recall some key characteristics of these movements, such as the emphasis on the artist's expression of their inner world and the use of unconventional techniques. (2 - 3 minutes)

• Next, the teacher presents two problem situations to the class:

  1. "Imagine you're an artist and you're asked to create a piece of art, but you're not allowed to plan or sketch anything beforehand. How would you go about it?"
  2. "Think about a time when you've created something, like a meal or a craft. What did you enjoy more: the process of creating it or the final outcome?"

The goal of these questions is to get students thinking about the importance of the creative process and how it can sometimes be more rewarding than the final product. (3 - 4 minutes)

• The teacher then contextualizes the importance of the subject by discussing how process art is not just about making aesthetically pleasing pieces, but also about exploring new ideas, materials, and techniques. They emphasize that this type of art can be found in various contexts, from art galleries to children's classrooms. (2 - 3 minutes)

• To grab the students' attention, the teacher shares two intriguing stories related to the topic:

  1. They tell the story of Jackson Pollock, a famous abstract expressionist artist known for his unique "drip painting" technique. They share how Pollock would lay a canvas on the floor and then rhythmically drip, pour, and fling paint from above, creating intricate patterns and layers. His process was as much a part of the art as the final product.

  2. They then share a more recent story about a Japanese artist, Shinri Tezuka, who makes incredibly detailed candy sculptures. The teacher explains that the process of making the sculptures is just as important as the sculptures themselves, with Tezuka often live-streaming his creation process for his fans to watch. (3 - 4 minutes)

By the end of the introduction, the students should have a clear understanding of what process art is, why it's important, and how it can be seen in real-world examples.

Development (20 - 25 minutes)

1. Theory - Understanding Process Art (7 - 9 minutes)

• The teacher starts this section by explaining that process art is an artistic movement that emerged in the 1960s and 1970s as a reaction against the perceived overemphasis on the final product of art-making. They emphasize that in process art, the artist's activities and decisions during the creation of the work are as important, if not more so, than the result.

• They then proceed to outline the characteristics of process art:

  1. Emphasis on the Process: The teacher explains that process art focuses on the journey of creating a piece of art, rather than the final product. This means that the artist's actions, decisions, and even mistakes during the creative process are considered part of the artwork itself.

  2. Use of Unconventional Materials and Techniques: The teacher highlights that process artists often use unusual materials and techniques. They give the example of Yayoi Kusama, who is known for her use of polka dots and mirrored rooms. Another example is Christo and Jeanne-Claude, who are famous for their large-scale environmental installations.

  3. Art as Performance: The teacher explains that in some cases, the process of creating the art becomes a performance in itself. They mention Marina Abramovic, who has staged several durational performances that involve intense physical and emotional experiences.

• The teacher then presents a few essential terms related to process art:

  1. Happening: An art form that involves a live, spontaneous performance or event often staged by a single artist or a group of artists.

  2. Action Painting: A technique used in abstract expressionism where paint is spontaneously splashed, dripped, or poured onto the canvas.

• To ensure understanding, the teacher can use simple drawings or diagrams to illustrate these concepts and terms.

2. Practice - Recognizing and Analyzing Process Art (10 - 12 minutes)

• The teacher provides the students with a handout containing several images of process art from various artists. They instruct the students to analyze the images and identify the elements of process art they can see.

• In a group discussion, the teacher and students analyze each image, discussing the techniques used, the materials employed, and the role of the artist in the process. They also talk about what they think the artwork might represent or symbolize, based on their understanding of the artist's process.

• After discussing each image, the teacher reveals the name of the artist and the artwork, leading a brief conversation about the artist's style and contributions to process art.

• The teacher emphasizes that understanding process art is not just about recognizing it in galleries or museums. It is also about appreciating the work that goes into any creative process, from cooking a meal to building a model airplane.

3. Theory - Artists and Their Role in Process Art (3 - 4 minutes)

• The teacher wraps up the development stage by discussing the role of the artist in process art. They explain that in this form of art, the artist acts as a facilitator, allowing the art to take shape through their actions and decisions.

• They emphasize that process artists often work in collaboration with others or involve the audience in the creation process, blurring the line between artist and viewer.

• They also highlight the idea that in process art, the artist's intention is not always to create a beautiful object. Instead, it is often to explore a concept, provoke thought, or challenge traditional notions of art.

By the end of the development stage, the students should have a solid understanding of what process art is, how to recognize it, and the role of the artist in its creation.

Feedback (8 - 10 minutes)

• The teacher starts this stage by facilitating a group discussion where students are encouraged to share their thoughts and ideas about the lesson. They ask students to provide examples of process art they have encountered, either in the handout or in their own experiences. This could include collaborative projects at school, an artist they follow on social media, or a piece of art they have seen in a gallery. (3 - 4 minutes)

• The teacher then asks each student to write down their answers to the following reflection questions:

  1. What was the most important concept you learned today?
  2. What questions do you still have about process art?
  3. Can you think of any other examples of process art?

  This gives students a chance to think individually and reflect on their learning. The teacher can collect these reflections for assessment purposes and to guide future lessons. (2 - 3 minutes)

• After the students have had a few minutes to reflect, the teacher invites a few volunteers to share their responses to the reflection questions. They use these responses to guide a final discussion, addressing any lingering questions or misconceptions and summarizing the key points of the lesson. (2 - 3 minutes)

• To conclude the feedback stage, the teacher proposes a small activity for the students to try at home. They instruct the students to pick a simple daily activity, like making breakfast or watering plants, and focus on the process of doing it, rather than the end result. They encourage the students to think about how this activity can be seen as a form of process art, where the artist's actions and decisions are as important as the final product. The teacher asks the students to write down their reflections on this activity and bring them to the next class. (1 - 2 minutes)

By the end of the feedback stage, the students should have a clearer understanding of the concept of process art and its relevance in their everyday lives. The teacher should have a good idea of the students' grasp of the topic and any areas that may need further clarification in future lessons.

Conclusion (5 - 7 minutes)

• The teacher begins the conclusion by summarizing the main points covered in the lesson. They remind the students that process art is an artistic movement that emphasizes the journey of creating artwork rather than the final product. They reiterate the key characteristics of process art, such as the use of unconventional materials and techniques, and the artist's role as a facilitator. (1 - 2 minutes)

• The teacher then explains how the lesson connected theory, practice, and applications. They highlight how the theoretical part helped students understand the concept of process art, and how the practical part of analyzing and discussing examples helped them apply this understanding. They also mention how the real-world examples and the at-home activity helped students see the relevance of process art in their daily lives. (1 - 2 minutes)

• To further enrich the students' understanding of the topic, the teacher suggests additional materials for them to explore. This could include:

  1. Books: "Process Art" by Peter Bürger, "Performance Art: From Futurism to the Present" by RoseLee Goldberg.
  2. Documentaries: "Rivers and Tides: Andy Goldsworthy Working with Time" (2001), a documentary about artist Andy Goldsworthy's process of creating site-specific art in natural and urban settings.
  3. Websites: The Museum of Modern Art's online collection, which features several process art pieces.
  4. Social Media: Following process artists on Instagram or YouTube, such as Shinri Tezuka or Yayoi Kusama, to see their process in action. (1 - 2 minutes)

• Lastly, the teacher underscores the importance of process art in everyday life. They explain that process art is not just for professional artists in studios or museums, but it's a way of thinking and creating that can be applied to any task or project. They emphasize that the process of creating something, whether it's a piece of art, a meal, or a school project, can be just as rewarding and valuable as the final product. They encourage students to approach their future creations with this mindset, fostering a deeper understanding and appreciation for the process of creation. (1 - 2 minutes)

By the end of the conclusion, the students should have a comprehensive understanding of process art, its key characteristics, and its relevance in their everyday lives. They should also have a clear direction for further exploration of the topic.