Lesson Plan | Socioemotional Learning | Art and Culture

Objective

Duration: 10 to 15 minutes

This section aims to provide a straightforward and precise foundation for the class, guiding students on the learning and skills to be developed. By specifying clear objectives, students can focus better on the content, fostering a connection between philosophy, art, and culture. These objectives also facilitate discussion and critical analysis, creating a more structured and effective learning environment.

Objective Utama

1. Grasp the connection between philosophy and art, recognizing philosophical themes in various cultural expressions.

2. Enhance the ability to engage in discussion and critically analyse artworks and cultural elements through a philosophical lens.

3. Encourage reflection on how art and culture impact our philosophical ideas and vice versa.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

Mindfulness for Concentration

To kick off the lesson, we'll start with a guided mindfulness session designed to help students concentrate, be present, and engage with the class material. Mindfulness encourages intentional attention to the current moment without judgement. It can reduce stress, enhance emotional resilience, and improve focus, setting a positive tone for the class.

1. Ask students to sit comfortably in their chairs, ensuring their feet are flat on the ground and hands resting on their laps or the table.

2. Instruct them to either close their eyes or focus on a fixed point in front of them.

3. Guide students to take deep breaths, inhaling through the nose and exhaling through the mouth, repeating this process three times.

4. Encourage them to observe their natural breathing, feeling the air flowing in and out. Guide them to maintain this focus for a couple of minutes.

5. If their minds begin to wander, gently remind them to bring their attention back to their breath without self-judgment.

6. After a few minutes, invite them to slowly open their eyes and do some light stretching before diving into the lesson.

Content Contextualization

Art and culture permeate our daily lives in often unnoticed ways. From the songs we enjoy to the films we watch and the art exhibitions we attend, all these facets have a philosophical underpinning that both shapes and is shaped by our thoughts and emotions. Understanding the link between philosophy, art, and culture enables us to delve into how these artistic and cultural forms shape our feelings and viewpoints.

For instance, while watching a film, we might ponder about the emotional impact of the narrative and the reasons behind those feelings. This kind of philosophical reflection enhances our understanding of our own emotions and sharpens our critical outlook towards the cultural influences surrounding us. Therefore, today's lesson promises to enrich our philosophical insights while also aiding in better recognition and management of our emotions.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 20 to 25 minutes

1. ### Philosophy and Art:

2. Philosophy: Philosophy aims to explore fundamental queries about existence, knowledge, values, reason, mind, and language. It finds expression in art through the investigation of these ideas, making art a medium to articulate and question the human experience.

3. Art: Art is a means of expression that can manifest in forms like painting, sculpture, music, literature, and cinema. It mirrors societal values, cultural influences, and intellectual trends, shaped by historical and philosophical contexts.

4. ### Main Components:

5. Aesthetics: A sector of philosophy focused on the nature of art, beauty, and taste. It questions what constitutes beauty or artistic merit.

6. Mimesis: A Greek term meaning 'imitation.' Within art philosophy, it signifies the depiction of reality through art, a concept discussed by thinkers like Plato and Aristotle.

7. Expression: Art as a vehicle for conveying emotions, thoughts, and experiences. Philosophers such as Hegel and Tolstoy have viewed art as a mode of expression and communication.

8. Social Function of Art: Art serves various roles, including education, critique, entertainment, and inspiring social change, reflecting and shaping cultural values and beliefs.

9. ### Examples and Analogies:

10. Example of a painting: 'The School of Athens' by Raphael, which showcases illustrious Greek philosophers such as Plato and Aristotle, epitomizing the bond between philosophy and art.

11. Analogy: Consider art as a mirror reflecting society. Just as a mirror indicates physical traits, art reveals society's emotional and intellectual essence.

12. ### Relationship Between Philosophy and Culture:

13. Culture embodies the customs, beliefs, arts, and institutions of a society. Philosophy aids in comprehending and evaluating these cultural dimensions, fostering a nuanced understanding of art's role in shaping cultural identity.

Activity with Socioemotional Feedback

Duration: 30 to 35 minutes

Philosophical Analysis of Artworks

Students will be organised into groups, each receiving a piece of art (be it painting, sculpture, music, etc.). They will examine the work from a philosophical stance, discussing its elements of aesthetics, mimesis, expression, and social function.

1. Split the class into groups of 4 to 5 students.

2. Allocate a piece of art to each group (images, music clips, etc.).

3. Instruct each group to analyse the piece in terms of aesthetics, mimesis, expression, and social function.

4. Prompt the groups to discuss the philosophical and cultural dimensions evident in the artwork.

5. Each group should prepare a short presentation (5 minutes) summarising their findings.

Discussion and Group Feedback

Post presentations, initiate a group dialogue employing the RULER method:

1. Recognize: Inquire about the feelings experienced during the analysis and presentation of the artwork. What emotions came to the surface?
2. Understand: Delve into the reasons behind those feelings. Why did dissecting the artwork evoke such emotions? How did the artwork and philosophical discourse shape these feelings?
3. Name: Encourage precise identification of their emotions. Did they experience curiosity, admiration, confusion, etc.?
4. Express: Ask how they expressed their emotions throughout the analysis and presentation. Was it an easy or tough process to articulate their thoughts and feelings?
5. Regulate: Investigate effective strategies for managing these emotions during future activities. How can they channel these feelings to enrich their analyses and discussions?

This discussion will foster heightened emotional awareness among students and assist them in applying self-knowledge and self-regulation skills in academic and personal contexts.

Conclusion

Duration: 20 to 25 minutes

Reflection and Emotional Regulation

Encourage students to write a paragraph reflecting on the difficulties they encountered during the philosophical analysis of artworks and how they handled their emotions in group discussions and presentations. Alternatively, promote a circle discussion where each student can share their experiences and feelings. Urge them to contemplate what they learned about themselves and the significance of emotional regulation in challenging situations.

Objective: This subsection aims to inspire self-reflection and emotional regulation, assisting students in identifying effective strategies for managing challenges. Through reflecting on their experiences, students can cultivate greater emotional awareness and learn to apply these skills in future settings, both in academics and personal realms.

Glimpse into the Future

Clarify to students the value of setting personal and academic goals pertaining to the class content. Instruct each student to jot down one personal goal and one academic goal they aspire to achieve in the upcoming weeks. The goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

Penetapan Objective:

1. Personal goal: Enhance the ability to identify and articulate emotions during artistic and cultural experiences.

2. Academic goal: Broaden understanding of the philosophy-art connection through reading a scholarly article or viewing a lecture on the subject.

3. Personal goal: Improve emotional regulation in debates and discussions during class.

4. Academic goal: Employ philosophical concepts in analysing a piece of art in the forthcoming philosophy assignment. Objective: This subsection aims to bolster student autonomy and the practical application of learning, targeting continuous personal and academic development. By establishing clear goals, students can more effectively channel their efforts and track their progress, contributing to a more meaningful and enduring learning experience.