Lesson Plan | Socioemotional Learning | Art: Social Critique

Objective

Duration: 10 - 15 minutes

The aim of this segment is to give students a solid understanding of how art can act as a dynamic tool for social critique and movements. This primes them to actively participate in practical class activities, enhancing socio-emotional skills such as self-awareness, social awareness, and interpersonal skills, while also recognizing and understanding the emotions tied to creating and interpreting critical art.

Objective Utama

1. Explain how art can serve as a means of social critique by exploring various artistic methods.

2. Examine two historical social movements and the integral role of art within those movements.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Mindfulness: Being Present in the Moment

Mindfulness is a practice that helps enhance focus and concentration, allowing students to be fully present. This activity involves guiding students to pay attention to their breathing and physical sensations, reducing anxiety and boosting mental clarity.

1. Instruct students to sit comfortably, with their feet flat on the floor and hands resting in their laps.

2. Ask them to close their eyes or maintain a soft focus on a single point in front of them.

3. Guide them to observe their breath, allowing it to flow naturally without any interference.

4. Encourage them to count to four while inhaling, and again while exhaling, repeating this for a few minutes.

5. If thoughts drift, remind them to gently refocus on their breath, fostering a non-judgmental attitude.

6. After a few minutes, invite them to notice bodily sensations, paying attention to any areas of tension or relaxation.

7. Wrap up by asking students to slowly open their eyes and transition their attention back to the classroom, prepared for the activity.

Content Contextualization

Throughout history, art has served as a significant channel for social critique. Movements like the Renaissance and Modernism challenged societal and political standards. Contemporary artists like Banksy and Ai Weiwei continue this legacy, using their art to address pressing issues like social inequality and freedom of expression. The power of art to evoke emotion and provoke thought makes it a compelling medium for social critique. By identifying these emotions and understanding their origins, we can connect more deeply with the messages inherent in art and express our own views empathetically.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 20 - 25 minutes

1. Understanding Art as Social Critique: Clarify that art can be a strong instrument for social critique, enabling artists to voice their perspectives on social, political, and cultural matters. Share historical and contemporary examples, including works by Banksy and Ai Weiwei.

2. Art and Social Movements: Explore two significant historical social movements, highlighting the role of art in those contexts, such as the Renaissance which questioned religious dogmas, and Modernism that redefined traditional norms while encouraging new ideas.

3. Artistic Tools for Critiquing Society: Introduce various tools and techniques that artists employ for social critique. This may encompass painting, sculpture, performance art, graffiti, and digital forms. Provide specific artwork examples.

4. Emotional Resonance in Critique Art: Discuss how artworks aimed at social critique can provoke strong emotional responses. Utilize the RULER approach to support students in recognizing, understanding, labelling, expressing, and managing these emotions. For instance, a piece on inequality might evoke feelings of injustice and empathy.

5. Influence of Social Critique Art: Investigate how art can sway public perspectives and advocate for social change. Mention impactful artworks that have addressed societal issues, like Picasso's 'Guernica', which condemned the devastations of war.

Activity with Socioemotional Feedback

Duration: 35 - 40 minutes

Creating a Social Critique Artwork

Students will craft their own artworks that reflect a social issue personal to them, employing the artistic methods discussed in the theory to express their thoughts and feelings.

1. Organize students into groups of 3 to 4.

2. Ask each group to select a social issue they care about, such as inequality, human rights, or environmental concerns.

3. Encourage discussions about how this issue affects them and the emotions it inspires. Use the RULER method as a guide.

4. Each group should draft an idea for an artwork that critiques their chosen issue, opting for any artistic form (painting, sculpture, etc.).

5. Have them create a draft or model of their art using available classroom materials.

6. Following creation, each group should present their work, elucidating the issue addressed, the emotions involved, and the intended message.

Discussion and Group Feedback

After the presentations, facilitate a group discussion using the RULER method to offer socio-emotional feedback. Encourage students to recognize emotions reflected in their classmates' works, understand their causes and effects, label them accurately, and express their feelings with respect. Finally, discuss strategies for effectively regulating these emotions during both the art creation process and when interpreting their peers' artworks.

Prompt students to share their feelings during the creation of their works and their thoughts on their peers' presentations. Explore how art can serve as a potent tool for emotional expression and social critique, and how they can wield this tool responsibly and empathetically in their lives.

Conclusion

Duration: 15 - 20 minutes

Reflection and Emotional Regulation

Ask students to write a short paragraph reflecting on any challenges they faced while creating their critique artworks. Encourage them to discuss how they managed their emotions throughout this process using the RULER method. Promote a group discourse where students can openly share their reflections, creating a safe space for emotional exchange and peer learning.

Objective: The aim here is to foster self-reflection and emotional regulation, assisting students in identifying effective methods for managing tough situations. By reflecting on their experiences and sharing insights, students nurture self-awareness and empathy, diligently applying socio-emotional lessons to the classroom context.

Glimpse into the Future

Inform students about the importance of setting personal and educational goals to further their development sparked in class. Urge them to establish specific goals focused on using art as social critique and practicing socio-emotional skills learned, which might include creating new artworks, engaging in community projects, or deepening their understanding of social and artistic movements.

Penetapan Objective:

1. Create a new artwork that highlights a pertinent social issue.

2. Get involved in a community project leveraging art for social awareness.

3. Conduct further research on a social movement or artist known for social critique through art.

4. Apply the socio-emotional skills practiced (self-awareness, self-control, etc.) in daily life.

5. Share their artworks and experiences on digital platforms or at school exhibitions. Objective: The objective here is to bolster student autonomy and practical applications of their learning, spurring sustained academic and personal progress. By defining clear goals, students can steer their efforts towards consistently practicing socio-emotional skills and utilizing art as a tool for social critique.