Objectives (5-7 minutes)

1. Understand the concept of social critique in art:

   • Identify how art can be used as a form of social critique.
   • Understand that art is not just an aesthetic representation, but also a means of expressing ideas, feelings, and opinions on society.

2. Analyze examples of art as social critique:

   • Analyze famous works of art that were created with the intent to critique aspects of society.
   • Identify the visual and symbolic elements used in these works to convey social critique.

3. Develop critical thinking and reflective skills:

   • Learn to question and interpret the messages conveyed through art.
   • Develop the ability to form informed opinions about the social critiques present in art.

Secondary Objectives:

• Stimulate curiosity and interest in art as a form of expression and social critique.
• Promote respect and appreciation for different perspectives and opinions expressed through art.

Introduction (10-15 minutes)

1. Review of Previous Content:

   • The teacher begins the class by reviewing the basic concepts of art, such as human expression through shapes, colors, lines, and textures (2-3 minutes).
   • Next, the teacher briefly introduces the concept of art as a form of social expression, recalling examples of how art has been used throughout history to reflect and critique society (2-3 minutes).

2. Problem Situations:

   • The teacher presents two problem situations that will serve as a starting point for exploring the topic. The first problem situation could be the presentation of a contemporary work of art that the students are not familiar with and that clearly makes a social critique. The second problem situation could be the discussion of a current event in which art is being used as a form of social critique (3-5 minutes).

3. Contextualization:

   • The teacher contextualizes the importance of the subject, explaining how art as social critique can influence society, bring important issues to light, and provoke reflection and change. To that end, the teacher can highlight historical examples of how art has played an important role in social and political movements (2-3 minutes).

4. Introduction to the Topic:

   • The teacher introduces the topic of the class, explaining that the students will explore the concept of social critique in art, analyze examples of artwork that carry out this critique, and discuss how art can influence society. To generate curiosity and engagement, the teacher can share some curiosities about art history and examples of famous works of art that are known for their social critiques (2-3 minutes).

Development (20-25 minutes)

1. Theory: Concept of Social Critique in Art (8-10 minutes)

   • The teacher begins the theoretical part by explaining clearly and concisely what social critique in art is. They can say that social critique in art is the expression of opinions, ideas, and feelings about social issues through works of art (2-3 minutes).
   • Next, the teacher can talk about how art has been used throughout history as a tool for social critique, citing examples of artistic movements that were dedicated to criticizing aspects of society. They can mention, for example, the Dada movement, which emerged as a response to the brutality of World War I and the lack of meaning in society (2-3 minutes).
   • The teacher can also discuss how social critique in art can be expressed in different ways, depending on the artist and the context. They can talk about how some artists opt for a direct and explicit approach, while others prefer a more symbolic and abstract approach (2-3 minutes).
   • To finish, the teacher can emphasize the importance of social critique in art, explaining that it can help to question and challenge society's norms and values, as well as draw attention to important issues that are often ignored (1 minute).

2. Practice: Analysis of Artworks as Social Critique (10-12 minutes)

   • The teacher presents the students with some famous works of art that were created as a form of social critique. They can choose works from different periods of history and from different artistic movements to show the diversity of approaches and styles in social critique in art (3-4 minutes).
   • The teacher then guides the students in an analysis of these works, asking them to identify the visual and symbolic elements that were used to convey the social critique. They can start by asking the students what they see in the work, which elements catch their attention, and what they think these elements might represent (3-4 minutes).
   • Next, the teacher can provide more information about the work, explaining the context in which it was created and the artist's intention. They can ask the students if this information changes the way they view the work and how they interpret the social critique (2-3 minutes).
   • Finally, the teacher can ask the students to express their own opinions and interpretations about the work, encouraging them to reflect on the work's message and how it applies to society today (2 minutes).

3. Theory: Development of Critical and Reflective Thinking (2-3 minutes)

   • The teacher explains that the analysis of artworks as social critique is not just about understanding the artist's message, but also about developing critical and reflective thinking. They can say that critical thinking involves the ability to question and evaluate arguments and ideas, while reflective thinking involves the ability to think about our own experiences and beliefs (1 minute).
   • The teacher can then give some tips on how to develop critical and reflective thinking. They can suggest that the students ask themselves why the artist chose to express their social critique in that specific way, whether they agree or disagree with the artist's critique and why, and how they can apply what they have learned from the work to their own lives and society (2 minutes).

Closure (10-12 minutes)

1. Group Discussion (5-6 minutes)

   • The teacher organizes the students into small groups and asks them to discuss the artworks that were analyzed during the class, focusing on how the social critique was expressed (3-4 minutes).
   • Each group is then invited to share their discussions with the class. The teacher facilitates the discussion by asking questions that promote critical thinking and reflection, such as "Why do you think the artist chose that symbol to represent the social critique?" or "How does this social critique apply to our society today?" (2-3 minutes).

2. Connection to Theory (2-3 minutes)

   • After the group discussion, the teacher makes the connection between the analyses of the artworks and the theory presented at the beginning of the class. They highlight how the analysis of the works allowed the students to better understand the concept of social critique in art, and how critical and reflective thinking was used to interpret the works' messages (1-2 minutes).
   • The teacher can also reinforce the importance of critical and reflective thinking, explaining that these skills are useful not only in the analysis of artworks, but also in many other areas of life (1-2 minutes).

3. Individual Reflection (3-4 minutes)

   • To close the class, the teacher asks the students to reflect individually on what they have learned. They give them a minute to think silently about the following questions:
     1. What was the most important concept you learned today?
     2. What questions are still unanswered?
   • After a minute of reflection, the teacher asks some students to share their answers with the class. This activity allows the teacher to assess the students' understanding and to identify any doubts or misunderstandings that may need further clarification in future classes (2-3 minutes).

4. Homework Assignment (1 minute)

   • The teacher then assigns a homework assignment that reinforces the concept of social critique in art. This could be a research exercise where the students must find and analyze a contemporary artwork that makes a social critique (1 minute).

Conclusion (5-7 minutes)

1. Recapitulation of Main Content (2-3 minutes):

   • The teacher reiterates the main points discussed during the class, recalling the concept of social critique in art and the importance of critical and reflective thinking in the analysis of artworks (1-2 minutes).
   • They can also highlight some of the examples of artwork that were analyzed, emphasizing the visual and symbolic elements that were used to convey the social critique (1 minute).

2. Connection Between Theory, Practice, and Applications (1-2 minutes):

   • The teacher explains how the class connected the theory - the concept of social critique in art - with the practice - the analysis of artworks as social critique (1 minute).
   • They can also mention how these abilities of analyzing and interpreting artworks can be applied in other situations, such as the critical reading of news and social media (1 minute).

3. Suggestion of Complementary Materials (1-2 minutes):

   • The teacher suggests some additional materials that the students can explore to deepen their understanding of the subject. This could include books, documentaries, websites of museums and art galleries, among others. For example, the teacher could suggest that the students watch the documentary "Why Beauty Matters" by Roger Scruton, which explores the role of art in society (1 minute).

4. Importance of the Subject for Day-to-Day Life (1 minute):

   • Finally, the teacher highlights the relevance of the subject for the students' day-to-day lives. They can explain that by understanding how art can be used as a form of social critique, the students become more aware of the influence of art in their everyday lives. In addition, the teacher can emphasize how the development of critical and reflective thinking can be useful in various situations, from analyzing news to solving problems (1 minute).