Lesson Curating an Art Exhibition Date December 9th 2022

Title/Focus

Subject/ Art Education / Grade 12 Time 7 Class Periods

Grade Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Learning Art Education

Outcomes:
DRAWINGS
Articulate and Evaluate USE THE VOCABULARY AND
TECHNIQUES OF ART CRITICISM TO ANALYZE AND
EVALUATE THEIR OWN WORKS IN RELATION TO THE
WORKS OF PROFESSIONAL ARTISTS.
B. Identification of similarities and differences between the students
and professional artists enhances analysis of their own work.
COMPOSITIONS
Relationships 2 USE THE VOCABULARY AND TECHNIQUES OF
ART CRITICISM TO ANALYZE AND EVALUATE THEIR OWN
WORKS IN RELATION TO THE WORKS OF PROFESSIONAL
ARTISTS.
B. Artworks may be analyzed for personal, social, historic or artistic
significance.
Transformations Through Time ANALYZE THE FACTORS THAT
GENERATE A WORK OF ART, OR AN ARTISTIC MOVEMENT:
THE EXPERIENCES OF THE ARTISTS AND THE IMPACT OF
THE CULTURE.
A. A specific artistic movement and its works of art are influenced by
the members’ philosophic theme, stylistic identity and relationship to
the community in which they exist.
Impact of Images QUESTION SOURCES OF IMAGES THAT ARE
PERSONALLY RELEVANT OR SIGNIFICANT TO THEM IN
CONTEMPORARY CULTURE.
B. Imagery can depict important aspects of the student’s own life
Information and Communication Technology
Process for Productivity
P3 Students will communicate through multimedia
DIVISION 1
1.1 access images, such as clip art, to support communication
DIVISION 2
2.1 create a multimedia presentation, incorporating such features as
visual images (clip art, video clips), sounds (live recordings, sound
clips) and animated images, appropriate to a variety of audiences and
purposes
2.2 access available databases for images to support communication
DIVISION 3
3.2 create multimedia presentations that incorporate meaningful
graphics, audio, video and text gathered from remote sources
Communicating, Inquiring, Decision Making and Problem Solving
1.1 access and retrieve appropriate information from electronic sources
for a specific inquiry
C6 – Students will use technology to investigate and or problem solce
1.3 Use technology to support and present conclusions
English Language Arts
1.4 Use production, publication and presentation strategies and
technologies consistent with context
b. develop presentation materials; and select strategies and
technologies appropriate to purpose, audience and situation
c. develop and deliver oral, visual and multimedia presentations, using
voice production factors [such as volume, tone and stress], nonverbal
factors [such as gestures, posture, distance and eye contact] and visual
production factors [such as colour and contrast] appropriate to purpose,
audience and situation

LEARNING OBJECTIVES
Students will:
1. Students will analyze works of art and organize them by a coherent theme for an
exhibition
2. Students will learn to classify art and curate an art exhibit
3. Students will understand how technology can enhance their project design and ability
to work collaboratively

ASSESSMENTS (How I will know students have achieved the objective(s)

1. Students will present their art exhibition to the class along with an explanation as to
why they made the choices that they did and why they believe it is affective.
2. Students will be given the rubric for the project during the creative process, this will
give them guidance as to what the expectations are for the project.

PRIOR TO LESSON/PREP MATERIALS AND EQUIPMENT

1. Have project handouts printed and ready 1. Computer Access

2. Have examples of online galleries and the 2. Google Arts and Culture
ArtSteps program 3. Links to other resources
3. Have rubric completed and ready to hand out 4. ArtSteps
to the students

PROCEDURE

Introduction Time

Hook: Students will respond to this prompt that is put on the board of the 20-30
classroom: When you have been to an art exhibition, what are the mins
things you remember about the actual space of the art gallery (not
the art itself)? List at least 3 things
(It is expected that class has gone to an art gallery together in class)

Students will discuss their answers and then we will transition to

talking about the project.

The teacher will briefly talk about the project – Curating an art
 exhibition according to a specific theme. Students will also watch
curator walkthroughs to gain an understanding of how curators and
exhibition staff discuss their work to share with visitors.

Curator Walkthroughs:

The Art Assignment:

https://youtu.be/GMZVUtUhNwo?
list=PLmwnQxXXCfScZIRU0_XtrTZFDd1DnsH0t

Oakland Museum of California: https://www.youtube.com/watch?

v=Hix5aMZvMQ8

How to Curate an Exhibition: https://www.youtube.com/watch?

v=yDaY6KraDW0

Key 1. How do we design an art exhibition with a specific theme in

Questions mind?
for the 2. How can we create a work of art with a specific theme in
Project mind?
3. How does the layout of the art gallery affect how we interact
with the works / ideas presented?

Body Time

Learning Students will be introduced to Google Arts & Culture. This website 1
Activity 1 will be a starting point for them to look at different art galleries and Class
see the similarities / differences between them.

Here are some links that I would like to show the class:

- The Art of Color — Google Arts & Culture

- Kandinsky — Google Arts & Culture
 - Maritime Inspirations — Google Arts & Culture

These links show different examples of online galleries so that the

students can understand the project more.

After this, students will be divided into their groups for the project
and we will go in depth over the expectations / rubric for the
project.

Here, we will use brainstorming to gather ideas for the project. We

will follow the brainstorming steps used from Module 6

Brainstorming steps from Module 6

Step 1
Take turns saying the first thing that comes into your mind about
the topic or problem. Continue to do this until it becomes
frustrating... at that point, call on the teacher to intervene with
alternative perspectives. Then continue again.
If you employ this, be strict about following the basic rules of
effective brainstorming:
 write down all the ideas
 don't stop to elaborate
 no criticism
 defer judgment
 freewheeling is welcome (random ideas)
 quantity is wanted
 combination and improvement are encouraged
Step 2
The next step of brainstorming is convergent analysis; once a large
number of ideas have been generated, go back and evaluate, try
combining ideas, or modifying ideas before discarding them.
Step 3
 The final step is to make judgments about the worth of the ideas
you have identified.
__________________________________________
Students will be asked to determine their theme or topic that they
will be using for their art exhibition by the end of the next class.

Once the theme is chosen, students will fill out the following
prompt as a group: What theme have you chosen for your art
gallery and why? What design elements do you think will be
important for your gallery space?

This will be handed in for formative assessment to make sure each

group is on track to finish the assignment.

Learning At the beginning of this class students will be asked to finalize their 2
Activity 3 theme / topic for their art gallery and find 15-20 artworks that fit classes
into their theme.

Some resources will be provided for students to find good quality

images:
- National Gallery of Art
- PicMonkey.com
- https://artsandculture.google.com/

Students are to narrow down their artworks until they have chosen
the 10 works that fit their theme the best.

Students will then create statements on each of the pieces and how
they fit the theme of the gallery.

Statements will be ordered as follows

 Name of the Work:
Artist Name:
Date of the Work:
Why the work is important to the gallery:

Students will then create their own art piece that will be displayed
in the gallery. This must also include an artist statement. To allow
for artistic freedom, students are open to creating any art piece that
they would like as long as it can be documented and fits the theme
of the gallery.

After this, students will create an exhibition statement. This will

include the themes and topics that they examine in their gallery and
to why it is important. This statement may include some
information of how the pieces work together and any information
that may be important to the viewer as they experience the gallery.

(Handouts for artist statements and curatorial statements will be

provided)

Learning Once statements are complete, students will be introduced to 2 classes

Activity 4 ArtSteps.

Demonstrations of how to use the program will be shown as well as

a sample project:

Videos about how to use ArtSteps

Create Virtual Exhibitions with ARTSTEPS - YouTube

Sample of completed ArtSteps Gallery’s

artsteps | Exhibitions
 Students will be asked to determine the layout of their gallery and
how it will guide its viewer through the works and why that is
important.

Teacher will be observing this process and asking leading questions

such as:

- How does this layout affect the way in which the viewer
interacts with the work?
- How does this layout compliment your theme?
- Does the colour of the gallery affect the experience of the
exhibition?
- Etc.

Students will have class time to create and finish their art gallery
space.

Learning Once their gallery is complete, students will be asked to create a 1 class
Activity 6 presentation of their exhibition.

This presentation must include:

- The collection of artworks included in the gallery along with

their wall labels
- Their exhibition guide
- Their exhibition

Students can either present their ideas orally and have the teacher
display their finished project to the class, or they can create a digital
presentation to organize their ideas such as Google Slides, Prezi,
PowerPoint, or any other teacher approved resources. (It is expected
that students have used these resources beforehand)

Learning This project will be followed by students presentations. While 1 class

watching their classmates, students will need to respond to the
Activity 7 following prompt:

What is something that you may have done differently in your own
exhibition?

Closure Time

Closure After presenting, students will have a chance to ask questions /

receive feedback from their peers.

Presentations will be submitted to the teacher and graded according

to the rubric.

The writing prompt: “What is something that you may have done
differently in your own exhibition?” will also be handed in when
the presentations are complete.