SHS1 Art And Design Studio · Semester 1 Week 15: Thinking Studio

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Identify how art or design studio tasks can be used as an artistic intervention for social problems

By the end of the lesson, learners can:

Define artistic intervention and studio task in their own words with reference to at least two local examples.
Identify at least five social problems in their immediate environment during a class walk or virtual tour and record them using notes, sketches, or photographs.
Match at least three identified social problems with appropriate art or design studio tasks (for example, painting, graphic design, textile design, printmaking, photography, or sculpture) that could address them.
Categorise studio tasks as 2-D or 3-D forms and explain in one or two sentences how each form could respond to a specific societal problem.
Respect and tolerate the views of peers during group presentations, offering at least one constructive comment on another group’s work.

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Curriculum details

Strand: Creative Methodologies (Strand 2)
Sub-strand: Thinking Studio (2.1)
Content standard: 1.2.1.CS.1 - 1.2.1.CS.1 Demonstrate understanding of art and design studio ideation and proposal presentations as studio tasks to solve societal problems. 1.2.1.LO.1 Use art and design studio proposal presentations and ideations as solutions for societal problems.
Indicator: 1.2.1.LI.1 - Identify how art or design studio tasks can be used as an artistic intervention for social problems
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on this year's front page and in title case elsewhere; recased to match. Printed form: THINKING STUDIO
Curriculum reference: NaCCA curriculum document, p. 41

Exemplars (from the NaCCA curriculum)

Experiential Learning: In groups, take an environmental walk/Virtual field trip to find problems in society that can be addressed with tasks in art or design. Problem-Based Learning: In mixed groups examine Art and Design tasks that can be used to create artworks and products to solve problems in society. Share completed tasks with the whole class. Encourage students to respect and tolerate other comments. Project-Based Learning; Group Work/ Collaborative Learning: Construct a manual/digital pictorial inventory of possible studio tasks that can be used as artistic interventions for societal problems. Share with the class for comments. Encourage learners to tolerate comments and observations from colleagues. Examples: water pollution, signages, improper garbage disposal, pedestrian walkways, public art and aesthetic road accidents, etc.

Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials: the environment; textbooks; web reference; journals; magazines; videos; flip charts; posters; flyers; TLMs on proposal writing about 2-D and 3-D art-making such as collage, photo montage painting; buntings; textile design; graphic design; printing and printmaking; photography