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Unit Plan: The Danger of a Single Perspective

University of North Texas
Art Education
I. Lesson Number 3
Grade Level: High School. Course: Art 1
Title: The Danger of a Single Perspective.
Duration: 1 day, 1 session, 50 minute classes.
II. Lesson Rationale:
Students will explore the effects and power perspectives can have on individuals and even
entire groups of people, and critique specific artists and artworks while discovering the power
as individuals we can have.
Why is this lesson significant in helping students to understand key concepts and essential questions?
This lesson brings students perspectives or biases into perspective and will cause students to
confront perceptions that they may have or may be victim of.
III. Key Concepts:
Perceptions and People
IV. Essential Question:
What is the danger of a single story?
How can one set perspective or view hurt individual?
How can our perspective affect those around us?
How can we use our role as artists to confront perspectives and perceptions?
V. Lesson Objectives:
Students will be able to discuss Adichies The Danger of a Single Story
Students will be able to critically engage with Gauguins Tahitian women on the Beach.
Students will be able to debate with fellow students about the role of artists.
VI. Specific Art Content:
Students will critically engage with art history and specifically with Gauguin and look at his
role and power as an artist and relate it to their power as artists.
VII. Resources & Materials for Teacher:
The Danger of a Story Single Story:
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
Projector
VIII. Resources & Materials for Students:
Sketchbooks and pencils.
IX. Instruction and Its Sequencing:
Day of the Lesson
1. Lesson Objectives:
Students will be able to discuss Adichies The Danger of a Single Story.
Students will be able to critically engage with Gauguins Tahitian Women on the Beach.
Students will be able to debate with fellow students about the role of artists.
2. Introduction/Motivation:
Teacher will open up class with Adichies The Danger of a Single Story.
3. Guided Practice
After the video, teacher will engage students in a short discuss of Gauguins Tahitian Women
on the Teach and discussion on The Danger of a Single Story through a series of questions
and short lecture over Gauguin this work:
o A lot of individuals are uneasy when it come to calling Gauguin was on the great
artists, even though some may say that he did some of the most important things for

the art world during the time of the Abstract Expressionist movement and
specifically the time of Primitivism. It is his personal life that questions the level of
status we give him in the art world. Most people who know about his work also
know that he left his wife and children during a midlife crisis to move to the islands
of Tahiti, where he found the women depicted in most of his works. However, the
controversy is the women in his world are in fact not women but children, teenage
girls that Gauguin took as his wives on the island. These woman are depicted in
almost all of his paintings are this teenagers. He was also responsible for transferring
diseases to these teenagers. The truth of the matter is that when provided with the
context and story of his subject matter, Gauguins work is rather unsettling and
makes a lot of individuals question is place in art history and even elevation in
museums today.
o Tahitian Women on the Beach, 1891, Paul Gauguin, Musee dOrsay, Paris, Oil on
canvas, 27.2 in x 35.8 in.
o Who are these women? What single perspective is Gauguin presenting? How could
this perspective be damaging? What perspective about literature was presented to
Adichie?
4. Independent Practice
Students will then have to write a one-page reflection in their sketchbooks on the different
perspectives present within their selected issue.
5. Closure
Teacher will remind students to bring sketch books to class the following day to be checked
and continue until project 2, Another Perspective.
6. Formative Evaluation
Based on student discussion, teacher will determine whether or not students understand the
intended material enough to continue unto the project.
7. Classroom Management Procedures
Students will be to seat quietly during video and participate in class discussion.
X. Summative Assessment and Evaluation:
POOR
AVERAGE
EXCELLENT
Criteria
PARTICIPATION

Student did not pay

attention during video
or participate in class
discussion

REFLECTION

Student did not turn in

any reflection.

Student was quiet and

attentive during the
video but did not
participate in class
discussion
Student turned in some
sort of reflection

Student was quiet and

attentive during video
and participated in class
discussion
Student turned in a very
thought out reflection.

XI. Interdisciplinary Connections:

XII. References & Resources:
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
http://www.telegraph.co.uk/culture/art/8011066/Is-it-wrong-to-admire-Paul-Gauguins-art.html
http://totallyhistory.com/tahitian-women-on-the-beach/
XIII. Art TEKS
(3) Historical and cultural relevance.
a) compare and contrast historical and contemporary styles while identifying general themes and trends;

a)

describe general characteristics in artwork from a variety of cultures, which might also include personal
identity and heritage;
(4) Critical evaluation and response.
a).interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in
museums, local galleries, art exhibits, and websites;
b) evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork,
analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;