Stark - Lesson Plan Outline

Lesson Title Brian Mock – Class Critique

Grade Level 4th Grade
Central Focus Students will critique one of Brian Mock’s metal sculptures by describing,
analyzing, interpreting, and making decisions about the artwork. Students
will look at their own art, and the art of their classmates. They will discuss
their choices and critique with a partner.
Learning The Students Will: analyze and discuss an artistic work by Brian Mock
Objectives using Feldman’s model for critique. The students will also critique their
own work as well as one other peer, showing thoughtful analysis through a
handout with the parts of a critique.
Standards 5.A.1.1
Foundations
Use foundational knowledge and skills while responding to, creating, and
presenting artistic work.
5.4.4.7.1
Respond
Analyze and construct interpretations of artistic work.
Supplies 1. PowerPoint Presentation
2. Student Sketchbooks
3. Pencils
4. Finished Student projects
5. Copies of Critique Handout
6. Post-it Notes
Informal Prompted Class Critique of Mock’s Sculpture
Assessments
Formal Critique handout
Assessments
Steps in the Before students arrive open the PowerPoint to the first slide. Have the
lesson (script) students’ sketchbooks and pencils out at the front of the classroom. Stick
three post-it’s on each student’s sketchbook. Draw a large t-shape on the
whiteboard.
Welcome: 5
minutes As the students enter the classroom instruct them to grab their
sketchbooks and a pencil from the front, find their finished projects from
the shelves, and take a seat. Once everyone is seated begin the class
period with a greeting and instruct the students to pair-share with the
question on the board. “What is your favorite part about your own
sculpture?” Give the students a few minutes to discuss with their partner.
Brian Mock
Critique: 15-20 Slide 2: Remind the students about the artist Brian Mock. Ask if anyone
minutes remembers any information about the artist from the previous lesson.
Discuss his use of recycled materials, specifically metals. Ask the students if
anyone remembers one of the materials the class discussed during the last
lesson. Explain to the students that “Today we will be looking at one
specific sculpture created by Brian Mock and evaluating the sculpture
through a series of questions.”

Slide 3: Introduce the sculpture “Molly”. Explain that this is the sculpture
the class will be looking at.

Slide 4: Explain that the first step is to describe what we can see about the
artwork. On the whiteboard in the top left square created by the t-shape
drawn earlier write the word “Describe”. Prompt the students using the
questions on the slide, writing down student responses in the “describe
square”. Use classroom guides about the element of art to prompt
students to use the elements in their observations.

Slide 5: Explain that the next step is to think about how what we can see
about the work relates to the principles of art, and the context of the art.
On the whiteboard in the top right square write the word “Analyze”.
Prompt the student using the questions on the slide, writing down student
responses.

Slide 6: Explain that the next step is to think about the meaning and mood
of an art piece. On the whiteboard in the bottom left square write the
word “Interpret”. Prompt the student using the questions on the slide,
writing down student responses.

Slide 7: Explain that the final step is to decide how you feel about the piece
of art, if you like it, and what you like or dislike about it. On the whiteboard
in the bottom right square write the word “Decide”. Prompt the student
using the questions on the slide, writing down student responses.
Sculpture Walk:
10-15 minutes At the end of the power point instruct students to stand up from their
seats. Explain that everyone will be taking the next few minutes to walk
around the room and look at everyone’s finished sculptures. Prompt the
students to think about the differences and similarities they notice while
observing other students art. Explain to the students that while they walk
 around the room, they will be using the post-it notes they have. Explain to
the students that for each post it note they should choose one of the 4
steps to write a comment about another students artwork. They will leave
the post it on the table next to the artwork.
Partner
Critique: 10-15 After all the students seem to have finished writing their post-its, hand out
minutes a critique handout to each student. Explain to the students that they will
be introducing their artwork to their partner and then they will fill out the
critique about the artwork their partner introduced to them.

Closing: 5
With the last five minutes of class instruct the students to stick the post it
minutes
notes for their artwork on the next blank page in their sketchbooks. One
table at a time have the students put away their sketchbooks, pencils, and
finished artwork. Instruct them to hold on to their critique paper. Explain
that the finished critique will be their exit ticket for the day.
Vocabulary Brian Mock: Metal Sculptor from Oregon
Critique: A detailed evaluation and assessment of a piece of artwork
Analyze: Examine and interpret the elements of a piece of art
Describe: Surface level observations about a piece of art
Interpret: Describe the meaning and mood of a piece of art.
Decide: Make decisions about one’s opinion on a piece of art.
resources https://www.brianmock.com/dogs?lightbox=dataItem-k7xlmldn