Reflecting On Visual Culture and Social Issues

Grade: 9th
Student Learning Objective: Students will analyze Barbara Krugers artwork and the article discussing social issues, like power and gender, to create a reflection sketch and
writing on a specific social issue that is meaningful to the student.
Materials:
Barbara Kruger: Revealing Hidden Truths article
Sketchbook
Notebook paper
Pencil/pen
Preparation for the Activities:
Students previously had been shown a few of Barbara Krugers artworks and discussed various elements of art used within her works that contribute to the overall composition,
feeling, and meaning behind her works as a brief introduction to Kruger. Students were asked to think of ways posters (like Kruger used) and advertisements are used in todays
culture to communicate a message and to write down any ideas that came to mind in their sketchbooks. Students will eventually later on create a reflective poster on a social issue
after reading this article, writing a reflection and sketch. On the day of the lesson, students will get into their table groups with their sketchbooks and skim over the article as they
get ready for class to start.
Text Information: Scholastic Art. (2008, November 1). Barbara Kruger: Revealing Hidden Truths. Posters: Working with Composition, 4-11.
Link to Text:
Visual and Social Culture.pdf

Flesh-Kincaid Readability Level: 9.5

Order of the Lesson:
1.

Introduction: Students will have a brief whole group discussion on what was discussed last class and the teacher will show some images of Krugers artwork taken from
her website (http://www.barbarakruger.com/). The teacher will ask students what ideas they wrote down in their sketchbooks about ways posters and advertisements are
used in todays culture to communicate a message.

2.

Before Reading Strategy: Students will do a picture walk throughout the article to gather clues and ideas to make predictions about the article. The students will discuss
their ideas as a group as the teacher uses a shorten version of the I Wonder Why strategy. The teacher will list any ideas the class mentions on the board.

3.

During Reading Strategy: Students will use their sketchbooks for notetaking as they find any important ideas in the article to write them down and use for a main idea
chart.

2014Cherie Behrens

4.

After Reading Strategy: Have the groups briefly discussed important ideas talked about during the article and have students share a few reflective sketches and/or
writings. Five minutes before students leave, have them fill out a 321 exit card.

Introduction: The teacher will assist in starting a discussion about posters and advertisements in todays culture and who Barbara Kruger is as well as showing how her work
shows these ideas. Vocabulary Strategy: Vocabulary Preview- After having a discussion from last weeks topic, the teacher will introduce the article about Barbara Kruger and her
artwork. Before students start with making predictions about the article, the teacher will list words that are important for students to know like composition, focal point, positive
and negative space and shape on the board. The teacher will discuss the words by relating them to other words students would know as well as how these key words relate to each
other. The teacher will also relate the words to artworks previously discussed as a visual aid such as what is the overall composition of Krugers Heard print (Is it a radial
composition or a diagonal composition?) and ask how students would know that. Questions that the teacher may use to help students if they are still confused on the word
composition, for example, may include What implied lines do you see? How does your eye travel throughout the piece? Does it go in a circle or diagonal towards something?
Ask students what the words mean again before moving on to make sure they understand the basic terms of the article. This introductory vocabulary activity will help students
recognize important words when talking about artwork and how they are used in the real world. This also helps students narrow in on important words that maybe confusing when
reading the article and therefore helps them understand the article more as well as how to dissect other words that maybe confusing to them. The teacher will also ask students if
there are any other words that they are confused about before previewing the article so those can be cleared up and defined as well.
CONTENT AREA STANDARD:
Discipline:
Art
9th-12th Grade NGSSS
NGSSS: VA.912.H.1.1- Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of
with Link and
the artwork.
Standard Written Out:
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS Anchor
Reading
Writing
Listening and Speaking
Standard
Addressed:
K-12 CCSS
CCSS.ELA-LITERACY.CCRA.R.7CCSS.ELA-LITERACY.CCRA.W.9CCSS.ELA-LITERACY.CCRA.SL.1Anchor
Integrate and evaluate content
Draw evidence from literary or informational texts to support
Prepare for and participate effectively
Standards with presented in diverse media and
analysis, reflection, and research.
in a range of conversations and
Link and
formats, including visually and
collaborations with diverse partners,
Standard
quantitatively, as well as in words.
building on others' ideas and expressing
Written Out:
their own clearly and persuasively.
Corresponding Before Reading: Students will
After Reading (activity two): Students will write notes on the
After Reading (activity one): Students
Before, During analyze and write down
other column of their note-taking page of anything they found
will discuss important ideas talked
and After
ideas/questions they have about the
important discussed within their groups.
about in the article using their own
Strategies
pictures seen throughout the article to
notes and main idea charts within their
make predictions about the article.
table groups. Students will be
The teacher will use a shorten version
After Reading (activity three): Students will write what they
proactively listening to their peers and
of the I Wonder Why strategy in a
found out or something that was new to them, something that was discuss or ask questions if they feel the
class discussion afterwards to help
interesting, and questions they may have still about the article in
need.
students think about the text.
the last five minutes of class.

2014Cherie Behrens

During Reading: Students will take

specific notes and from the reading on
one half of the paper leaving the other
half open for group discussion notes.
Students will find important ideas in
the article to use in their main idea
chart.
Evaluation
Using
Formative
Assessment

Before Reading: As students are

analyzing and writing down ideas
about the pictures, the teacher will
walk throughout the classroom and
make sure students are on task and
answer any questions. With the I
Wonder Why strategy, the teacher
can see how well students are
grasping the material as an informal
discussion.

After Reading (activity two): The teacher will read students

notes and main idea charts to make sure students are participating
and are actively reflecting and analyzing the text. The teacher
will provide assistance if needed.
After Reading (activity three): The teacher will gather the 321
exit cards and read through them to check for student
understanding and take note of any questions students had to
clarify before the next lesson.

After Reading (activity one): As

students are discussing and sharing
ideas, the teacher will listen to the
students to make sure they are on task
and are actively participating. The
teacher will provide assistance if
needed.

During Reading: As students are

taking notes and filling their main idea
charts, the teacher will observe the
class as he/she walks throughout the
classroom and will read notes of
students to ensure they are taking
adequate notes and filling out their
main idea charts. The teacher is also
there to help if needed.

Estimated Time:
This activity will take about two 60 minute class periods to go over the introduction and then the article activity. Another four or so 50 minute class periods would be needed for
the studio part of the activity which would be for students to create their own poster on a social issue. The introduction and the before reading would be done one day and the
during and after reading would be done the following day. If time allows, students can start their reading on the first day. More time maybe allotted for students if they need more
time to finish their main idea chart.
English Learner Strategies:
Reading, writing, listening, speaking, scaffolding (visual aids)

2014Cherie Behrens

Hess' Level of Cognitive Rigor Matrix: Create: Synthesize information within one source or text
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will observe and interpret artworks and text through notetaking and discussion and synthesize
all of that information into main ideas to eventually create their own artwork.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Before Reading:
1) I do it:
The teacher will
explicitly explain the
directions of how to
do a picture walk to
students. The teacher
will provide answers
to questions students
may have about it.
2) We do it:
The teacher will give
a guided practice on
the picture walk by
doing a shorten
version using an
article from last
weeks project.
3) You do it:
The teacher will have
students complete a
picture walk through

2014Cherie Behrens

During Reading:

Gradual Release Model for the Strategies in this Lesson

After Reading (activity one):
After Reading (activity two):

1) I do it:
The teacher will
demonstrate and
explicitly explain how
to take notes and make
a main idea chart in
students sketchbooks.
The teacher will show
students how to split
the page in half and
write their own notes
while reading on one
side and then group
discussion notes on the
other side by doing it
on a large paper on the
board. The teacher will
also show how to make
a main idea chart with a
main bubble and
subtopics. The teacher
will tell students to
write main ideas,

1) I do it:
The teacher will tell
students to work in their
groups to discuss and
listen to their
findings/notes about the
article. The teacher will
monitor students when
walking around to make
sure they are on task.
2) We do it:
The teacher will guide
students in providing an
example of what they
need to be discussing as
well as listening to
others. The teacher will
assist students if they
have any questions.
3) You do it:
The students will discuss,

1) I do it:
The teacher will
explicitly tell students to
stop their discussions and
write on the other half of
their notes ideas or
thoughts they had about
the article after
discussing with a group.
The teacher will
demonstrate again how to
do the notes on the large
paper on the board.
2) We do it:
The teacher will guide
students by giving an
example of an idea she
heard from a group that
may be important
information that the
teacher did not think
about or write before and

After Reading (activity three):

1) I do it:
The teacher will
explicitly explain how to
fill out a 321 exit card
before given out to the
class.
2) We do it:
The teacher will guide
students before writing
on their exit cards on
filling out the cards on a
different idea than the
one they are going to be
writing about to show
how it is done.
3) You do it:
The teacher will provide
the last five minutes of
class for students to
independently fill out the
321 exit card about what
they found out or learned

the article and check

to see they are writing
important ideas or
observations from
what they are seeing.
Once students have
finished that, they can
make predictions to
what they think the
text is about.

thoughts, opinions, etc.

the student has during
the reading onto their
notes.
2) We do it:
The teacher will
provide guided practice
by going over the first
paragraph of the article
with students and
demonstrate how to
take notes on one side
of the paper (one
column) while students
do it with the teacher.
The teacher will guide
students again with the
main idea chart as well
with using a suggested
idea.

listen, and ask questions

in their groups about
what they found
interesting or important
in the article. Students
will also discuss what
they put down for their
main idea chart and the
teacher will monitor
students by walking
around and assist if
questions arise.

then write it on the other

column on the large
paper on the board. The
students will do this with
the teacher on their own
paper.
3) You do it:
The students will then
write a few thoughts and
ideas down in their own
notes and then the
teacher will have a few
students share their
thoughts and main idea
charts.

3) You do it:
The students will then
read the article and take
notes simultaneously as
well as filling out their
main idea chart with
important information
from the article.

Strategies and Links:

Before Reading: Picture Walk
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
During Reading: Notetaking and Main Idea Chart
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx
After Reading: 321 Exit Card
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx

2014Cherie Behrens

today, anything
interesting they came
across, and any questions
they have. Students then
give them to the teacher
as they leave.

Reflection:
This lesson will help students comprehend text at a level three applied reading level because of the strategies and helpful guides for students from begging to end of the lesson.
Since this is an art classroom, using visuals is a given which can help students comprehend what is being said. The teacher goes over every step, explaining every part, throughout
the lesson even before teacher shows how to do it. Explaining it then showing it while explaining it and having students then do it while Im explaining it helps students really
comprehend the process and can have a more focused direction in which they are learning. This lesson is all about making sure students understand every step and if there are any
questions, the student will have it answered before moving on. This process allows students to freely ask questions in an environment where the process is just as, if not more,
important as the product. Students in this lesson are asked to really think about what they are seeing and reading to create their own ideas and inferences. Students at the end are
asked what they have learned and found interesting and any questions that remain can still be answered which helps students reflect about the whole process. This activity is a great
way to merge into a studio practice activity since it allows students to not only look at artwork but read about it which gives it a more real-life implication and purpose.
Objectives Connection:
The objective for this lesson was to analyze and synthesize artwork and text to create a better understanding of social issues and how contemporary artists like Kruger develop a
composition in the artwork to communicate a specific message about social issues. By having students analyze the images before reading the text, its a start to focusing in on
details and making students aware of important ideas that may have been looked over. Then, having them read, write notes while reading and after discussions, break down their
notes into main ideas, and discussions all help the student better comprehend what is being read and for what purpose. Getting student feedback and questions both verbally and
written on paper helps the teacher better the students learning.

2014Cherie Behrens