Teaching Strategies
Visual Thinking Strategies (VTS)
Visual Thinking Strategies are used throughout the unit to develop students’ visual literacy and encourage close observation before interpretation. Students will be beginning many lessons by closely examining works of art using open-ended prompts such as: “What do you see in this image?”, “What do you think is being communicated or happening in this image?”, and “What do you see in these images that make you say that?” This way, instead of students immediately receiving historical context or the “correct” interpretation, they are able to construct meaning through evidence-based discussion, learning to support their ideas with visual evidence and also continuing to consider multiple perspectives.
Case Study Analysis
Students will be deepening their understanding of each unit theme through the examination of historical and contemporary artists whose work reflects the complexities of power, censorship, and resistance. Students will be moving beyond learning concepts in isolation and will be investigating artists such as Jaune Quick-to-See Smith, Emily Jacir, Ai Weiwei, Dread Scott, Emory Douglas, Banksy, and many more to examine the historical context, intended audience, artistic choices, and broader social impact of each work. These case studies provide authentic examples that help students connect non-representational concepts to real-world events and artistic practice.
Studio Practice with Student Choice & Reflection
In this unit, students will be applying the concepts explored throughout by creating original artworks that communicate ideas rather than simply demonstrating technical skill. While each lesson establishes common learning goals, students are encouraged to make meaningful choices about subject matter, symbolism, materials, and artistic processes that reflect their own interests and perspectives. Whether designing resistance artwork, preserving cultural traditions through art, or creating work that addresses contemporary issues, the goal is for students to be using art as a deliberate form of visual communication. Reflection is embedded throughout this unit to encourage students to make connections between the themes they are learning about and exploring, the artworks they are studying, and the artworks they are creating. Students should be regularly responding to prompts that ask them to analyze artistic choices, consider multiple/other perspectives, and evaluate how visual elements are communicating messages and meanings.
Curatorial Practice
Students assume the role of curators by considering how artworks are selected, organized, interpreted, and presented to audiences. Throughout the unit, students will be examining how museums, memorials, institutions, and public spaces influence meaning by elevating specific voices and excluding others. In culminating activities, students are curating collections of artwork, developing exhibition themes, writing interpretive labels, and justifying their curatorial decisions. This process reinforces the understanding that meaning is shaped not only by the artwork itself, but also by the context in which it is displayed and presented to an audience.
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