2 sessions; 45 minutes per session

1. SWBAT discuss modern art history movements.
2. SWBAT work with a team to develop an argument for or against the chosen art movement.
3. SWBAT respectfully debate the merits of an art movement.
4. SWBAT think critically and reflect in writing on an art movement.

1. Computer and projector for presentation
2. Paper and pencils for notes
3. Student computers or books for research

Need these materials? Visit Blick!

1. Presentation & Discussion
-Show slides presentation with an overview of modern art history "isms"
-Gauge students' reactions, guide discussion
-Ask students to vote on which movement they feel is the most controversial
2. Explain debate
-Tell class they will be debating for or against the chosen movement in teams
-Chose the most controversial so it is easier to make good arguments
-Tell students they can argue against even if they are "for" and that understanding the other side will help them make a better argument
-Divide the students into teams
3. Research and plan
-teams plan their arguments
-encourage all students to participate
4. Debate! (Day 2)
-Give teams a few minutes to finalize plans
-Explain norms for the debate: be respectful, no personal attacks, each team will be given time for their initial argument and then time to respond to the other team, one person can speak at a time
-Debate
5. Reflect
-At the end of class give students time to reflect in writing on the arguments made and their opinions of the art movement

Students were assessed based on participation with their team and their written reflection.

1. Slides presentation https://docs.google.com/presentation/d/1RISrYHSTftwgfQNHYQnbUshJbYcxUKhKYVBz0vwcKK4/edit?usp=sharing

I let students choose teams and I wish I had made it random so they would have been more even.
I don't have set times to give you for the segments of the debate because I kind of responded to my class. You'll have to respond to yours!
My students would have loved to have more time to debate. They really got into it and were invested in the topic.

[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

Abstract Art, Conceptual Art, Cubism, Dadaism, Fauvism, Impressionism, Minimalism, Surrealism