Lesson Plan | Active Learning | Modernism

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives phase is crucial for guiding both the teacher and the students on the focus of the lesson. By clearly establishing what is expected to be achieved, students can better direct their prior study and preparation, while the teacher can adjust the focus and activities to ensure that the objectives are met. This section serves as a roadmap for the lesson, ensuring that all parties involved are aligned and maximize the use of classroom time.

Main Objectives:

1. Empower students to identify and describe the main characteristics of Modernism in the arts, such as the rejection of traditional forms and adherence to subjectivity.

2. Encourage students to relate Modernism to other artistic movements and historical contexts, strengthening interdisciplinary understanding.

Side Objectives:

1. Encourage active participation from students in the discussion and analysis of modernist works, promoting skills in argumentation and critique.

Introduction

Duration: (15 - 20 minutes)

The purpose of the Introduction phase is to engage students with the content they studied previously at home, using problem situations that prompt them to reflect and apply their knowledge in a practical way. Additionally, the contextualization aims to broaden students' understanding of the relevance of Modernism, connecting it with historical and cultural events that help to give meaning and depth to its artistic innovations.

Problem-Based Situations

1. Imagine you are artists in the early 20th century. How would you express your worldviews considering the rejection of artistic tradition proposed by Modernism?

2. Think of a traditional work of art, such as a classic portrait, and mentally transform it into a modernist expression. What elements would be altered to reflect the subjectivity and innovation of the period?

Contextualization

Modernism was not just an artistic movement, but a significant break with the conventions of the 19th century across all areas of culture, such as literature, music, and architecture. Interestingly, many modernist artists were actively involved in the political and social movements of their time, which directly influenced their works. For example, artists like Frida Kahlo and Diego Rivera in Mexico, or Pablo Picasso and Salvador Dalí in Spain, used their art to engage with and criticize issues such as social inequality and technological changes.

Development

Duration: (70 - 80 minutes)

The Development phase is designed to allow students to practically and innovatively apply the knowledge acquired about Modernism, using methods that stimulate creativity, teamwork, and artistic exploration. The proposed activities aim to consolidate students' understanding of the characteristics of Modernism, in addition to promoting skills in expression, argumentation, and critique, essential for the Arts discipline.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Living Modernism: A Multisensory Experience

> Duration: (60 - 70 minutes)

- Objective: Creatively explore the characteristics of Modernism through a sensory installation, promoting deep understanding and artistic expression among students.

- Description: In this activity, students will be divided into groups of up to 5 people and each group will be assigned to represent one of the main modernist movements (Futurism, Cubism, Dadaism, Surrealism, among others). They will create a 'living installation' that combines visual, sound, and kinetic elements to express the artistic and philosophical characteristics of the designated movement.

- Instructions:

• Divide the class into groups of up to 5 students.

• Assign each group one of the modernist movements to represent.

• Students should research characteristics, artists, and key works of the assigned movement.

• Using available materials (colored papers, fabrics, paints, simple musical instruments), students should create an installation that represents the movement, exploring characteristic forms, colors, and sounds.

• Prepare a brief presentation explaining how each element of the installation represents an innovation or characteristic of the modernist movement and how it relates to the historical and cultural context.

Activity 2 - Modernism in Colors: Painting Subjectivity

> Duration: (60 - 70 minutes)

- Objective: Develop students' artistic and creative skills, allowing them to experiment with the rejection of traditional forms and the expression of subjectivity in the modernist context.

- Description: Grouped students will explore the collage technique to create modernist 'paintings' that express subjectivity and rejection of tradition. Using magazines, colored papers, and other materials, they must compose works that challenge previous aesthetic conventions.

- Instructions:

• Organize students into groups of no more than 5 people.

• Provide each group with magazines, papers, scissors, and glue.

• Ask each group to choose a theme or concept for their work, inspired by the characteristics of Modernism.

• Students must cut and glue materials to create a composition that challenges traditional norms of representation.

• At the end, each group will present their work, explaining their aesthetic choices and how they reflect modernist principles.

Activity 3 - Modernist Theater: Dramatizing Innovation

> Duration: (60 - 70 minutes)

- Objective: Stimulate understanding and expression of modernist ideas through drama, promoting collaboration and creativity among students.

- Description: This activity involves creating and presenting small plays that explore modernist themes and styles. Students will write, direct, and act in plays that reflect the social, political, and cultural tensions and changes of the period.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group chooses a modernist theme or concept for their play.

• Students write the script, considering modernist characteristics such as rejection of tradition, subjectivity, and the use of new forms of expression.

• Groups rehearse their plays, focusing on the expressiveness and innovation of the modernist style.

• Conduct a presentation session, where each group shows their play to the class, followed by a discussion about the modernist techniques and ideas presented.

Feedback

Duration: (10 - 20 minutes)

The purpose of this phase is to consolidate the knowledge acquired by students, allowing them to articulate and reflect on their learning in a critical and collaborative manner. Through group discussion, students have the opportunity to verbalize their understandings and hear different perspectives, which enriches the collective understanding of the topic. This time also serves to evaluate the effectiveness of the activities carried out and the depth of the students' learning about Modernism, preparing them for potential future assessments.

Group Discussion

To start the group discussion, the teacher should gather all students and ask each group to share the experiences they had during the activity. It is suggested that the teacher begins with a brief introduction, recalling the main concepts of Modernism and the activities carried out. Then, each group will have the opportunity to present its installation, collage, or play, followed by a reflection on how the elements used represent the characteristics of the modernist movement and the proposed subjectivity.

Key Questions

1. How were the rejection of tradition and emphasis on subjectivity manifested in the works produced by each group?

2. Which elements of the presented works do you consider most innovative and why?

3. In what ways did today’s discussions and activities help deepen your understanding of Modernism?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion phase serves to reinforce and synthesize the acquired knowledge, ensuring that students can link the practical activities carried out with the theoretical concepts studied. Additionally, it highlights the relevance of Modernism not just as a tool for artistic expression, but as a reflection of the social and cultural changes of its time, preparing students for a more critical and contextualized analysis of modernist works.

Summary

In the Conclusion phase, the teacher should summarize the main points addressed about Modernism, reinforcing the characteristics of rejection of tradition and emphasis on subjectivity. It is important to recap the activities carried out, such as installations, collages, and plays, and how these artistic expressions reflected modernist principles.

Theory Connection

During the lesson, the connection between the studied theory and the practices carried out was established continuously. Students were able to experience in practice the theories about the rejection of tradition and aesthetic innovation, applying these concepts in creating their own works of art, which reinforced theoretical understanding through concrete experiences.

Closing

Finally, the teacher should highlight the importance of Modernism not only as an artistic movement but as a cultural and social response to the challenges and changes of the early 20th century. Understanding Modernism helps expand students' worldviews and understand the ongoing relevance of art in expressing ideas and emotions in diverse contexts.