DAILY LESSON PLAN ___8 & 9___

Component Explanation

UTL 640 Brenton Galley

Bussell/McNeil 10th/World History

Cold War Art and Culture

Description: Students will interpret art, music and literature of the Cold War and explain how art
transcends the culture they were created and conveys universal themes by completing a venn-
diagram during a gallery walk.

ENDURING UNDERSTANDING: International conflict transforms nations and the daily life of citizens.

ESSENTIAL QUESTIONS:

What does art often reflect?

How does art transcend cultures and time in which it is created?

Why do historians study art?

GUIDING QUESTIONS:

What was the purpose of Cold War propaganda?

How did government intelligence missions manifest in Cold War art?

Why was the future a major theme in Cold War art and culture?

RESOURCES/MATERIALS

-8 images that demonstrate themes in Art and Culture from the Cold War Era
-Venn Diagram Graphic Organizer
-Art Analysis Graphic Organizer
-Powerpoint Slides
-Tape
-Space in hallway or classroom for gallery walk

TEKS/SE
WH26 Culture. The student understands the relationship between the arts and the times
during which they were created.

The student is expected to: (C) identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes

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(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:

(B) use standard grammar, spelling, sentence structure, and punctuation;

(C) interpret and create written, oral, and visual presentations of social studies information; and

(D) transfer information from one medium to another.

LESSON OBJECTIVE

Students will interpret art, music and literature of the Cold War and explain how art transcends the
culture they were created and conveys universal themes by completing a venn-diagram during a
gallery walk.

LESSON
ENGAGEMENT TIME: 10 Min
Objective: Students will interpret art, music and literature of the Cold War and explain how art
transcends the culture they were created and conveys universal themes by completing a turn-talk-
share-write exercise.

Actions of Teacher Actions of Students

-Teacher starts off lesson by posing two questions -Students turn to their partner, talk about their answer,
and an example of political graffiti art on the and then selected students will be called to share from
PowerPoint. the class.

-Questions: -After 3 students have shared, students will write their

answer for 1min.
What does this graffiti art convey about current
events?

What universal themes are being conveyed?

-Teacher will call on students wearing long sleeves to

answer.

-Teacher will then switch to a slide of another similar

piece of graffiti art from 1990. The teacher will ask the
students what the two graffiti works indicate about art.

EXPLORATION TIME: 50 Min

Objective: Students will interpret art, music and literature of the Cold War and explain how art
transcends the culture they were created and conveys universal themes by completing a Venn-
diagram during a gallery walk.

Actions of Teacher Actions of Students

-Teacher will deliver brief lecture notes on the three -Students will complete 2-column notes in ISNs
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themes present in Cold War art and culture: Futurism,
Propaganda, and Intelligence. (10 Min)
-Teacher will direct students out to the hall to begin
the gallery walk.
-Teacher will split students into groups of 4. (5 Min)
-Teacher will strictly keep the time of the activity.
-Teacher will gather attention of each group after each
5 minute period and instruct groups to move to next
set of art. (30 Min)
-After all stations have been completed, students will
be directed back into the classroom. (5 Min)
EXPLANATION TIME: 15 Min
Objective: Students will interpret art, music and literature of the Cold War and explain how art
transcends the culture they were created and conveys universal themes by completing a 3-2-1 writing
activity.
Actions of Teacher
-Teacher will review the questions that students
created about the artwork and clarify meaning of
artwork mentioned by students.
-Teacher will introduce the 3-2-1 activity. Teacher
instructs the students that the activity is the exit ticket.
-Teacher asks students for examples of potential
questions that might be applicable to art.
-While students work, teacher will play Leningrad
Symphony.
ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES
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regarding three themes present in Cold War Art:
Futurism, Propaganda, and Intelligence.
-Students will follow teachers direction into the hall.
-Students will begin the gallery walk. At each section
of art, students will analyze the art as a group.
-At four of the sections of art, the students will use
their graphic organizers to explain characteristics of
the art, draw a conclusion about the universal
meaning of the art, and create a question.
- For two art sections, a venn-diagram comparing the
two works will be completed. Students are required to
list two unique characteristics of each piece of art and
then one shared characteristic. The purpose of this is
to help students to understand the transcendent
nature of art. Each of the venn-diagram sets will
include artwork (fashion, architecture, etc.) that is from
a different culture or time period but is similar in some
way.
-Students will have 5 minutes at each section of
artwork.
Actions of Students
-Students will complete a 3-2-1 writing activity after
listening to the introduction by the teacher.
-The 3-2-1 activity requires all of the following:
Students must complete this sentence 3 times
based on the graphic organizers:
____(name of artwork)________ conveyed
___________ because ____________...
2 ways that the students contributed to their
group
1 question the students still have
Key Vocabulary will be pre-taught for EL students. SPED students will be placed together. This lesson
will allow opportunity for gifted students to interact and work with other gifted students, thus
challenging them.

EVALUATION

The two images above share which theme from Cold War Art:

A) intelligence
B) futurism
C) safety.
D) propaganda

NOTES/RECOMMENDATIONS
After the lesson is taught, UTL 640 student will make notes and recommendations about the lesson.
Strengths Changes To Be Made
-One strength of the lesson was the movement. -The students completed each section in the
Students who are kinesthetic learners thrived gallery walk quicker than expected. 5 minutes
during the gallery walk portion of the lesson. was too long. 3 minutes at each section was
enough time for the students to look at only 1 or 2
-The lesson was aligned. The engage, explore, images. One suggestion to improve the lesson
and explain sections all involved the study and would be to add 3-4 different types of Cold War
application of the same three themes of Cold War art that have the same theme and have students
Art. answer questions about each piece. This change
would increase the time that students need on
-The graphic organizer that was used in the art each section in the gallery walk and reduce
gallery walk was successful because it required downtime. Alternatively, another explore activity
the students to draw conclusions and ask can be added to this lesson to make up for

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questions. This involved high levels of thinking for decreased time in the gallery walk.
the students.
-Another change that can be made to this lesson
-The students discussed each image in the is to include more effective differentiation. One
gallery walk very thoroughly with one another. way that I could do this is by changing up the
Working in groups was a great way to develop explain portion of the lesson to allow for self-
collaboration skills among the students, which are determination. In lieu of the 3-2-1 activity,
vital for the 21st century leaner. students may be allowed to create their own cold
war propaganda poster, design their own cold
-The engage activity was successful because it war fashion-wear, or create an original piece of
captured student attention. Students were art that reflects universal themes present in the
intrigued by the strange graffiti art of Donald Cold War era.
Trump and Hillary Clinton. Student participation
was high at the beginning of class.

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