Unit Lesson 3

Enduring Idea: Throughout time and across cultures, people have created place by forming
personal safe spaces.
Lesson Title: Sharing Safe Spaces
Age/Grade/Class: 9th Grade
Time Allotment: 5 classes, 50 minutes each.
OVERVIEW:
1. Lesson Summary: Over the course of this lesson, students will learn about what safe
spaces are and how they can welcome other students into a safe space of their own. The
students will create the criteria of their ideal safe space; they will be able to identify the
most important aspects of their safe spaces through movement or through visual
language. In order for this project to be successful, the students must first establish the art
room as a judgement-free zone, which they will learn how to do throughout this lesson as
well. Through research on performance art, the students will create a 2-minute
presentation of a safe space.
2. Lesson Rationale: This lesson is important for 9th graders in early high school for many
reasons. One of which being the significance of overcoming anxiety with public speaking
and presenting. Students in early high school oftentimes have debilitating nerves when
speaking or presenting in front of a class, so this lesson is integral in forming confidence.
By first forming a safe space as a community in the art room, students will be able to
share their own ideas on what would be an ideal safe space of their own. This lesson is
also important to 9th graders because it likely introduces students into an entirely new
avenue of art: performance art.
3. Artworks, artists, and/or artifacts: Senga Nengudi, RSVP. Samuel Beckett, Not I.

https://www.youtube.com/watch?v=vihmmWJ6fsA
https://www.youtube.com/watch?v=M4LDwfKxr-M&t=272s&frags=pl%2Cwn
4. Key Concepts:
a. Safe spaces can be personal or for a community.
b. Safe spaces can be concrete and/or abstract.
c. Safe spaces are spaces that people feel comfortable to speak and act freely
without judgement.
5. Essential Questions:
a. What constitutes a safe space?
b. Do safe spaces have to follow same criteria as one another?
c. How can a safe space be a safe space if there are no walls?
d. How do attitudes contribute to safe spaces? How do actions contribute to safe
spaces?
6. Standards:
Unit Lesson 3

a. National Art Standards:

i. VA:Cr1.1.IIIa Visualize and hypothesize to generate plans for ideas and
directions for creating art and design that can affect social change.
ii. VA:Re8.1.IIa Identify types of contextual information useful in the
process of constructing interpretations of an artwork or collection of
works.
iii. VA:Cn10.1.IIa Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking.
7. Interdisciplinary connections: public speaking, theatre.
OBJECTIVES:
The student will be able to…
Knowledge: List what they have learned about performance art in their KWL graphic organizer.
Skill: Write an outline for a performance in their sketchbook about their ideal safe space.
Presenting: Perform a piece of art in front of the class through movement or live visual
artmaking.
Disposition: Develop their perspective on how a safe space should work by supporting their
classmates in their own presentations.
Disposition: Develop their perspective on how a safe space should operate on a day-to-day basis
by participating in classroom dialogue.
ASSESSMENT:
1. Knowledge: List what they have learned about performance art in their KWL graphic
organizer.
The KWL graphic organizer will be checked for completion on the teacher check sheet. It
will also be counted as summative assessment material: level of detail, especially in the
“Learned” portion, will be evaluated with the teacher rubric. (See attached rubric -
Ideation).
2. Skill: Write an outline for a performance in their sketchbook about their ideal safe space.
The level of detail included in the performance outline will be counted as summative
assessment material and will be evaluated with the teacher rubric. Students should have a
beginning, middle, and end, or a rising action, climax, and falling action to their
performance. The outline will also be checked for completion. (See attached check sheet,
rubric - Ideation).
3. Presenting: Perform a piece of art in front of the class through movement or live visual
artmaking.
As a part of summative assessment, students will be assessed on their willingness and
ability to get in front of the class to perform. Confidence is key, here. The student must
follow their outline from start to finish. The performance will be assessed using the
teacher rubric. (See attached rubric – Performance).
4. Disposition: Develop their perspective on how a safe space should work by supporting
their classmates in their own presentations.
Students will be assessed on their supportiveness of their classmates during and after
their presentations. Clapping, positive feedback, and inviting questions are welcome
ways of supporting nervous classmates. This will also be assessed using the teacher
rubric. (See attached rubric – Supportiveness).
5. Disposition: Develop their perspective on how a safe space should operate on a day-to-
day basis by participating in classroom dialogue.
Unit Lesson 3

Students will be assessed on their participation in safe space-geared language throughout

the lesson. Students must be engaged in respectful dialogue and are encouraged to ask
questions or offer answers or advice. Active participation is assessed using the teacher
rubric. (See attached rubric – Attitude).

INSTRUCTIONAL PROCEDURES:
DAY ONE:
1. Motivation/Engagement: (5 minutes) As the students file into the classroom, they will be
pleasantly greeted with Samuel Beckett’s Not I playing at the front of the room. There
will be a sense of interested confusion as the video plays until the development begins.
2. Development: (40 minutes) Students will be introduced to the art form of performance
today. First, students will be given a KWL worksheet in which they will fill out what they
already Know about performance art and what they would like to find out about it
throughout the progression of this lesson. (15 minutes) For the remaining 25 minutes of
the development portion of class, the students will learn about performance artists, what
performance is, what performance art can be, and the general history of performance art
via a casual, “impromptu” exploration between the teacher, the students, and the internet.
Students will freely discuss amongst themselves and with the teacher, who will act as a
guide during this class, to try and wrap their heads around the mysterious and new
concept of performance art. Use of the internet will be guided via the teacher who has
access to the projector. If students would like to request to watch a certain performance
video, they must first ask the teacher. If the teacher deems it appropriate for a classroom
setting, it will be played for the whole class to see on the projector. Once again, students
are able to ask questions and discuss with each other their thoughts on performance art
while simultaneously filling out their “Learned” section on the KWL graphic organizer.
3. Culmination/Close: (5 minutes) At the end of class, students will be handed an exit ticket
(see attached) on which there will be a question regarding the student’s newfound
knowledge of performance art. These slips are to be handed in to the teacher on the way
out of the classroom.
DAY TWO:
1. Motivation/Engagement: (5 minutes) Students will come in and assist the teacher with
pushing the tables to the edge of the room and forming the chairs into a circle in the
center of the room.
2. Development: (40 minutes) The new project will be announced to the class. The teacher
will explain that students are to make their own performance piece centered around the
idea of creating their own safe spaces. This is an intimidating lesson for some, so students
will engage in the snowball dialogic activity in order to express paralyzing thoughts or
fears for the future solo presentation. Each student will be handed a slip of paper to
organize their paralyzing thoughts. Once they are finished writing, they will be instructed
to crumple their paper and throw it into the center of the circle. After everyone has
contributed to the circle, students are instructed to pick up a piece of paper that wasn’t the
one that they threw. The class will then round-robin-read the slips of paper that they
picked up from the center of the classroom. (20 minutes). With everyone’s paralyzing
thoughts on performance art now released, the teacher will guide the class into a
discussion on safe spaces. The teacher will suggest that the snowball activity perfectly
models a safe space activity in that everyone is able to speak freely without judgement.
Unit Lesson 3

At this point in time, students may raise their hand or write a question or comment on the
whiteboard about their burning ideas on safe spaces or performance art. The class will
engage in a dialogic discussion until the close of the period.
3. Culmination/Close: (5 minutes) After the discussion, students will rearrange the tables
back into their original formation while the teacher suggests that they begin thinking of
their performance idea. The next class will consist of work time to develop their ideas.
DAY THREE:
1. Motivation/Engagement: (5 minutes) The Black Eyed Peas song “Let’s Get It Started”
will be playing as students walk into the classroom, indicating a work period. The teacher
should stand at the door and greet each student with a piece of paper to sketch out and
write ideas for the class period.
2. Development: (30 minutes) Students will be given the period to write a detailed outline of
their plan for their performance on safe spaces. Students may perform with bodily
movement, with found or created objects, with their facial expression or their voice, or
with visual art tools. As long as the student can justify that their performance is focused
on safe spaces, they may perform however they please. Students may use their phones for
references or research if needed. The teacher should walk around the room to assess if
students are struggling or are in need of help. Encouraging words should be spoken
between students as well as the teacher to ensure that the art room is still a place free of
judgement or anxieties.
3. Culmination/Close: (10 minutes) Students will be given the remainder of class time to
practice their performance and/or gather the materials needed for the next day’s
presentations. If students are not finished with their outlines, they will be instructed to
complete them for homework.
DAY FOUR:
1. Motivation/Engagement: (2 minutes) Students will hurry into class to find that a “stage”
has been cleared for performers when they present. Once everyone is in their audience
seats, the teacher will say “And now…. I proudly present… our first performer!” and
then ask for volunteers to begin the stream of presentations.
2. Development: (45 minutes) Each student, by volunteers first, and alphabetically second,
will present their performance piece in front of the class. There will be time between each
student for 1-minute applause, positive critique, and comments of encouragement.
Students must be actively engaged in their peers’ performances in order to give genuine
positive feedback to cultivate a strong safe space.
3. Culmination/Close: (3 minutes) Students will be handed a slip of paper to write their
Aha! Moment from over the course of this lesson. This slip must be turned in on the
student’s ways out of the door. And just like that, the performance lesson is over. This
lesson is just as fleeting as the act of performance itself.
PREPARATION:
1. Teacher research and preparation: Senga Nengudi, RSVP performance video, Samuel
Beckett, Not I performance video.
2. Instructional resources: KWL graphic organizer, exit tickets, aha moment slips, checklist,
rubric, dialogue participation sheet.
3. Student supplies:
a. Pencil
b. Sketchbook
Unit Lesson 3

c. Markers
d. Paper (snowball activity)
e. Classroom whiteboard
f. Dry erase markers
g. Projector
h. Phone (optional)
4. Adaptations:
a. Students with extreme social anxiety are permitted to record themselves on their
phone ahead of time. They must put their video on a hard drive or email it to
themselves so that it can be played in front of the class on the projector.
b. Students with gross motor skill issues may work smaller – students do not have to
utilize the whole body, but it is preferred. If gross motor skills are hindered, these
students may perform with their hands, their facial expressions, their voice, or
another part of their body.
Name______________________________

KWL – Performance Art

What I know… What I want to know… What I learned…

 EXIT SLIP
What is the most intriguing or thought-provoking thing that you have learned
about performance art today?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

EXIT SLIP
What is the most intriguing or thought-provoking thing that you have learned
about performance art today?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

EXIT SLIP
What is the most intriguing or thought-provoking thing that you have learned
about performance art today?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
WHAT WAS YOUR AHA MOMENT?
WRITE IT HERE, THERE, ANYWHERE!

WHAT WAS YOUR AHA MOMENT?

WRITE IT HERE, THERE, ANYWHERE!

WHAT WAS YOUR AHA MOMENT?

WRITE IT HERE, THERE, ANYWHERE!

WHAT WAS YOUR AHA MOMENT?

WRITE IT HERE, THERE, ANYWHERE!

WHAT WAS YOUR AHA MOMENT?

WRITE IT HERE, THERE, ANYWHERE!
Discussion Dialogue Participation – Sharing Safe Spaces
Tally each time a student actively participates in positive, safe class dialogue. To be referenced
on final, summative rubric assessment.
Student Name Day 1 Day 2 Day 3 Day 4
 Check Sheet – Sharing Safe Spaces
Student Name KWL Exit Ticket Outline Aha
X/ ✔ X/ ✔ X/ ✔ Moment
X/ ✔
Rubric – Sharing Safe Spaces
Criterion Very High High Standard Low
Achievement Achievement Achievement Achievement
(4 points) (3 points) (2 points) (1 point)
Ideation The KWL The KWL The KWL The KWL
worksheet is full worksheet is worksheet is worksheet is
and complete. complete. complete, but incomplete.
“Learned” section “Learned” section there is a lot of “Learned” section
is detailed with is detailed with white space. contains little to
artists, dates, some artists, “Learned” section no artists, dates,
titles, etc.; dates, and titles; contains few and titles;
Student’s outline Student’s outline artists, dates, and Student’s outline
is expertly is detailed with titles; Student’s has no logical
detailed with beginning, outline has progression, there
beginning, middle, and end. somewhat of a was no though put
middle, and end. storyline. into the outline.
Performance The student The student The student did The student did
volunteered to volunteered to not volunteer to not volunteer to
perform; there perform; there perform; there perform; they did
was a strong sense was a sense of was a small hint not perform with
of confidence and confidence and of confidence and confidence, and
the student’s the student’s the student’s the outline was
outline was outline was outline was not followed.
deliberately followed. generally
followed. followed.
Supportiveness The student was The student was The student was The student was
wholly supportive mostly supportive generally unsupportive of
of their classmates of their classmates supportive of their their classmates
during their during their classmates during during their
presentations; presentations; their presentations;
student asked student asked presentations; student gave no
questions, smiled, questions, smiled, student had feedback to their
applauded, gave applauded, gave trouble with peers, or the
positive feedback, positive feedback, giving feedback to feedback was
etc. for each etc. for almost their peers. negative.
student. every student.
Attitude – The student The student The student The student did
Discussion participated participated participated not participate
Dialogue actively during actively during somewhat actively during any of the
Participation each class – most of the during some of classes or was
sheet taken into offered new ideas, classes – offered the classes – quite reserved for
asked different some new ideas, offered few new all of them. Did
account.
questions, posed asked a few ideas, different not offer new
new thoughts, and different questions, posed a comments to
was open about questions, posed a small amount of discussions and
their personal couple new new thoughts, but was not open
feelings. thoughts, and was was unsure about about personal
open about their being open about feelings.
personal feelings. their personal
feelings.