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SOCIAL ISSUE PLATES INSPIRED BYJUDY CHICAGO’S THE DINNERPARTYBy Shelby Fraher
INSPIRATION FOR THIS LESSON School Arts Magazine Article   A Davis Publication April 2008 Issue: Investigation   Socia...
HELPFUL RESOURCES Brooklyn Museum’s Website   Museum where The Dinner Party is on    permanent display   Museums Websit...
GOALS OF THE LESSON Introduce  students to the artist Judy Chicago and  her piece The Dinner Party Define and discuss so...
DAY 1 As   a class define the term “Social Issue”    Break down the word What are some societies/groups you  belong to?...
FEMINISM After listing various social issues ask the students if  they know what it means to be a feminist. Relate the t...
The Dinner Party by Judy Chicago
View of Heritage Floor with   Virginia Woolf and   Georgia OKeeffe place   settings in foreground.   © Judy Chicago.   (Ph...
   Wing I: From Prehistory to the Roman Empire              23. Isabella dEste   1. Primordial Goddess                 ...
How are each of theseplace settingsdifferent? How are theythe same?
HERITAGE FLOOR: LISTS 999 WOMENINFLUENTIAL TO THE FEMINIST MOVEMENT
POWERPOINT PROJECT Develop a list of Women from The Dinner Party and  Heritage Floor (Edit the list) Have the students d...
Click to add the name of influential       woman you researched        Click to add your name
Click to add the name of influential woman you                     researched• Date of birth (if known)• Date of death (if...
Click to add the name of influential woman you                     researched• Click to add bullet points of reasons why t...
ResourcesClick to Add resourcesAuthor (if known). (Date). Title of the article.    Retrieved from (URL)               Crea...
DAY 2 & 3 Lab   Time   Students should be conducting research    on the women their PowerPoint Project is    based.   R...
GENDER STEREOTYPING ACTIVITY FROM DPCP  Review terminology covered so far: social   issues, feminism, sexism.  Activity:...
GENDER STEREOTYPING ACTIVITY FROM              DPCP (CONT.) The Paper Bag Princess Journal Prompt     Have you ever bee...
DAY 4 DEMONSTRATION DAY   Minimum standard: AT LEAST ONE of EACH type    of decorative technique       Appliqué       I...
Teacher Made ExamplesDays 5,6,&7 Building/Decorating
AESTHETICS   Pose the following questions for students to    discuss/debate     Is a work of art more artistic if it con...
ENRICHMENT   Idea from DPCP       Nominate a woman from your community to be included        in The Dinner Party.      ...
GRADING•   Constants:    • Craftsmanship    • Creativity    • Participation & Effort    • Studio Practice•   Project Speci...
FINISHED CERAMIC PLATES     THEME: ANIMAL POACHING
THEME: PEACE
THEME: GO GREEN
THEME: RECYCLE
THEME: FREEDOM/MILITARY SUPPORT
THEME: DRUG ABUSE
THEME: NATURAL DISASTERS
THEME: HARMFUL EFFECTS OF SMOKING
THEME: BULLYING
Thank you!Are there any questions?
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Social Issue Ceramic Plates Inspired by Judy Chicago

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Social Issue Ceramic Plates Inspired by Judy Chicago

  1. 1. SOCIAL ISSUE PLATES INSPIRED BYJUDY CHICAGO’S THE DINNERPARTYBy Shelby Fraher
  2. 2. INSPIRATION FOR THIS LESSON School Arts Magazine Article  A Davis Publication April 2008 Issue: Investigation  Socially Concerned Plates by MarlandaBirns  High School Level  No Words
  3. 3. HELPFUL RESOURCES Brooklyn Museum’s Website  Museum where The Dinner Party is on permanent display  Museums Website Through the Flower: The Dinner Party Curriculum Project  Created by Judy Chicago  Website Topics in Feminism  Standford Encyclopedia of Philosophy  Website
  4. 4. GOALS OF THE LESSON Introduce students to the artist Judy Chicago and her piece The Dinner Party Define and discuss social issues, feminism, sexism, and gender stereotyping. Create a ceramic plate using several decorative techniques that promotes awareness about a chosen social issue. Hold aesthetic discussions about works of art that are intended to inform and/or persuade a viewer.
  5. 5. DAY 1 As a class define the term “Social Issue”  Break down the word What are some societies/groups you belong to? In a brainstorming activity list as many Social Issues as you can on the dry erase board  It’s helpful to have a prepared list Explain that students will be creating a ceramic work of art about one of these chosen issues.
  6. 6. FEMINISM After listing various social issues ask the students if they know what it means to be a feminist. Relate the topic to other disciplines  U.S. Constitution Exam and Social Studies  19th Amendment – What is it?  What inequalities have women experienced throughout history?  What is sexism? Introduce students to Judy Chicago who is known as a feminist artist.  What do you think that might mean?  Use a PowerPoint presentation to introduce her piece The Dinner Party  slide examples
  7. 7. The Dinner Party by Judy Chicago
  8. 8. View of Heritage Floor with Virginia Woolf and Georgia OKeeffe place settings in foreground. © Judy Chicago. (Photo: © Donald Woodman)
  9. 9.  Wing I: From Prehistory to the Roman Empire  23. Isabella dEste 1. Primordial Goddess  24. Elizabeth I of England 2. Fertility goddess  25. Artemisia Gentileschi 3. Ishtar  26. Anna van Schurman 4. Kali  5. Snake Goddess  Wing III: From the American to the Womens 6. Sophia Revolution 7. Amazon  27. Anne Hutchinson 8. Hatshepsut  28. Sacajawea 9. Judith  29. Caroline Herschel 10. Sappho  30. Mary Wollstonecraft 11. Aspasia  31. Sojourner Truth 12. Boudica  32. Susan B. Anthony 13. Hypatia  33. Elizabeth Blackwell  34. Emily Dickinson Wing II: From the Beginnings of Christianity to the  35. Ethel Smyth Reformation  36. Margaret Sanger 14. Marcella  37. Natalie Barney 15. Saint Bridget  38. Virginia Woolf 16. Theodora of Byzantium  39. Georgia OKeeffe 17. Hrosvitha 18. Trotula of Salerno 19. Eleanor of Aquitaine 20. Hildegard of Bingen Women at the Dinner Party: Do 21. Petronilla de Meath you recognize any of them? 22. Christine de Pisan
  10. 10. How are each of theseplace settingsdifferent? How are theythe same?
  11. 11. HERITAGE FLOOR: LISTS 999 WOMENINFLUENTIAL TO THE FEMINIST MOVEMENT
  12. 12. POWERPOINT PROJECT Develop a list of Women from The Dinner Party and Heritage Floor (Edit the list) Have the students draw the names The students will conduct research on the woman and provide reasons for why she was influential to the feminist movement This aspect of the project  Increase Student Experience with technology  Deeper understanding of the content of Judy Chicago’s work PowerPoint Template Example
  13. 13. Click to add the name of influential woman you researched Click to add your name
  14. 14. Click to add the name of influential woman you researched• Date of birth (if known)• Date of death (if known)• Where was she born• Where she lived (if different than where she was born) Above: Add Image of your historical figure
  15. 15. Click to add the name of influential woman you researched• Click to add bullet points of reasons why this woman is a historical figure and influential to the feminist movement. Why would Judy Chicago included this person at The Dinner Party?• You must give at least three reasons• #3
  16. 16. ResourcesClick to Add resourcesAuthor (if known). (Date). Title of the article. Retrieved from (URL) Created by (Your name)
  17. 17. DAY 2 & 3 Lab Time  Students should be conducting research on the women their PowerPoint Project is based.  Research the social issue they will depict  Print any helpful imagery Early finishers can begin sketches  Sketching Template  Importance of symbolism
  18. 18. GENDER STEREOTYPING ACTIVITY FROM DPCP  Review terminology covered so far: social issues, feminism, sexism.  Activity: give one example of your favorite childhood toy  As a class sort the toys as Boy, Girl, or Neutral  What clues lead you to make your decision?  What do you think that these toys lead us to believe about the type of behaviors expected of boys and girls?  Define stereotype and give an example for boys and girls.  Why are stereotypes bad?  Do you think inequalities between men and women still exist?
  19. 19. GENDER STEREOTYPING ACTIVITY FROM DPCP (CONT.) The Paper Bag Princess Journal Prompt  Have you ever been stereotyped or witnessed a friend being stereotyped?  What was the situation?  How did it make you feel? Additional/Optional Activity  Interview an older woman; grandmother, aunt, mom, etc. and ask them what differences exist between a woman’s life then vs. a woman’s life today. Social Issues  Inequalities/Sexism Gender Stereotypes
  20. 20. DAY 4 DEMONSTRATION DAY Minimum standard: AT LEAST ONE of EACH type of decorative technique  Appliqué  Incising sgraffito Use a Dixie Paper plates or a sturdier paper plate for a template  Roll out a slab, press into paper plate, trim excess  Paper sticking not as issue  25lb bag = 10-11 slabs Underglazes and clear glaze  True to colors  Can be applied to leather hard and bisque ware  Early finisher and slower worker solution
  21. 21. Teacher Made ExamplesDays 5,6,&7 Building/Decorating
  22. 22. AESTHETICS Pose the following questions for students to discuss/debate  Is a work of art more artistic if it conveys and idea, like the ceramic plate you created that conveys a social issue, or does it not matter?  If an artist uses several other people to create their work should it be credited to those individuals in addition to the artist?  Or should the sole credit should be given to the artist? Closure  What is The Dinner Party about?  What does it mean to be a feminist? Can men be feminists?  What is a stereotype?  Define social issue and give an example.  What did you like about this unit? What did you dislike?
  23. 23. ENRICHMENT Idea from DPCP  Nominate a woman from your community to be included in The Dinner Party.  Pick a contemporary woman who you believe deserves an invitation to The Dinner Party and give 3 reasons why. Offer extra credit to students throughout the unit for bringing in articles or statistics that pertain to feminism or social issues. Interview an older woman; neighbor, grandmother, aunt, mom, etc. and ask them what differences exist between a woman’s life then vs. a woman’s life today.
  24. 24. GRADING• Constants: • Craftsmanship • Creativity • Participation & Effort • Studio Practice• Project Specific: • Appliqué • Incising • Sgraffito • Communication of issue • Follow Instructions • Sketches
  25. 25. FINISHED CERAMIC PLATES THEME: ANIMAL POACHING
  26. 26. THEME: PEACE
  27. 27. THEME: GO GREEN
  28. 28. THEME: RECYCLE
  29. 29. THEME: FREEDOM/MILITARY SUPPORT
  30. 30. THEME: DRUG ABUSE
  31. 31. THEME: NATURAL DISASTERS
  32. 32. THEME: HARMFUL EFFECTS OF SMOKING
  33. 33. THEME: BULLYING
  34. 34. Thank you!Are there any questions?

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