Analyzing Art Reviews

Lesson Overview

This lesson is part of a unit designed to enhance 7th-grade students' skills in analyzing and reviewing collections of art or culture. The goal is to prepare students for The New York Times My List Review Contest. The curriculum is aligned with the US Common Core State Standards for English Language Arts, focusing on Reading Literature, Writing, and Speaking & Listening at the Grade 7 level.

Objectives

1. Identify Key Elements: Recognize components that make a compelling and engaging review.
2. Categorize Art Forms: Group works based on common themes.
3. Build Arguments: Support arguments with descriptive language.
4. Peer Feedback: Engage in constructive peer review.

Materials Needed

• Digital images or descriptions of 3–5 diverse works of art or culture.
• Online platform with breakout room capability.
• Digital whiteboard tool.
• Online polling or brainstorming tool.

Standards Alignment

CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions.

Lesson Activities

1. Introduction (2 minutes)

• Welcome & Context: Briefly explain the purpose of the session. Mention The New York Times My List Review Contest as an exciting opportunity.

• Engage: Start with a thought-provoking question: "What makes us say 'wow' about a piece of art or culture?"

2. Key Elements of a Review (2 minutes)

• Discussion: Discuss what students think are the key components of a great review. Use an online polling tool to gather their responses.

• Highlight: Elements such as a strong opening hook, clear opinion, supporting details, descriptive language, and a compelling conclusion.

3. Categorizing Art (2 minutes)

• Activity: Share digital images or descriptions of the artworks. Ask students to suggest themes that could unify them. Use a digital whiteboard to jot down ideas collaboratively.

• Guide: Help students see connections (e.g., color, emotion, historical context).

4. Building Arguments (3 minutes)

• Modeling: Demonstrate how to structure a simple argument: stating an opinion, supporting it with evidence from the artwork, and using descriptive language.

• Student Participation: Have students briefly write their argument about one artwork. Share examples using the chat function.

5. Peer Feedback (1 minute)

• Format: Break students into pairs using breakout rooms for a quick peer review. Each student shares their argument, and their partner provides one positive comment and one suggestion for improvement.

• Reflection: Return to the main group. Ask one or two volunteers to share what they learned from their partner.

Conclusion

• Wrap-up Discussion: Recap the session's objectives and encourage students to continue refining their arguments and reviews.

• Inspiration: Remind students of the impact their unique voices can have in a broader cultural conversation.

Assessment

• Formative: Monitor students' participation during discussions and peer feedback.
• Summative: Collect the brief written arguments; assess for understanding of key review elements and the ability to categorize art.

Extensions

• Homework: Choose one work of art from the session to write a short, polished review. This will be an extended activity leading to their submission for the contest.

• Research Task: Invite students to explore additional works within the same theme outside class to enhance their reviews.

This engaging and brisk lesson prepares students for thoughtful and confident analysis, encouraging creative exploration of art and culture within a structured framework.