Planning Backwards Model
Teaching Artist Practicum
Name of Project: <Digital-fluxus>
Grade Level or Age of Participant: 7-8 Graders (Age: 13-15)
School, Teacher and Classroom: Allison Rubin
MCAD Teaching Artist:  
Jeralise Tylke, Practice: 3D animation, motion Graphics, web + MultiMedia
Collaborator: Colin Travis Practice: Web + Multimedia, Motion Graphics
Number of Students: ~30 students
Visual Arts Content or Standards
Grades 6-8
Artistic Foundations
Demonstrate knowledge of the foundations of the arts area. 
Analyze the elements of dance  including body, action, space, time and energy. 
Change: Analyze the elements of PERFORMANCE including body, action, space, time, and energy.

Overview of Project

Digital-Fluxus allows the students to experience creativity in a web space through fluxus performance. Students will work collaboratively with their peers to leave their artistic mark on the digital web canvas. 
“Big Ideas”/ Essential QUESTION(s)
What is art?
How will this web space affect the collaboration of the students?*
What can this lesson inspire the students about the web and code? 
Student Outcome Objectives
Students will:
Work collaboratively
 Respond to fluxus prompts to create a digital canvas and performative actions
Engage physically and digitally with coding and begin to understand its structure through those actions.

Prior Knowledge
A brief introduction to the fluxus art movement.
A brief introduction to the different languages of code. This resource should include short descriptions of HTML, CSS, and JavaScript. 
Lesson Preparation Timeline
Feb. 9: ideation of lesson plan and laying out code foundation
Feb 15: more foundation work on code, prompts written out
Feb 20: Foundation finished
Feb 21: Prompts written in HTML pages. Pages tested for bugs or fixes
March 1-8: Fixing bugs, added CSS, website goes live.
March 15: Teaching lesson day

Examples of Artwork

Additional Resources

If all the students participate in the Fluxus movement, then I’ll know that they’ve at least physically interacted in the artistic practice. They’ll have a chance to make their own Fluxus piece, and will share with the class what they’ve come up with. They will be given additional resources about coding if they’re interested in learning how to write and use it. 
Macbook Air / up-to-date laptop computer
Pen / pencil / marker (anything works)

Learning Activities and Timing
TOTAL: 50 mins
Setup (5-6 mins)
Intro (5 mins)
Fluxus time (20- 25 mins)
Reflection (5 mins)
Coding resources (5 minutes)

*Total is 45 minutes. That may fluctuate depending on the day and the moods of the kids. I’m leaving the last 5 minutes unused just in case if more time needs to put into any of the other steps. 
Teaching Artist Reflection
This lesson is art and math going hand in hand. The artistic practice is performanced based (fluxus), and they learn an art form that they’re not so familiar with. The mathematics, on the other hand, is in the back end of the website. If kids wanted to look into the code, they’ll see all this basic math skills that they’re currently learn working in real time.  Maybe then, the kids will be inspired by this creative yet technical work and would want to expand their knowledge and skills on coding.

I’d like to ask and reflect with the kids on what they thought about the lesson. But more importantly, getting feedback from my teachers (Allison + Lynda) on how to greatly improve the lesson. The students will be given a homework assignment that involves writing their own fluxus prompt. They all then perform their own fluxus prompt amongst their peers. 

Some problems that I see arising would be the amount of knowledge to set this lesson up. You’d need some prior knowledge to how the projection page works and how to inform the kids how to do Digital-Fluxus. Along with that, anyone using this lesson plan will need to know basic coding concepts and knowledge to be able to explain how coding works.