Teaching Artist Practicum
Name of Project: Fluxus Theater: Performative Art
Grade Level or Age of Participant: Grades k-2
School, Teacher and Classroom: Urban Arts Academy Anna Walters
MCAD Teaching Artist: Jeralise Tylke
Number of Students: 6 - 13 students
Visual Arts Content or Standards
1. Artistic Foundations
1. Demonstrate skills such as improvising, creating character and selecting costumes for dramatizations.
2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
Curricular Link / Standards (if in a classroom only)
Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs.
Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes and songs with expression. (See grade 1 Language standards 1and 3 on page 38 for specific expectations.)
Overview of Project
</Fluxus-Theater > : Fluxus through theatrical performance. The children perform fluxus art in a theatrical theme as a way to understand performance art.
“Big Ideas”/ Essential QUESTION(s)
● Why a theatrical “theme”?
● Why is performance art?
● Why is this called art when it’s not an object? A drawing?
Student Outcome Objectives
Listen closely to the prompts that are given to them
Collaborate to create a performance
Interpret the prompts themselves and amongst their peers
Perform the prompts in the immediate moment
They wouldn’t need any prior knowledge. Everything will be said on the day in the most easily explained way possible.
Lesson Preparation Timeline
4/10 -- Lesson mind map conceptualized.
4/11 -- Lesson plan created.
4/15 -- Prompts created
4/26 -- Lesson day
Examples of Artwork
You could look at Digital-fluxus as an example. It’s just a more diluted version of that, without the coding aspect.
Another example would be the fluxus workbook, which I’ve also used in the last lesson plan. This is just something to go off from if you needed inspiration for the prompts. Book link will be in additional resources
I’ll know if the kids are picking up on the lesson if the kids are focused and participating. The work is immediate and will disappear in a second, so visually seeing that their participating is the only inclination of their quality of work.
None. They just need to bring themselves. Props can be added if needed
Learning Activities and Timing
1. Introduce the project, Create or Share rules of engagement: Three direction (fluxus theatre – what that is – play/ scene, direction ( prompt), scene 1 minute long) ( 5 -7 minutes)
Check for photo releases from parent? For taking a video.
2. 5-7 prompts that are 2 minutes each; props/no props
3. Wrap up – bow and round of applause
4. What did we just do? How did it feel? Why do you think we did this?
Teaching Artist Reflection
Some of the kids will probably not participate. Their young (k-2), so at some point one or more kids will get grumpy and not want to do anything.
I think this lesson fits their overall curriculum in such a way that broadens their understanding of what art is. This gives them a chance to see what else is out there other than pen and paper, paint and canvas. They’re not going to agree with me about this, but maybe this will stick to them long enough for them to realize later on in their life.
The feedback that if get on my lesson would have to be in person, and with the necessary people present to see this happen. There is no other way to document this other than a camera and witnesses.