Kelley Finley

Lesson Title: Curated Museum

Grade: 9-12
Duration: 9 Classes/40 Minutes each

Enduring Idea: ​Artwork has the power to communicate new ideas and perspectives.

Overview:
● Lesson Rationale:
○ This lesson will work on students' abilities to interpret, analyze, and describe what
they are seeing with context and information. Students will learn the importance
of a museum's content and how artworks can impact an individual's thoughts. This
lesson will challenge students to analyze how art and art exhibitions can influence
and have an impact on a person's social, cultural, and world understandings and
beliefs through analyzing individual artworks and also when artworks are placed
together in the same space. Students will develop critical skills like interpreting
and analyzing by the end of this lesson which will aid them throughout other
courses.
● Lesson Summary:
○ Students will use the program Sketchup to design their own mini 3D rendered
museum. Students will create their own theme for their exhibit and curate 10
pieces that relate to their chosen theme. Finally, students will be asked to evaluate
their classmates' art exhibits and analyze the theme and what new ideas they were
able to communicate to their audience. The teacher will be preparing and teaching
demos on the program Sketchup and also leading art discussions focused on
analyzing and evaluating artworks and art exhibits.
● Architects/Artists:
○ Zaha Hadid

○ Frank Lloyd Wright

 ○
○ Kazuyo Sejima

○ Thomas Phifer

● Key Concepts:
○ Artwork can communicate social, cultural, and political ideas.
○ Artwork allows artists to freely express their ideas.
○ Artwork brings people of different backgrounds together.
● Essential Questions:
○ What story do you want to tell through your exhibit?
○ How can artworks impact people’s beliefs?
○ What community are you trying to reach?
○ How accessible is art to the general public?
● National and Pennsylvania Standards:
○ National:
■ VA:Pr6.1.lla Curate a collection of objects, artifacts, or artwork to impact
the viewer’s understanding of social, cultural,, and/or political
experiences.
 ■ VA:Re8.1.la Interpret an artwork or collection of works, supported by
relevant and sufficient evidence found in the work and its various
contexts.
○ Pennsylvania:
■ 9.1.12.J. Analyze and evaluate the use of traditional and contemporary
technologies for producing, performing and exhibiting works in the arts or
the works of others (e.g. virtual reality design, web graphics, computer
generated designs, etc.)
■ 9.4.12.B. Describe and analyze the effects that works in the arts have on
groups, individuals, and the culture.
● Interdisciplinary Connections:
○ Math will be used in this lesson since students will have to measure the lengths of
their blueprints and copy the same measurements into Sketchup. Adding and
subtracting lengths will also be important when students are figuring out the
placement of their art pieces and where to put features like doors and walls.
● Objectives:
○ Students will design a blueprint for a museum, curate artwork to a selected theme, and
recreate it neatly and professionally 3 Dimensionally in the program Sketchup.
VA:Pr6.1.lla (Skill)
○ Students will explain and interpret other classmates curated museum projects and support
their findings with details and information from the exhibit during classroom discussions.
VA:Re8.1.la (Knowledge)
○ Students will expand their beliefs on the importance of artworks and how they can affect
and teach individuals new ideas and principles through writing an analysis. 9.4.12.B.
(Disposition)
● Assessment:
○ Formative:
■ Students will complete and hand in the “Curated Museum” worksheet as a way to
brainstorm their ideas for their theme and select their artworks.
■ Students will be asked to hand in the following assignments to check for skill
building and understanding techniques in Sketchup:
● “Blueprint”
● “Doors and Inserting Artwork”
■ Students will be asked the following questions to check for understanding:
● Why are themes important?
● Why do museums curate specific artworks for exhibits?
○ Summative:
■ Students will turn in their completed 3D curated museum project. A class critique
will occur over zoom. Students will be asked to access and interpret other
student’s themes/exhibits. Students will complete the “Day Trip to Virtual
Museums” worksheet.
■ The teacher will assess students' artwork by using an aligned rubric.
● Accommodations and Modifications:
 ○ Students with sensitivities to looking at blue light or screens will be able to do the
assignment on paper and glue down the artworks they chose.
● Instructional Procedures:
○ Day 1:
■ Hook: ​Have students visualize a museum or exhibit that they have gone to.
Discussion on what they saw and experienced. A quick introduction to the lesson
explaining how students will be making their own 3D rendered curated museum.
Teacher will show students architectural examples of museums and building
designs by Thomas Phifer, ​Kazuyo Sejima, Frank Lloyd Wright, and Zaha
Hadid.
■ Development: ​Go through the “Creating a Theme” presentation. Students will be
asked to analyze a group of artworks and come up with a theme as a form of
formative assessment.
● Looking at these artworks, come up with a theme for them. Give
evidence from the artworks that support your idea.
■ Closing: ​Students will be assigned the “Curated Museum” worksheet and told
that we will be discussing their ideas and themes next class. The closing question
will be: “How can you come up with a unique theme that can educate others and
also tie in your interests?”.
○ ​Day 2:
■ Hook: ​Beginning of class will start with a video introducing what a curator does
(this will aid in discussion when teacher and student talk about themes and
selecting artwork). ​https://www.youtube.com/watch?v=GMZVUtUhNwo
Development: ​Meet individually with students in breakout rooms to discuss their
chosen theme, answer questions, and talk about selecting artworks.
■ Closing: ​Assign “Selecting Artworks” worksheet for homework. Show students
Sketchup which will be formally introduced next class.
○ Day 3:
■ Hook: ​Show example museums created in Sketchup so students can see all the
possibilities of the program when designing a space.
■ Development: ​Demonstrate how students can sign up for the free version.
Introduce the line tool and how to make 2D drawings turn into 3D. Show
students how to make a 3D cube. Then, have an interactive experience where
students can chat in an object (i.e. plant, car, tv, computer, fridge, etc) of their
choosing and the teacher will insert it into the program using the warehouse
function.
■ Closing: ​Assign homework which will be for students to sign up for Sketchup
and create a 3D cube.
○ Day 4:
■ Hook: ​Show students the Allentown Museum in Sketchup. Point out key features
like how they organize and display work.
■ Development: ​Teach students how to follow along with a blueprint using the
measuring tape, measuring box, offset and the line tool.
 ■ Closing: ​Assign that students recreate a blueprint in Sketchup to practice the
tools and techniques covered in class. Teacher will mention how students should
have all their artworks chosen at this point.
○ Day 5:
■ Hook: ​Show students the Guggenheim museum virtually. The teacher will ask
them to describe the shape of the museum and what they see.
https://artsandculture.google.com/streetview/solomon-r-guggenheim-mus
eum-interior-streetview/jAHfbv3JGM2KaQ?hl=en&sv_lng=-73.959044614
72398&sv_lat=40.78301525770208&sv_h=-37.92884107873731&sv_p=-
2.169195775473682&sv_pid=aVNp7zNZXO__kVSRiU-Qyw&sv_z=0.964
5743015259166
■ Development: ​Demo in sketchup the following tools and techniques: creating
doorways and inserting artwork.
■ Closing:​ Students will be asked to experiment with the two techniques covered
in class in their practice model in Sketchup that they made last class for the rest
of class time. Teacher will show students some maps and floor plans of well
known Museums so students can get inspiration. The “Guggenheim Scavenger
Hunt” worksheet will be assigned.
○ Day 6:
■ Hook: ​Teacher will show students more examples of museum layouts so students
can get more ideas for possible museum floor plans.
■ Development: ​A quick demo in Sketchup on inserting text. Students will have
the rest of class time to check in with the teacher for any questions about the
project or working in Sketchup.
■ Closing: ​Teacher will assign that students design their blueprint on paper and
recreate it in Sketchup for the next class.
○ Day 7:
■ Hook: ​Teacher will show students a virtual tour of the Louvre.
https://petitegalerie.louvre.fr/visite-virtuelle/saison3/#/petite_galerie_9/
Class will discuss features that they noticed in the Louvre. Then the teacher will
show students how they can change the walls and floors in their Sketchup model
to more decorative elements like wood, concrete, or stone.
■ Development: ​Students will have the class as a working period to continue to
develop and create their museum. The teacher will be around to pop into
individual breakout rooms to check on students.
■ Closing: ​The teacher will pull everyone back into the main meeting and show
their example and explain that by next class everyone should have their artworks
in their museums.
○ Day 8:
■ Hook: ​Video tour of the MoMa will be shown. Short discussion will follow
about some of the features and artworks in the museum.
https://www.youtube.com/watch?v=iuc8T3jZFwQ
■ Development: ​Students will have the rest of the class to work on their museum.
 ■ Closing: ​The teacher will share how the critique and discussion will occur next
class so students are prepared and know what to expect.
○ Day 9:
■ Hook: ​The teacher will begin class by sharing their example and having students
analyze and evaluate what they think the theme may be through discussion.
■ Development: ​Students will share their exhibits and the class will follow along
with the “Day Trip to Virtual Museums” worksheet, and critique and discuss
student’s museums.
■ Closing: ​After discussing each student's museums, a class discussion will follow
about the exhibits and the ideas communicated through students' museums.
Students will be asked to share new ideas and perspectives they came across
while exploring their classmates' museums. Students will then be asked to
provide context and information on why certain exhibits produced new
perspectives. Students will then be asked to turn in their worksheet and their
project. *Critiques may last two or more classes*
● Teacher Preparation:
○ Powerpoint on theme
○ Knowledge of Sketchup
○ Sketchup tutorials
○ Worksheets
○ Virtual Museum Tours
● Student Preparation:
○ Access to Sketchup
○ Paper and pencil
● Teaching Content Material:
○ Powerpoint on theme:
https://www.canva.com/design/DAEHb3qTSME/KAOwGGUdeGXg9Iyq-uE7JQ/vie
w?utm_content=DAEHb3qTSME&utm_campaign=designshare&utm_medium=lin
k&utm_source=sharebutton
○ Worksheets, rubric, and example are found below.
 Curated Museum Rubric

Rubric: Curated No Evidence Some Adequate Strong Evidence Score:

Museum Evidence Evidence

The theme is well The student The student The student The theme of the
executed and did not choose did choose a curated artwork exhibition was
supported by a a theme or theme but did that related to clear and strongly
minimum of 10 curate a not curate their theme. supported by the
minimum of artworks that artworks curated
artworks that relate ten artworks. relate to the by the student.
and portray the theme.
theme.

Craftsmanship: Tools The student The student The student’s The student’s
and techniques are did not use any did use the museum was museum was
executed neatly and tools or techniques neat and polished and neat
professionally techniques that taught but the techniques were and all the
were covered museum well techniques
in class. Their needed editing implemented. demonstrated in
museum was or more class were
poorly refining. i.e. executed
executed. random professionally.
lines,floating
objects, walls
that are
crooked, etc.

The student The student The student The student The student
participated and did not participated participated daily thoughtfully
provided thoughtful participate in once or twice in class. evaluated and
insights during class any of the in classroom analyzed artworks
class discussions. and classmate’s
discussions. discussions. projects frequently
throughout
discussions.

The student The student The student The student The student
completed the “Day did not completed the provided some completed the
Trip to Virtual complete the worksheet and insight into their worksheet and
Museums” critique worksheet or wrote an own project and evaluated and
worksheet and wrote write an analysis. other students analyzed their
an analysis on how analysis. through an own project and
artworks can teach analysis and other students
individuals new completion of the with context
ideas. worksheet. through writing.

Example