UNIT TEMPLATE- VISUAL ARTS I/S

COURSE: AVI2O
UNIT: Beauty/Aesthetics

Unit Rationale:

I am planning a unit revolving around aesthetics and beauty in art and culture. I believe this an important unit to learn and
implement into high school classes as it aims to build self-confidence and to develop empathy for others. This unit provides
students with an opportunity to understand how beauty/aesthetics in art are ever-changing (there is not a single definition or
set ideal) and provides students with the tools necessary to read the media through a critical lens. The media and social
media specifically are a large cause for mental illnesses such as anxiety, depression, and body dysmorphia. This unit will
work towards deconstructing Western ideals and introducing new forms of beauty. Finally, the unit will allow students to
share parts of their own culture celebrating diversity and individuality as a result.

Big Idea or Theme of Unit:

BEAUTY/AESTHETICS

Inquiry Questions:
-What is beauty? How can we define it? How do we visually represent it?
-How have beauty standards changed over the ages?
-How does our current society affect the ways in which we perceive beauty (stereotypes, ideals, media)?
-In what ways are beauty standards different in other cultures? Why?

Learning Goals tied to Ministry Expectations: Links to Prior Knowledge:

Knowledge and Understanding: -The creative process

-Identify and reflect on the qualities of your own artwork and the works of others in -The elements and principles of
order to help you evaluate the effectiveness of these works. design
-Identify and describe ways in which various artworks reflect the society they were -Various acrylic painting techniques
created in, with regards to the standards that defined an artwork as being -Digital editing techniques on
aesthetically pleasing. Photoshop and Illustrator
-Identify and explain the stages of the creative process with regards to the critical -Participating in group critiques
analysis of an advertisement (or another media image) as well as the use of
appropriate vocabulary when describing the techniques, materials and tools used
in the creation of a culture jammed image.
-Define and describe terminology related to the elements and principles of design
as well as vocabulary used to describe techniques, materials, and tools when
presenting visual art works relative to your cultural background.

Thinking and Inquiry:

-Investigate what you personally consider to be beautiful and identify the elements
and principles of design that can help you visually achieve this effect in your
artwork.
-Explore and interpret a variety of artworks created throughout the ages in order
to identify and describe their purpose and style, the materials used, and the
meanings that the works convey, which all contribute to their relative success or
disregard.
-Explore and experiment with a variety of media and techniques in order to create
a multimedia collage.
-Research and examine the elements and principles of design used in the art and
culture of your background and describe their effects.

Communication:
-Present and describe your artwork using appropriate terminology related to the
elements and principles of design as well as the art-making conventions used to
create an artwork that communicates what you and your partner consider to be
beautiful.
-Propose a variety of strategies used to generate ideas and develop plans for the
creation of artworks before moving on to a final good copy work.
-Explain how analyzing images from the media has affected your personal identity
and values with reference to your awareness of beauty biases in Western society.
-Express ways in which analyzing aesthetics and artworks of your own cultural
background has affected your personal identity and values as well as how it has
influenced you in the creation of your own work.

Application:
-Develop a concept map individually and collaboratively to generate ideas and to
develop plans for the creation of your artwork.
-Demonstrate an understanding of a variety of techniques that artists use to
achieve specific effects, by creating an artwork of your own that abides by the
same aesthetic standards and techniques of the artworks looked at in class.
-Apply your understanding of culture jamming to an artwork of your own in order
to spread a more positive message and evoke critical thinking in the viewer.
-Apply elements and principles of design as well as art-making conventions to
create artworks that communicate ideas, information, and messages based on the
research you conducted about your cultural background

Instructional Strategies: Highlight any appropriate Resources/Materials Used: (suggested-add appropriate)

strategies for your unit and add other strategies.
 The Ontario Curriculum Grades 9 and 10 The Arts, 2010
Lecture Compare and Contrast 21st Century  Growing Success
Brainstorming Guided Exploration
Group Work Independent Work
 Access to computer lab for digital art and research
Ways of Thinking
Questioning Group Work  Mediums: pencils, pencil crayons, paint (water colour and acrylic),
Concept Mapping Teacher-Led Discussion markers, oil pastel, chalk pastel, paint brushes, erasers, and ink
Reflective Discussion Pair work  Creativity and  Additional resources: chart paper, magazines, glue, whiteout, and
Conferencing Presentations innovation scissors
Video/Film Visual Tools/ Slides  Critical thinking,
Computer Group Critique problem solving,
Investigation Library decision making
Inquiry Activity 3, 2, 1  Learning to learn,

 metacognition


Ways of Working

 Communication

 Collaboration
(teamwork)
Tools for Working

 Information
literacy 

 Information and
communication
technology
literacy 


ASSESSMENT: Highlight appropriate assessment strategies for your unit.

Assessment for Learning: Assessment as Learning: Assessment of Learning: Learning Skills:
(suggested-add appropriate (suggested-add appropriate (suggested-add appropriate Responsibility
strategies) strategies) strategies) Organization
Independent Work
o Questioning o Reflection o Performance Task Collaboration
o Four Corners o Think Pair Share o Drawing Initiative
o Brainstorm o Conferencing o Multi-Media
o Discussion o Exit card o Painting
Self-Regulation
o Blind Kahoot o Observation o Sketchbook
o 3, 2, 1 o Anecdotal o Digital
o Product o Choice-Based
o Oral Questioning/Q & A o Artist Statement
o Group critique
o Peer Feedback
o Descriptive feedback

Instructional (suggested-add appropriate
strategies)
Partnering
Non-verbal signals
Time-management aids
Mind maps
Hands-on material
Graphic Organizers
Oral Instruction Supplemented with Written
Instruction
CREATING AND PRESENTING
1.The Creative Process: apply the creative
process to create a variety of art works,
individually and/or collaboratively.
2.The Elements and Principles of Design:
apply elements and principles of design to create
art works for the purpose of self-expression and
to communicate ideas, information, and/or
messages.
3. Production and Presentation: produce art
works, using a variety of media/materials and
traditional and/or emerging technologies, tools,
and techniques, and demonstrate an
understanding of a variety of ways of presenting
their works and the works of others.
Accommodations
Environmental (suggested-add Assessment (suggested-add appropriate
appropriate strategies) strategies)
Strategic seating Extended time limits
Adaptive equipment Oral responses
Seat close to the teacher More frequent breaks
Provide with personal space Adaptive equipment
Avoid surprises to students Prompts for back on task
Consistent daily routines Speech-to-text software
Encouraging classroom Large size font
Collaborative Computer options
Overall Learning Expectations
REFLECTING, RESPONDING, AND
ALALYSING FOUNDATIONS
1.The Critical Analysis is Process: demonstrate 1. Terminology: demonstrate an understanding
an understanding of the critical analysis process of, and use correct terminology when referring to,
by examining, interpreting, evaluating, and elements, principles, and other components
reflecting on various art works. related to visual arts.
2. Art, Society, and Values: demonstrate an 2. Conventions and Techniques: demonstrate
understanding of how art works reflect the society an understanding of conventions and techniques
in which they were created, and of how they can used in the creation of visual art works.
affect personal values.
3. Responsible Practices: demonstrate an
3. Connections Beyond the Classroom: understanding of responsible practices related to
demonstrate an understanding of the types of visual arts.
knowledge and skills developed in visual arts, and
identify various opportunities related to visual arts.
SPECIFIC Learning Expectations (List)
 CREATING AND PRESENTING REFLECTING, RESPONDING, AND FOUNDATIONS
ALALYSING

A1.1 Use a variety of strategies, B1.2 Identify and describe the

individually and/or collaboratively, to
generate ideas and
to develop plans for the creation of art
works.
A2.2 Apply elements and principles of
design as well as art-making
conventions to create art works that
communicate ideas, information, or
messages, and/or that convey a point
of view on an issue.
A3.1 Explore and experiment with a
variety of materials/media, including
alternative media, and traditional
and/or emerging technologies, tools,
and techniques, and apply them to
create art works.
elements and principles of design used
in their own art works and the works
of others, and describe their effects.
B1.3 Explore and interpret a variety of
art works, both historical and
contemporary, to identify and describe
their purpose and style, the materials
used, and the meanings the works
convey.
B1.4 Use a variety of strategies (e.g.,
peer- and self-assessment, formal critiques,
feedback and reflection following public
displays) to identify and reflect on the
qualities of their own art works and
the works of others, and evaluate the
effectiveness of these works.
C1.1 Use appropriate terminology related
to elements and principles of design when
creating and analysing art works.
C1.2 Use appropriate vocabulary to
describe techniques, materials, and tools
when creating and presenting visual art
works.
C1.3 Identify and describe the stages of
the creative process and the critical
analysis process.
C2.1 Demonstrate an understanding of a
variety of techniques that artists use to
achieve specific effects.

B2.2 Identify and describe ways in

which various art works reflect the
society in which they were created.

B2.3 Identify and describe ways in

which creating and/or analysing art
works has affected their personal
identity and values.
Titles of Lessons/Performance Tasks

1. Lesson Title: Seeing Beauty Beyond the Body

2. Lesson Title: Beauty Ideals and Aesthetics Throughout the Ages

3. Lesson Title: Deconstructing Media and the Western Beauty Ideal

4. Lesson Title: Celebrating Diversity and Cultural Beauty

Summary of Lessons/Performance Tasks

Lesson/Task 1. (Approximately 2 days) Lesson/Task 2. (Approximately 4 days)

Seeing Beauty Beyond the Body Beauty Ideals and Aesthetics Throughout the Ages

This unit and the theme of beauty/aesthetics will be
introduced by completing a four corners debate.
Each of the following statements relating to
beauty/aesthetics will be hung in the classroom:
1. Beauty is a combination of qualities (shape,
colour, form, etcetera) that pleases the
aesthetic senses, especially sight.
This lesson will challenge the concept that beauty is
rigid and predefined. We will look at ideals in art and
how they have changed throughout time with regards
to works of art that were accepted into prestigious
galleries and works that were rejected. We will begin
this comparison and contrast activity in the 19th
century with the Salon des Refusés and continue
until present day. There is a lot of material that may
 2. The criteria for what may be defined as
beautiful is fluid and constantly changing.
3. Beauty is objective and differs from viewer to
viewer.
4. Beauty may be used to define unseen
characteristics such as values, virtues,
personalities etcetera.
None of the statements are untrue rather students
must decide which statement they agree with the
most and more importantly, describe why. I will
facilitate this conversation and further question the
students in order to evoke critical thinking. Once
students have a concrete grasp on the topic of
beauty, I will ask students to sit back down at their
desks.
As a class, I will ask students to extend their
understandings of what we just talked about and
brainstorm characteristics they find aesthetically
pleasing. This list can include anything from
landscapes to personality characteristics, to
artworks, to certain forms and so on. However, they
may not be characteristics relating the physical
human body. I want them to consider various
aesthetic criteria (principles and elements) and
consider beauty as something much broader and
beyond the physical self. This exercise should
prepare them for the task to come.
In partners, students will complete a think-pair-share
in which they will edit the criteria we just discussed
so that it suits them more personally. Students will
interview and get to know one another by asking
each other questions. This task will work best if
students are partnered with people they are not close
friends with. In getting to know the student, the
pairs will add and take away items from the pre-
existing list developed as a class. Using their
personal lists as inspiration and a starting point, they
will collaboratively develop a portrait that embodies
the unique, individual characteristics they discovered
when talking to one another. The portrait will be
drawn; however, students can decide which drawing
material they would like to use whether that be a
marker, crayon, pencil crayons, etcetera. This task
will challenge how students see themselves and
others. In looking for the good/beautiful in people
(including themselves), trust, self-esteem and
confidence may result. Students will present their
work to class. This will serve to break down any
existing barriers that may be present between
students.
Inquiry Questions:
be covered in this lesson and so only a hand full of
works will be chosen to represent various time
periods and standards. Students will be asked to
compare and contrast art works and consider how
these works may be judged within our current
society.
This lesson will begin with a blind Kahoot in which I
will put up two artworks on the board from the same
time period. Without giving students any information
about the images besides the dates, I will ask them
to choose which piece they believe to be the
celebrated artwork and which piece they think was
not able to meet the standards of the era. Unless
students are familiar with the artwork and the rules
that governed the production of “good” or “beautiful”
art, there will be no plausible reason for students to
choose one artwork over the other. This will
represent the objectivity and ever changing
standards that define beauty. For example,
impressionism was not considered to be tasteful art
until much later. At the time, critics did not accept
this style of painting and used the term
impressionism with a negative connotation. As I
continue with the lesson, I will continually pause to
question the students about the aesthetic nature of
the artworks tying in the elements and principles of
design. At the end of this interactive lecture, I will
discuss with students what they think the rules are
that govern the production of “beautiful” artwork
today, if any. Together we develop a set standard
referring back to the criteria used to define art in the
past as well as referencing contemporary art. Using
these criteria as a guide, I will ask students to create
a painting of their own. I will develop the criteria into
a rubric used to grade their assignments. This makes
it challenging for me as a teacher to quantify in
advance, what I am expecting from students as I am
choosing to involve them in the development of their
own assessment. Since students are given choice
and freedom, they must submit a rough copy draft
and conference with me one-on-one before moving on
to their final good copy.
Inquiry Questions:
1. How do beauty standards change and shift
throughout time?
2. Who gets to decide what is and is not beautiful?
3. In what ways are deviating from the standard norm
beneficial?
1. When discussing beauty, our minds often jump to
the physical self. What are some ways we can
challenge this disposition and find beauty/value
beyond physical appearances?

2. Which aspects about yourself do you consider to

be beautiful? When do you feel the most confident?

3. In visual arts, a focus is usually placed on the

representation of the human body. How can you, as
an artist, shift the focus from the seen to the unseen?
How will you make the inner characteristics/beauty
of your partner outshine their outer shell in your
collaborative work?

Lesson/Task 3. (Approximately 4 days) Lesson/Task 4. (Approximately 4 days)

Deconstructing Media and the Western Beauty Ideal Celebrating Diversity and Cultural Beauty

The media is an ever-present entity in our society as
we are constantly bombarded with advertisements
and news stories. Most students are involved with
social media and are constantly looking at images
telling them how they should look, act, and feel. This
can have toxic effects. This lesson aims to start a
dialogue about the media and the unrealistic Western
beauty ideal.
I will begin the lesson with a 3, 2, 1 activity in which
students will consider and discuss three things they
learned about in the previous lesson, two things they
are excited to learn about in the upcoming lesson,
and one question they have about the upcoming
lesson.
After looking at the very limiting beauty ideal in
Western culture, this lesson aims to celebrate
diversity and make students feel beautiful in their
individuality and allows them to celebrate their
culture.
This lesson will begin by having students brainstorm
and share any/every aspect of their culture that they
can think of with their group members. Together
they will create a concept web that positively
compares and contrasts the different cultures within
each group. Students will informally present their
concept web to the class. This activity serves to get
students thinking and excited about their
culture/background and the beauty associated with.

In the next activity, I will assign each group one of
the following videos:
https://www.youtube.com/watch?v=W2UZZV3xU6Q
https://www.youtube.com/watch?v=8eAL4JNQQU8
https://www.youtube.com/watch?v=ySpytmtCB5o
I will introduce their performance task by
demonstrating what I would like to see from them,
using my own culture as an example. I will present a
PowerPoint to students sharing aspects of my own
culture that I find beautiful and am proud of.
https://www.youtube.com/watch?v=iYhCn0jf46U
https://www.youtube.com/watch?v=Ei6JvK0W60I For the performance task, students will present on
https://www.youtube.com/watch?v=ERT_RUyJnTg
how different cultures see beauty differently.
Students will research art, rituals and practices of
After watching the video, I will give students some
their cultural background and will discover beauty as
time to discuss what they saw and describe their first
part of their unique place in this world. Anything from
reactions, and thoughts with each other. I will ask
landscapes to traditional dress and ceremonies that
students to verbally list the things that they did and
they find aesthetically pleasing should be
did not like about it, what it made them think of, how
incorporated into this assignment. Students will be
they felt etcetera. Once students are finished with
given time in the library to complete their research.
their discussions, they will provide a summary of
Students will demonstrate their findings to the class
what they saw to the class and will share some of the
using a visual aid such as PowerPoint or Prezi and
ideas and themes they talked about.
should describe what they find appealing about the
images they included using art terminology such as
I will then hand out a sheet of chart paper to each
the elements and principles of design. Within their
group and will ask them to construct a mind map that
presentation should be a comparison and contrast to
lists the prevalent Western beauty standards and why
Western ideals. Furthermore, to supplement their
these ideals are harmful as well as how media
presentation, students should create a small artwork
images propagating these standards makes them
that connects to the research portion of their
feel. The charts will be hung up on the board and I
assignment in terms of beauty and aesthetics. For
will start a dialogue about them with the class
example, a student of Chinese decent may wish to
helping to unpack this heavy topic. Through
create a painting on silk using traditional technique.
facilitation and inquiry, we can begin to understand
Another student may wish to image a popular
and truly realize how often we are encountering
landmark in their country such as Christ the
images, specifically advertisements, that foster and
Redeemer in Brazil. Whatever the students choose, a
exploit insecurities.
description explaining the connection, relevance and
creative process should be included in their
Once students are able to recognize and deconstruct
presentation.
the Western beauty ideal, I will introduce them to the
concept of culture jamming in order to help students
In their sketchbooks, students will be asked to write
build the tools necessary to critically consider and
a one-page reflection describing what they found
take power and voice over the media. I use
interesting, beautiful, and/or inspiring about a
PowerPoint as a visual aid to help me define this
classmate’s presentation.
concept. Culture jammed images targeting leading
companies in the beauty industry such as Victoria’s
Inquiry Questions:
Secret, American Apparel, Maybelline, and Cover girl
1. In a Western world where beauty is defined by the
will be used as examples and will serve as discussion
media so rigidly, what makes you uniquely beautiful?
points.

2. How does the rest of the world see beauty? How

The performance task for this lesson will ask
does it differ from the Western culture?
students to make a collage using advertisements and
images they collect from the media. Using these
3. What do you admire about your own culture and a
images, students will edit and correct them as they
classmate’s culture?
see fit. The collage should be treated as a public
service announcement (PSA) and should spread a
better, more positive message to those viewing it.
One of the images in the collage must be culture
jammed. Students can choose images from
magazines and print outs; However, there must be
some sort of digital component. An artist statement
should accompany their work describing their
creative process.

An exit card will be used at the end of this lesson as

the topics we are talking about are heavy and may be
very personal to some students. An exit card will
provide them with an opportunity to ask a question or
 state a comment/concern that they would like to be
addressed.

Inquiry Questions:
1. How does our current consumer culture foster
unattainable beauty ideals and standards?

2. How can we combat these unrealistic expectations

and spread body positivity?

3. Our culture places a large importance and focus

on physical appearance whereas people in other
areas of the world are just trying to survive. Why are
we so preoccupied with body image? What does this
say about consumerist culture?

4. How does the constant viewing of unattainable

beauty standards affect us physically and mentally?

Reflection
This unit would not be practical from a time restraint point of view as it covers large, deep topics that need time to be
unpacked. Furthermore, the performance tasks require in class work periods so that students may develop their own artwork
and research topics, such as their cultural background. In order for these tasks to be effective, students need time to explore and
examine them and should not be rushed. In contrast, from a materials budget point of view, this unit is very practical. In the first
lesson, students are solely using drawing materials. This includes anything from markers to crayons to pens and pencils,
inexpensive materials that students might bring with them. In the third lesson, students are making multimedia collages and will
be reusing recycled materials such as magazines and advertisements. Students may supplement their piece with other materials
but will not be using enough to extremely impact the budget. In the final lesson, students are creating an artwork that aligns with
their research presentations. Although, students have a choice in the materials they use, the artwork is small-scale and would not
make a large dent in the materials budget. The second lesson will likely be the most expensive in terms of materials as students
will be using acrylic paint. However, this is the only lesson that demands all students use the same medium, depleting only the
paint supply.
The requirements of this unit fit into the current direction of education as students are given choice based artworks and are
able to explore art in relation one-self rather than studying and imitating “the greats.” Although, some artworks from the past will
be examined alongside contemporary art. Furthermore, students are incorporating technology into their artworks; for example,
by creating a digitally altered image in the third lesson plan. Moreover, they are studying visual culture and learning about
relevant images they are encountering on a daily basis. This unit gives students the tools to critically analyze the media and
spread a more positive message regarding beauty bias as well as recognizing and celebrating diverse cultures.