“The Perfect Fit” or alt. title “Sole-Mates”
Note: This lesson plan can be approached in two ways.
Bring your students to the Bata Shoe Museum for the Critical Analysis and Think Pair Share activity, and complete the Studio Activity at your home school.
Complete all steps at your home school prior to a Bata Shoe Museum visit. Bring completed studio activities to the museum and share with your guide prior to commencement of tour, so they can get to know your students better.
💬NOTE: You can find additional facts, activity ideas for each part of the process, as well as modifications, within the teachers resource.
Although the most basic definition of a “perfect fit” may be its size, there are other criteria which make a person and a shoe “sole-mates”. This lesson is intended to aid understanding of and engagement with the creative process for students in Grades 4-6. Shoes within the Bata Shoe Museum Current Exhibits (November 2022): Obsessed and Future Now, will be used to provoke critical thinking about how shoes do, can and will serve and represent the students in both practical and aesthetic ways. Provided with this inspiration and a challenge of adhering to basic criteria influenced by the sample shoes, students will then participate in a studio activity prompting them to “Draw (make) a shoe that represents you”. After completing the activity, students will present their creations in small groups, sharing details about how (and/or why) they got to this final design, circling back to questioning how their imagined shoe would serve and represent them in both practical and aesthetic ways.
Desired Results, Learning Outcomes, Curriculum Expectations:
Derived from: https://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
All Grades: Students are expected to learn and use the creative process to help them acquire and apply knowledge and skills in the arts. Use of the creative process is to be integrated with use of the critical analysis process...(pg 19)
Student Grouping: Whole Class
1. Begin the lesson with an announcement of the exciting big idea or prompt that students will respond to in the studio activity, “Today, you will draw a shoe that represents you!”.
2. Explain the following
- First, we will generate ideas by looking at and critically analyzing two shoes. The first shoe will involve a whole class discussion. The second shoe, the class will be divided into small groups for discussion.
- Students may want to jot down ideas throughout the class and pair discussions so they can refer to them later (provide them with a blank sheet of paper and writing utensil to do so)
- Then, we will work on our activity individually and finally, return to small groups for reflection.
Step 1: Showing personal interests through shoes: Critical Analysis
Student grouping: Whole class, led by teacher
- What does this shoe remind you of? (Students should come to the conclusion that the shoe is a car before proceeding.)
- What emotions do you feel while looking at this shoe?
- Have a closer look. What elements or qualities of the shoe design help you understand that it is a car?
- Why do you think Beth Levine chose to create a car shoe?
- Who do you think would wear this shoe?
- How effective is Beth Levine's design in resembling a car? Is there anything you might add?
- Can you name something you love and give me two examples of how you might express that visually?
- When asked about this design Beth Levine said "Once seen, never forgotten." What do you think about this?
- Is it possible that different audiences (e.g., kids, teenagers, young adults, older adults) may view this work in a way that is different from the artists intentions? Why or why not?
Step 2: Shoes as Tools + Designs to serve communities - Think, Pair, Share
Student grouping: Small groups of approx. 4 students
- Provide some information about special Nike GoFlyEase characteristics:
- Pose the following questions to your class:
- Encourage students to use their wildest imagination, and provide an example. Say a student loves walking in the rain but they (and their parents) hate that their shoes get all muddy. Perhaps a shoe where you could remove the outer layer and machine wash it may be helpful.
Step 3: Activity: Design & Create a shoe that represents you
Student Grouping: Independent > Share in small groups
- why you didn't proceed with the other ideas
- if there's anything you would do differently engaging in this activity a second time
- how hearing about and seeing the aesthetic and practical purposes of shoes in the BATA exhibits helped shape your studio activity
Hi Ali, your ideas are well grounded in theory. They address specific curriculum learning goals as well, which is perfect as a pre-visit lesson for teachers to use. Great choice of shoes for inspiring the students on their project! My only suggestion would be to maybe simplify the language on how you frame the questions in the critical analysis portion. Instead of "what might people assume" you could say "who do you think wears this shoe?" so that it invites more open discussion.ReplyDelete