5.2 Lesson 5: Artistic Intervention Assignment

• newEditor
• Arts
• Middelbare school
• vwo
• Leerjaar 4

Lesson 5: Elevator pitch + working on your intervention

Yang Jazoo – The Excretion, mixed media on wall, 450 x 660 cm), installation view, We Don’t Blame You, Kunstraum Kreuzberg, Bethanien, Berlin, 2011

Welcome to Arts

• Key Concept: Change

• Related Concepts: Audience, Expression

• Global Context: Fairness and development (Imagining a hopeful future)

• ATL skills:

  • Collaboration skills

    • Encourage others to contribute

  • Reflection skills

    • Consider ethical, cultural and environmental implications

• Statement of Inquiry: Artistic interventions can help us imagine how to live together more sustainably in a rapidly changing world.

Programme lesson 5

1. Starter: Inspiring Artwork - Before I die...

2. Group Pitch Presentations

3. Studio Time: Develop Your Artistic Intervention

4. Clean-up & Check-In

Learning Objective

I can refine my group's ARTISTIC INTERVENTION plan, present our pitch, and organize the details needed to bring our project to life.

Success Criteria

• You improve your plan based on feedback.

• You help organize your group’s project details (logistics, materials, timeline).

• You present your pitch clearly and confidently.

• You submit a complete group proposal.

What is the summative assessment: where are we now?

You will work together to create a clear plan for your artistic intervention. This means deciding what message you want to share, who your audience is, and how your art will make an impact.

You'll present your group's idea and artistic intention in a proposal (written, slides, or poster), explaining your concept, your goals, and your plan for working together.

Criterion C (Creating/Performing)

Criterion B (Developing):

START: You will bring your plan to life by actually creating or performing your artistic intervention. This could be a presentation, performance, mural, installation, or event.

You'll document your work with photos, videos, or other evidence, and show how your group delivered your message and engaged your audience.

Criterion A (Investigating)

You are expected to research and analyze real-world examples of artistic interventions. This means finding inspiring works, like those explored in your post card reflections, jigsaw research, analysis Black Lives Matter Murals and class debate Can Art Change The World?.

You'll investigate what makes these interventions effective by considering their purpose, audience, message, and impact. You'll also critique the artworks—explaining your ideas and making thoughtful connections to the statement of inquiry and our unit's big question.

1. What is an artistic intervention?

An artistic intervention is a creative action or artwork placed in a public space with the goal of challenging, questioning, or drawing attention to social, political, or environmental issues. These interventions often surprise people, invite discussion, and encourage new perspectives.

Before I Die is a global participatory public art project that reimagines how the walls of our cities can help us grapple with mortality and meaning as a community.

Created by Candy Chang in New Orleans after the death of a loved one, this project invites people to reflect on mortality and share their personal aspirations in public.

https://www.candychang.com/beforeidie/

What issues do we care most about in our school, community, or the world?

Who could our audience be (students, teachers, parents, neighbors, public)?

What emotions do we want people to feel when they experience our art?

What artistic forms (performance, mural, installation, flash mob, etc.) excite you most?

What’s the boldest or most original idea you can think of for an intervention?

How could we make our message unforgettable or interactive?

What does “success” look like for our intervention?

2. Present your plan

Present your elevator pitch

Ana Teresa Fernández – Erasing the Border – Borrando la Frontera, 2012, Playas de Tijuana, Mexico

Elevator Pitch

• Each group presents their intervention plan and visual to the class (1–2 minutes per group).

• Share your idea clearly:

  • What is your intervention?

  • Who is it for?

  • Why will it make a difference?

• All group members should have a speaking part.

• Listen to other groups and be ready to share one thing you found interesting or inspiring.

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Elevator pitches

• Present your group’s visual (poster or slides) and artistic intervention plan to the class.

• Your pitch should be 1–2 minutes. All group members should speak.

• Explain:

  • What is your intervention?

  • Who is it for?

  • Why will it make a difference?

• As you listen to other groups, write down one idea you find interesting or inspiring to share at the end.
  

Get ready to present with confidence and support each other!

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3. Work time

• Use this time to work on your final piece:

  • Research (for conceptual work), paint, write, rehearse, build, or create as needed.

• Collaborate, experiment, and refine your work together.

• Ask for feedback or support from your teacher if you need it.

Clean-up & Group Check-In

• Tidy your workspace and materials.

• Quick group check-in: What did you accomplish today? What’s your next step?

4. Reflection & Exit Ticket

• Quick exit question: How is your group doing? What’s your next step?

• Next lesson: Finalize your plan, start preparing your artistic intervention!