The Philosophy of Art The worksheet consists of an information text. Based on this text, there are various exercises such as matching tasks, multiple-choice questions, open questions and true-false questions. You receive the material and solutions in PDF format for easy printing and in docx format for individual customization.

Hi all, In this lesson we open up the conversation around differing perspectives on art. What is art? How come some people will send thousands of pounds on something classed as ‘art’ whilst others don’t even think it should be art. This ethical discussion then opens up the conversation surrounding pornography and perspectives on this being an art form. Remembers to set ground rules at the start of this lesson to ensure that everyone is respectful of other views. Have fun, Liz

Firstly, I’d like to say a HUGE thank you to the more than 1000 of you who have downloaded this display pack! I hope your classrooms look gorgeous! This is a complete 200+ page pack of a number of classroom displays that I have developed over the last couple of years to invigorate my department. Two updated booster packs have already been added. Original Display Pack: - Philosophers and Religious Figures Timeline (Over 40 thinkers with pictures, dates and outlines of their thinking). - Famous quote callouts to add along the timeline (one for almost every philosopher). Get students talking! - Custom-made colourful lettering for timeline eras. - Over 20 ethical and philosophical questions in colourful speech bubbles to inspire thinkers in your classroom (A great one for open-evenings or tutor time discussions!) - Steps/Levels display with optional number arrows. Department levels policy documents included. - ‘How to’ guides for all displays. Booster Pack 1: - Philosophical Language Literacy Display with sentence starters for knowledge/explanation and assessment/evaluation. - Agree --> Disagree continuum signposts to make human bar charts in your classroom! - Blooms thinking guidance for teachers with question prompts. Great for shrinking and sticking on desks or displaying at the back of the room. Booster Pack 2: - A raft of additional thinkers to give greater flexibility to the Philosopher Timeline across exam boards. - Quotes for every new thinker of course! I’ve also added another high-quality display pack covering Logical Fallacies and Cognitive Biases. Find it here: https://www.tes.com/teaching-resource/logical-fallacies-and-cognitive-biases-display-pack-philosophy-psychology-11925635

This is a very simple plan which contains three different ideas for delivering online zoom lessons. Each activity should last 45 -60 minutes. It could be used with Google Hangouts or another online service but the break out room feature really allows for fun, engaging and motivating activities. The activity is best pitched for Year 3 (Grade 2) to Year 6 (Grade 5) year groups.

Ethos, Pathos, and Logos are modes of persuasion used to convince audiences. They are also referred to as the three artistic proofs (Aristotle coined the terms), and are all represented by Greek words. A highly engaging and interesting lesson that focuses on the art of persuasive language by using the terms above, incorporating ‘The Art of Rhetoric.’ - Aristotle. Additionally, it addresses the various ways to appeal to an audience, using: ethos, pathos and logos. Lesson pack contains: A 27 page PowerPoint A video link to make notes from A variety of examples of: ethos, pathos and logos with visual aids Dual coding ideas for each of the persuasive writing techniques A plenary task. A great way to introduce both psychology and philosophy into a creative English session

An introduction into philosophy, given to a KS4 class. One slide is a research task which the class did on school computers/iPads, but the lesson could be done without. The lesson includes many videos so non-specialist teachers can teach it. Learning Objectives: Define what philosophy is Compare the different types of knowledge and reasoning Debate philosophical questions

This fun philosophy lesson focuses on aesthetics, art and the nature of beauty. Aestheticians ask questions like “What is a work of art?”, “What makes a work of art successful?”, “Why do we find certain things beautiful?”, “How can things of very different categories be considered equally beautiful?”, “Is there a connection between art and morality?”, “Can art be a vehicle of truth?”, “Are aesthetic judgments objective statements or purely subjective expressions of personal attitudes?”, “Can aesthetic judgments be improved or trained?” This session is of particular interest to Art Teachers and teachers of subjects that have an aesthetic component (such as Design, Crafts, and Textiles); we’ve carefully selected the most significant philosophical issues wrestled with by aestheticians both ancient and modern so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature and value of art Different ways of evaluating art The nature of beauty and the degree to which it is “in the eye of the beholder” Cultural and historical relativism in evaluating art and beauty The impact of AI in the creation of art The big question asked in this session is “Is beauty an objective fact or merely ‘in the eye of the beholder’?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What makes one object “art” and another object “not art”? How should we measure the value of art? Why do people create art? What are the moral duties of an artist? How can creating art benefit our community and society? This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity. The file is a PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy! This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group.

This booklet is designed for years 7-9, once printed (preferably colour, double-sided) and given to a student - the teacher does not need to set homework tasks for the rest of the year, they are all contained within this booklet. It contains 60 pages and over 50 tasks, a year’s worth of homework. The tasks are differentiated, the format allows students to select the tasks that interest them each week/fortnight - the booklet instructs students to get their homework tasks signed by parents and the teacher. As a teacher, your only task is to check that students are completing the tasks. This one resource will save teachers of Philosophy and Religion countless hours of work, planning, and assessment. -It covers a variety of religions, philosophical issues, and ethical debates. -Features religious art, and high-level graphic design to encourage engagement. -Fosters independent research skills and allows students to choose topics that interest them -Features activities designed to prepare KS3 students for GCSE topics. -See the attached image for samples of tasks! Created over 3 years of teaching, and enjoyed very much by my students in YR 7-9! (Also impressed the leadership team no end!) Hope you enjoy, introductory price £5, which given the amount of hours of work you save is a no-brainer!

Introducing the different areas of philosophy and explaining how they link to the 2014 AQA syllabus. Ends with an introduction to Epistemology "what is real?" card sort.

This is a complete unit of work introducing students to the Spirited Arts Competition run by NATRE each year. This resource includes enough content for 7 lessons (designed as 50 minute lessons but would easily fill 1 hour lessons).It was designed for Year 7 in my school, but would be suitable for any KS3 year. There’s a range of different resources and activities to keep students engaged and encourage independent learning. MINIMAL PRINTING It includes: A tracker for the whole of my Y7 schemes of learning, featuring this as the third unit Progress map for students to highlight after each assessment in the year Common misconceptions and how to respond to feedback advice page Why are we learning this? Page Spirited Arts Introduction and planning sheet Christianity + Art lesson (including 4-mark Q - explain - key skill test) ‘Explain two…’ 4-mark question making sticker templates (ready to print on consortium stickers - pack of 8 - 99mmx68mm) Islam + Art lesson End of Year assessment (that includes questions from my other 3 Y7 units of work that are uploaded on TES) DIRT lesson Spirited Arts Gallery lesson End of Year Blooket lesson covering all 4 units Y7 will have covered 2 pieces of fully resourced homework (1 revision based for a End of Year Assessment, and 1 project based of their spirited arts work) All learning objectives are based around ‘know, apply, extend’ and differentiation is present in the form of sentence starters, excellence challenges and model answers. This is complete and ready to teach! Non-specialists have used it and followed it with ease. Hopefully this will save you time and energy :) Please leave a review!

This is a unit of 3 two-hour lessons for the OCR unit on Philosophy of Religion: Religious Language. Lessons cover a variety of tasks, activities and learner styles, geared towards the final exam. Also included is the A3 and A4 Learning Mats / Revision Mat for this topic. Lessons are: The Apophatic Way / Via Negativa The Cataphatic Way / Via Positiva Tillich on Symbols This resource also includes a free summary booklet. Each lesson also includes assessment of the arguments proposed and an essay-style question for discussion and development. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of students’ Philosophy education in general - which is what we’re all here for!

A comprehensive Art Department Teacher handbook covering vision, philosophy, health and safety, expectations of students, course descriptions and more. The handbook provides a fully editable resource which can be modified to suit all Art departments.

Versatile resource for displays, information sheets for fact-finding tasks, prompts to introduce philosophy at KS4 and KS5, and for delivering an assembly or lecture introducing the subject or advertising it for A Level or post-16 study.

Includes all the most significant philosophers and philosophy movements. Very long. I use them as two with the double Birth of Modern Humanism as the end of one line and also the beginning of the second. Never failed to grasp attention as a very striking room display

Hi all, Teaching META ETHICS for the first time here. Here are my lessons on it. Each session contributes in my teaching about 2 hours each. So lessons could be cut down further if the the teacher needs too. This unit was hard! But enjoyable in the end.

From my sample scheme of work using AQA Religious Expression. GCSE question has been tailored for OCR as pupils are due to start the Philosophy and Ethics course in January unless we change to AQA. This is a taster to see how they react to a more creative approach. Please leave feedback.

This book is intended to help teachers who are preparing their students for AS-level or Higher Grade studies in philosophy of religion. The topics chosen are common to most syllabi. Keywords DESIGN ARGUMENT - INTELLIGENT DESIGN - CREATION & EVOLUTION - PROBLEM of EVIL - RELIGIOUS EXPERIENCE - QUANTUM THEOLOGY It could be used either as a taster course for GCSE students who may be considering philosophy of religion studies; or as an introductory course for AS-level students or as a ‘stand alone’ course with students undertaking a general RE course in Y10–Y13.

Four lesson plans including classroom activities, assignments, homework, and keys as well as: Multiple choice quiz questions in an excel format Glossary of keywords and concepts in an excel format Open questions adaptable for debates, presentations, and essays Recommended resources to provide you and your students with a comprehensive list of trustworthy references on the topic (includes all media types: videos, texts, primary resources, maps, podcasts, 3D models, etc.) Tools to give your students such as tips to write a great essay Tools to make your life easier, such as marking grids All our education material is varied and built to develop middle and high-school students’ skills to succeed in social studies. You will also find several alternatives in the lesson plans to allow for differentiation and adaptation to your students’ level of ability. This pack includes all of the following topics: Greek Drama Greek Architecture Greek Philosophy Greek Art We are a non-profit organization and it is one of our goals to provide quality material to teachers by building engaging courses and finding reliable sources.

A few sheets on all the topics in OCR Philosophy papers 1 & 2