Lesson Plan for Aesthetic Approach

Aesthetic Approach

 Aesthetic approach is an approach of teaching whereby the teacher immerses the theory of aesthetic into their lesson. By using aesthetic approach to teach, teachers shall engage with and react to the sensual objects and experience, attempting to explain how to we come to judgment by looking at:

(1)   Setting

Teachers are able to grasp the nature of the setting for example the particular culture or norms and the atmosphere and mood created by the setting on character/s, text and reader, so that teachers are able to help students to have further understanding about the literary work in the class.

(2)   Plot

Teachers are able to make students to understand the plots and its importance. The sequence of events and relationship between events give closed impacts to the every main or sub-plots.

(3)   Subject matter/theme

Teachers are able to make students to understand what is the theme of the literary work about, what idea is the poet expressing and what images or words, symbols does the poet use to convey and reinforce his/her ideas?

(4)   Characterization/persona

Teacher are able to make students to understand the characters in term of physical attributes, social position, personality, attitudes and beliefs, kinds of relationship, actions and reaction, interactions with one another, character development, and also roles and functions in developing the story.

(5)   Literary devices  

Teachers are able to make students to understand that how does the poet use literary devices to communicate his/her ideas with the readers. For example, ideas could be precisely expressed by looking at the mood, structure, imagery, tone, rhythm and rhyme, figurative language, imagery, relating sounds to meaning (onomatopoeia), patterns of sounds (alliteration)m symbols, metaphors and personification. 

What is its importance?

Aesthetic approach is a good teaching approach as it is dealing with the nature of art, beauty and taste, with the creation and appreciation of beauty. It can create a sense of moderation whereby students are able to square the allegedly perceptual basis of aesthetic judgments with the fact that they are able give reasons in support of them. And also they are able to capture the elusive contrast between an aesthetic attitude and a practical one, whether to define aesthetic experience according to its phenomenological or representational content and finally, they are able to understand the relation between aesthetic value and sensory-emotional value. 

Poem                                       Are You Still Playing Your Flute?

Form                                        5

Duration                                  1 period (40 minutes)

Level of Proficiency               Intermediate to High Level

Topic                                       Are You Still Playing Your Flute?

Objectives                               By the end of the lesson, students should be able

to:-

1.      Recite the poem with feeling and emotion

2.      Identifying the words describe emotions and atmosphere in the poem

Moral Values                           Friendship, Tolerance

Teaching Aids                         Music, Picture

Teaching Procedures

Pre-reading (5 minutes)

1.      Teacher asks students whether they know what is flute.

2.      Teacher plays the music(flute)

3.      Teacher asks students about how they feel when listening to the music

Rationale

1.      To encourage students’ interest in the activity

Pictures-

Audio clip-

While-reading (25minutes)

Activity 1

1.      Teacher introduces the poem to the students

2.      Students recite the poem with the music as the background

3.      Going through the meaning of the poem line by line

Rationale

1.      To create feeling and atmosphere for the students.

Activity 2

1.      Teacher divides students into 3 groups.

2.      Each group will be given 5 minutes to find out the poetic devices.

3.      Identifying the words describe emotions and atmosphere found in the poem.

4.      Teacher asks students some comprehension questions.

5.      Students answer to teacher’s questions voluntarily.

Rationale

1.      To deepen the understanding of students regarding the points of view of the persona

2.      To discuss significance of the poetic devices such as imagery, imagery, metaphor and personification.

Questions

1.      What is the persona feeling guilty of?

2.      Where does the persona live? What about the flutist/ her boyfriend?

3.      What is “luxury” refers to and why is persona longing for it?

4.      How is the atmosphere of the village depicted?

5.      How do we know that the rice fields are not looking good?

6.      What is the tone used? 

Key answers:

1.      The persona feels guilty when she misses/ or longs for the beautiful melody of the bamboo flute played by her beloved long ago because her conscience tells her that it is not a right thing to do/feel. @ to be thinking of their love at their difficult times.

2.      The persona and flutist/her boyfriend live in two different “worlds”.  Persona lives in city/town while the flutist lives in village. The persona’s lifestyle and way of thinking is now different from her boyfriend’s.

3.      The luxury refers to

~watching the rain

~gazing at the evening rays

~collecting dew drops and

~enjoying the fragrance of the flower

* all of these luxuries can be enjoyed in the rural areas and not in the city where everything is so busy, everybody leading a hectic and busy life.

4.  The village is quiet and deserted as it is empty because the villagers have left the village for better jobs and conditions.

5.  They are described as ‘sick rice fields’ and it is unproductive (in deplorable state).

6.  Sad / Hopelessness / Despair / Anxious

Post-reading (10 minutes)

1.         Teacher plays the “Lemon Tree” song.

2.         Teacher shows them the lyric.

3.         Students are asked to interpret/ grasp the meaning of the song’s lyric.

4.         Students tell teacher their feeling about the song and how they relate the text and the lyric.

Rationale

1.      To boost students’ creative and critical thinking and be able to think about the connection between the lyric and the text.

Lyric:

I'm sitting here in a boring room
It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder

I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
But nothing ever happens and I wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree

I'm sitting here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
Well, nothing ever happens and I wonder

Isolation is not good for me
Isolation I don't want to sit on a lemon-tree

I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
And I wonder, wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see (3x)
Is just all yellow lemon-tree

Song- 

 

*The persona is the flutist.

*He is doing nothing but waiting for her girlfriend.

*Their perspective towards the world is different as his girlfriend told him about the blue sky but all he saw is just lemon tree.

*The persona is isolated by his girlfriend.

*The persona is living in his world like flutist. The persona sings “I'm steppin' around in the desert of joy” and the flutist plays his flute during the hard times.

*His girlfriend has earned a quite good life out there (that’s why what she saw is the blue sky) but the persona hasn’t (persona saw only lemon tree- lemon=sour taste=life situation).