Digital Unit Plan Template Unit Title: Art, What is the meaning of it?

Content Area: Visual Arts

CA Content Standard(s)/Common Core Standard(s):

Name: Miguel Ruiz Grade Level: 9-12

1.0 Artistic Perception 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 1.2 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work. 3.0 Historical and Cultural Context 3.1 Identify similarities and differences in the purposes of art created in selected cultures. 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art. 4.0 Aesthetic Valuing 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

Big Ideas:

Appreciation -Learning how to value work through the basis of a critical analysis rather than relying on personal taste. Culture Diversity- Understanding culture influence in the development of art, and the differences and similarities between cultures. Interpretation vs. Intention- Evaluating the difference between what was meant and how it is interpreted.

Unit Goals and Objectives:

Students will be able to: Make formal analyses utilizing the principles of design and art elements. Apply the formal analysis in defining an artists or style and the contributions made by that particular style. Analyze artworks within a specific culture. Identify trends in art according to time place and culture. Understand how interpretation varies depending on the context of which art is viewed.

Unit Summary:

Have you ever viewed an artwork and where unable conclude its meaning or purpose? Think about the last time you went to an art museum. It is probable that you have. Because artworks have been produced in many different locations, at different times, and by various artists, there are a variety of works with many purposes. When looking at art, you may be limited by the lens in which you view it. One cannot make assumptions based on todays conv entions. The image to the right may be misinterpreted if not analyzed through its context. It is actually a sculpture of the Aztec god Coatlicue, mother of all gods. The serpents in the sculpture represent fertility. If not analyzed through its context it may be very difficult to conclude to this interpretation. It is essential to have the necessary information to conclude to an interpretation more closely related to the original intent. In this unit students will learn how to analyze artwork with the use of formal qualities, content and context. Students will conduct research to conclude an artworks meaning. Special attention will be made to influential factors such as time, key events, artist views, culture, religion, politics, etc. Having taken these things into consideration, students will be able to appreciate art through a more diverse lens.
Assessment Plan: Entry-Level: Formative: Summative:

Quick Write Students will look at an artwork and asked to write about it. There are no right or wrong answers. This is simply an exercise to measure students prior knowledge.

Quiz A quiz will be given to ensure students understand the art elements and design principles. Students will be asked to list art elements and show visual examples of design principles. Discussion of Content Students will describe the content of a painting

Glogster Students will find an artwork and create a glog describing its meaning. They will use key words and images to help you illustrate the meaning of the artwork. Form, content, and context must be present in the glog. Research Paper Students will research an artwork of their choice

and the share their responses in an only forum. Quizlet Students will use flashcards to test knowledge of covered material. Different features can be explored by accessing different study modes. Students can select the test option and receive feedback on correct and wrong answers. Scavenger Hunt Students will search museum sites to find two artworks with similar subjects but different context. You will describe how the context of the artwork helps define the meaning. Use specific examples to validate your argument.
Lesson 1 Student Learning Objective: Student will learn the basic structure of analyzing work through form, content, and context. Acceptable Evidence: Student is able to list the and describe the segments used to analyze the artwork. Student is able to give a short description on each of the segments when analyzing an artwork. Acceptable Evidence: Student is able to identify how time, place, or philosophy is able to define the meaning of an artwork. There is a connection between the work and the example of influence. Acceptable Evidence: Student is able to distinguish parts of the analysis and is able to communicate it both in written form and visually. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

and create an analysis using the material learned. There must be a clear description of form, content, and context. They will also need to find links between the form, content, and context to help them better understand the meaning of the artwork. It will help them to look at the titles, dates, movements and styles associated with the artist, and events in history. The paper must be between two to three pages long.

Lesson Activities: Quick write Powerpoint Presentation Guided notes

Lesson 2 Student Learning Objective: Student becomes familiarized with the vocabulary. Student begins to apply information learned and distinguish between different influences of context in art. Lesson 3 Student Learning Objective: Student will be able to present information learned using both written and visual information.
Lesson Activities: Quiz on Formal Elements Webquest Discussion Quizlet Scavenger Hunt

Lesson Activities: Graphic Organizer Glogster Page Research Assignment

Unit Resources:

http://quizlet.com/30852927/art-analysis-flash-cards/ Flashcards http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2384109& Rubric for research paper. http://www.glogster.com Website to make online poster. http://prezi.com/rtw-mc6sy2sk/art-what-does-it-mean/ Lecture presentation. http://www.ubc.ca/okanagan/fccs/about/links/resources/arthistory/elements.html Detailed description on form, content, and context. http://renaissanceconnection.org/index2.cfm Website o the renaissance influence in art. http://www.metmuseum.org/toah/intro/atr/06sm.htm Museum website with art timeline and wide range of artworks from around the world. http://popplet.com/app/#/1455826 Popplet example on The Stone Breakers. www.popplet.com Graphic organizer website. http://www.youtube.com/watch?v=CxLDsWHsQ1g Popplet tutorial video. http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2384845&no_return=1& Rubric for popplet.

Useful Websites:

http://www.getty.edu/education/teachers/building_lessons/formal_analysis.html How to do a formal analysis. http://www.moma.org/learn/moma_learning/glossary This is an online glossary that will help you define common art terms. http://www.powayusd.com/teachers/kopstad/Art%20Analysis/assignment1.htm Website with assignments and vocabulary. http://www.usc.edu/schools/annenberg/asc/projects/comm544/library/styles/index.html List and description of styles of art. http://smarthistory.khanacademy.org/the-stonebreakers.html Description of The Stone Breakers, plus many other artworks. http://www.artsconnected.org/toolkit/index.html Toolkit to help describe art elements and design principles. http://www.philamuseum.org/collections/audiotours.html Audio tours of artworks.