Unit Title: Drawing Your Community Subject/Topic Area: Telling the Story of a Community: Its Place and People

Key Words: Community, inclusive, exclusive Brief Summary of Unit: We will use this unit to talk about communities that people are a part of and how those communities help define their lives and values. Students will work on a layered drawing of a community of which they are a part. They will draw both the setting (the physical place or an imaginative version of setting) and the people who are part of their community. Stage 1-Identify Desired Results Established Goals: Students will learn about the importance of community in their lives. They will learn more about creating a cohesive, layered image and about how to accurately draw faces. Recognize and value the connection between the arts and their own lives and environments (NE Frameworks). Be able to communicate proficiently in at least one art form (National Standards). Recognize the importance of diversity and equity in the creation, performance, interpretation, and evaluation of the arts (NE Frameworks). Recognize the intrinsic and aesthetic value of the arts in their own learning and creative processes (NE Frameworks).

Essential Questions: What is a community? How do communities function as being both inclusive and exclusive? What identifies you as a member of your community? How do your community members interact with each other/address each other? Understandings: Students will understand that a community takes many forms. It could be a school, a neighborhood, a club or activity, a group of friends, etc. Students will understand that communities can be both inclusive and exclusive. Whenever a community defines who its members are, there are bound to be some people who do not fit that definition. The group must either expand its definition, or another group must be formed. Communities are also only one part of an identity students might belong to many different communities. Students will discuss the ways that people identify themselves. Colors, symbols, handshakes, locations, age, gender, ethnicity, etc. can all be ways of identification. Students will discuss the multiple ways that communities might interact with one another. Students will also discuss the idea of in-group and out-group rules in relation to reclaimed words, etc.

Stage 2-Determine Acceptable Evidence Performance Task: Students will create a layered drawing. They will illustrate the setting of their community on a piece of paper, and then draw the people of their community on a sheet of vellum to be layered over. Other Evidence: Self assessment/reflection at the end of project. Practice drawing of a human face (work skills points). Writing and group discussion on the essential questions. Student Self-Assessment and Reflection: What does my drawing tell about my community? How? What have you learned about communities through this project? Be thorough in your explanation. Did you work to the best of your ability. What did you learn about drawing that helped you in the final artwork?

Stage 2-Assessment Task Blueprint What understandings or goals will be assessed through this task? Student understanding will be assessed through their ability to: Recognize and value the connection between the arts and their own lives and environments (NE Frameworks). Be able to communicate proficiently in at least one art form (National Standards). Recognize the importance of diversity and equity in the creation, performance, interpretation, and evaluation of the arts (NE Frameworks). Recognize the intrinsic and aesthetic value of the arts in their own learning and creative processes (NE Frameworks).

What qualities must student work demonstrate to signify that standards were met?

Students will thoughtfully illustrate their community and be able to talk about the functions of the community. Students will gain understanding of how facial features interact with one another to draw a more realistic human face. Students will be able to discuss the essential questions and the idea of community in a respectful manner. They will also be able to discuss their works with their peers. Students will be able to discuss their work and the work of their peers in both aesthetic terms and in terms of meaning.

What student products and performances will provide evidence of desired understandings? Technical skills with gesture practice and idea sketches Students will spend a day learning about drawing a face according to traditional standards. Formative Brainstorming sketches Students will come up with at least 2 communities to draw brief sketches of. Formative Writing/Group Discussion on Essential Questions Students will be able to provide readings of their peers work, as well as provide explanation for some of their own artistic choices. Formative Self-assessment/ Reflection Evaluation will come through their self assessment and reflection on some essential questions. Summative

Stage 3-Plan Learning Experiences Sequence of teaching and learning: 1. Students will begin by discussing the essential questions out loud in small groups and then as a large group. W, H 2. Students will list the communities that they are a part of. Game Idea: Communities will be named (i.e. people who work in retail, people who work in food service, no job, or other kind of job) and students will group themselves by response around the classroom. W 3. Students will write briefly on each of the essential questions (hopefully some time to think about the large group discussion will help them to have thoughtful answers). R, E2 4. Discuss the culminating unit: present the performance task and review the rubric. E1 5. Students will brainstorm how to depict the setting and a few other people who are part of 2 or more communities. They will share their ideas in a group of 3 or 4 others to finalize an idea. R, O 6. Mini-Lesson: Students will learn traditional measurements of the face and look at their own face in a mirror. They will practice drawing the face from traditional measurements and also discuss how faces stray from the standard. E1, T, O 7. Students will work on their final project, making revisions as needed. R 8. Conclude with small group readings. E2 W-Where are we going? Why? What is expected? H-How will we hook and hold student interest? E1-How will we equip students for expected performances? R-How will we help students rethink and revise? E2-How will students self-evaluate and reflect on their learning? T-How will we tailor learning to varied needs, interests, styles? O-How will we organize and sequence the learnings? Materials Needed: Large white paper Vellum Markers, Pens, Pencils, Colored Pencils, other drawing utensils

Self Assessments for Final Drawing Name: ____________________________________________________ Period: __________________

Technique and Craftsmanship 1 The artwork is not well-rendered. Student did not use the time given efficiently and work is not done to the best of their ability. 2 3 The drawing was somewhat wellrendered. Student used the time given about 50% of the time, and work appears mediocre to students ability. 4 5 The artwork is very wellrendered. Student used the time given to its full extent, and worked to the best of their ability.

1. Explain why you gave yourself the grade you did. Be thorough: did you work to the best of your ability. What did you learn about drawing that helped you in the final artwork?

2. What does your drawing tell about your community? How so?

3. What have you learned about communities through this project? Be thorough in your answer.

4. Is there anything about this project you dont understand? Answers will NOT affect your grade.