Unit Plan Overview

Unit: Watercolor: Techniques and Applications-5th grade Art Stage 1- Desired esults !onnections to !onte"t: Trans&er Students "ill -e a-le to independently use their learning to. (How does this fit with students experiences, the "now that art supplies can be manipulated in non traditional forms, and will be able to transfer that "nowledge into other school goals, and the larger societal issues?) forms of art! They will learn that watercolor can be manipulated, and maybe they can begin to experiment with other -They are able to use their favorite animal as mediums to manipulate! +n this way, they can explore ways to ma"e their art their own! the basis for their pro ect! This allows them #pply art to all circumstances! ,any of the art supplies used during the unit are common household supplies li"e salt, coffee to have personal interest in the pro ect! grounds, and saran wrap! +n "nowing this, "ids can learn that they can ta"e their creativity outside the art classroom, that they -They will ma"e a connection between what they don-t need their perfect Tempra paint in order to ma"e art! have learned about the principles and elements of design with what they already "now about #naly.e art made by other artists, and to recogni.e the different techni/ues that they use!
watercolor! They will have rhythm and repetition in the landscape planes, but the variation in the different textures! #lso, students will be able to ()hat "inds of long-term independent accomplishments are desired?) combine their understanding of the color wheel 'eaning and monochrome colors by creating a bac"ground 012345T#12+165 35531T+#8 9035T+:15 that has a lot of unity in it!

Students "ill understand that. Students "ill )eep considering. The principles of art and design(repetition, rhythm, unity, How art influences their daily lives, and how it can even line, value, and texture) are all present in nature, and that change their lives when it allows them to enhance their -Understanding and applying media, art can help show people that! creativity and engage in their world! They may not solve techniques, and processes cancer with their art, but they can help others to find There are different techni/ues that actual artists use to ma"e https$%%artsedge!"ennedybeauty in the world! their art beautiful! center!org%educators%standards%national%arts How to combine the abstract and real art that they see all There is a difference between realistic and abstract! The standards%&-'%visual-arts%visual-arts-(!aspx around themselves, and how nature does not have to be animal outlines that they draw will be done realistically, but depicted realistically! the patterns that they put within the animal ma"e the wor" very abstract! This will help the students "now that they ()hat content standards and program- or missiondon-t have to pic" ust realism or abstract, but they can related goal(s) will the unit address? combine the two! )hat habits of mind and cross-disciplinary goal(s)- for example *(st century s"ills, core +t ta"es time and wor" in order to be able to learn how to ()hat thought-provo"ing /uestions will foster in/uiry, meaning- ma"ing and transfer?) competencies- will this unit address? draw, that they need to plan, design, and practice before +nclude source and identifying number) they can start in on a final pro ect! This is shown when the -Michigan Standard II: ART.VA. . : Analy!e ho" students do not always master the different techni/ues on art con#eys ideas to e$press one%s indi#iduality. the first try, but need the practice before they apply it to the -MI Standard II: ART.VA.II. .& '$plore and final animals! understand the impact o( digital media and 7reativity is a beautiful thing, that they don-t have to be technology in the creation o( art"or). mathematicians, but that their s"ill, oy, and value can be -'*R+S Standard , (or th graders: Students "ill found in art! #sta$lished %oals
apply s)ills and )no"ledge to per(orm in the arts. -Michigan Common Core Standard #2: All students will apply skills and knowledge to create

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in the arts. ()hat speci>cally do you want students to understand? Michigan Common Core Standard #3: Students )hat inferences should they ma"e?) integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks -Michigan Common Core Standard #5: Acquisition o& (nowledge) S*ill and +alues,!o--it-ents,Dispositions Reflecting upon and assessing the characteristics Students "ill )no". Students "ill -e s)illed at. Students "ill e$hi-it. and merits of their work and the work of others How to draw basic animal shapes, The twelve different watercolor 7ontrol over the techni/ues, -Michigan Common Core Standard #6: Making outlines to be made with sharpie! +n this techni/ues presented especially the five they choose to connections between the visual arts and other way, the students understand what is incorporate in their landscape! disciplines. +ntegrating & different

absolutely necessary to ma"e up an animal! How to fill in animals with abstract sharpie patterns! How salt, coffee, and rubbing alcohol react with watercolor! That you don-t need to be in an art classroom in order to do art, you can use household items to ma"e great art! How to mix and use a monochrome%analogous color palette for their landscape How to recogni.e .entangle techni/ues, and identify%incorporate the ones that they li"e the best! How to analy.e the environment in which their animal lives and decide which colors to use How to push their considerations of what abstraction means

techni/ues into a landscape! 3valuating the effects of different techni/ues, and how they can be used to represent nature! 3x! they will "now that saran wrap loo"s li"e leaves, or that coffee creates a sand-li"e appearance! ,anipulating the art materials in non traditional forms! ,anipulating the watercolors and different ways to change the properties of paint! How to ma"e texture in watercolor! 7reating a color transition or gradation on their animal! #pplying watercolor techni/ues in an abstract way!

Their own interest in the pro ect by being able to chose which animal they use in their final pro ect! How to ma"e art a way to express themselves! ?nowledge in how watercolors react with different chemicals and solutions i!e! rubbing alcohol and salt! 7omprehension of how well their art is going, and how they need to improve! 7reation of a landscape using & different watercolor techni/ues of choice! )hich watercolor techni/ues would create the appropriate environment for their animal! How to wor" collaboratively, both in small groups, and with the whole class

()hat discrete s"ills and processes should students be able to use?) ()hat facts and basic concepts should students "now and be able to recall?)

()hat values and commitments and attitudes should students ac/uire or wrestle with?)

Stage .- #vidence #valuative !riteria 8esson :ne 7riteria$ (! 3ach of the (* techni/ues were attempted, and ' or more are successfully rendered

Students "ill sho" their learning -y. @34A:4,#173 T#5?(5)$ 7ompleting the assignments within the appropriate time, or coming in during recess in order to finish! Aollowing directions and completing the twelve techni/ues

The student was paying attention 5uccessfully using five techni/es to create a landscape during the lesson and staying on +ncorporating their s"ills into an animal drawing tas" appropriately 7reating an abstract collaborative wor" 8esson Two 7riteria$ 7ombining their realistic loo"ing animals with the abstract .entangle designs! (! The students use & different )or"ing with classmates well, participating in good discussions and trying to ma"e the best piece possible! techni/ues @articipating in class discussions *! The techni/ues are completely 3valuating their collaborative pro ect, both in wor"ing with others and the actual piece! separated using the white oil pastel, (How will students demonstrate their understanding- meaning-ma"ing and transfer- through complex performance?) without any pencil underneath! 8esson Three 7riteria$ (! The students will create simple animal outlines and then fill in the outlines with .entangle designs *! The animal will ta"e up most of the page, or they will create two animals! 8esson Aour 7riteria$ (! The students will use color transition or color gradation successfully on their animal *! The students use *-B techni/ues of choice to create an abstract or realistic environment for the animal 8esson Aive 7riteria$ (! The students used many different techni/ues and colors within their own abstract elements, using both normal and boo" paper! *! The students collaborate well with their classmates as they ma"e a pro ect together! *!
()hat criteria will be used in each assessment to evaluate attainment of the desired results?) (4egardless of the format of the assessment, what :TH34 3=+23173$ /ualities are most important?) Through class discussions during the motivation section of the lesson, + will be able to understand what students understand

That the students love the art that they created, that they are proud of it, and want to continue exploring different aspects of art! That the students "now the (* techni/ues, and can apply them in different ways!

about the different principles! #lso, + will try to call on a wide range of students so that they do not fall through the crac"s! The students will identify the techni/ues used in the introductory slideshows! )hether or not their animals are filled with .entangles, and that they are complicated and intricate enough to have been done by a fifth grader! The students draw simple animal shapes for the third lesson, they understand not to ma"e them too complicated as it will clutter the image once the .entangle designs are added!
()hat other evidence will you collect to determine whether 5tage ( goals were achieved?

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Stage /- 0earning Plan @re-assessment- due CCCCCCCC

()hat pre-assessments will you use to chec" students prior "nowledge, s"ill levels, and potential misconceptions?) 7lass discussions, individual /uestions throughout the lessons, and moving

around within the classroom!

(Toward which goal does each learning event build?) #c/uisition ,eaning Transfer

8earning 3vents Student success at trans(er, meaning, and acquisition depends upon their participation in these learning e#ents. The students will complete the transfer goals when they apply their "nowledge of science in understanding how the salt and rubbing alcohol mix with the watercolors! The different reactions are important to understand because otherwise the materials could wor" in unexpected ways! This will be shown in the learning event of the class discussions, and also how they manipulate materials during their wor" time! The students participated in the learning event to enhance meaning by always having the freedom to choose the techni/ues or sub ects that they depict! #rt is worthless if it does not have meaning for the artist, so my students must find meaning in the wor" they create! The students will complete the ac/uisition goals when they complete each pro ect because this is the greatest and most effective way to show their "nowledge and learning! The students will also complete ac/uisition goals when they fill out their rubric in lesson five, when they are evaluating themselves, their wor", and how they wor"ed with others!

@rogress ,onitoring (How will you monitor students progress toward

ac/uisition, meaning, and transfer during lesson events?)

#s an art teacher, + am constantly moving throughout the classroom to see how well they are doing, and to evaluate their progress! + do not believe that carrying around a clipboard to mar" how each student is progressing to be at all helpful for a friendly learning environment, + can simply monitor their progress as + move throughout the classroom! )hile + wal" around, + am constantly as"ing them /uestions about their wor", trying to push them to further their "nowledge and creativity! (How will students monitor their own progress toward ac/uisition, meaning, and transfer?) Aor every lesson there is a advance organi.er that often stays up on the board for the entire class period, which helps them "now where they are in the lesson! The students must be constantly analy.ing their own wor" and deciding how it needs to be improved! ()hat are potential rough spots and student misunderstandings?) The students may have trouble wor"ing together for the collaborative artwor"! 5ome of the tables aren-t overly friendly with each other, so there could be some arguments!

5tar the multiple means of representationD underline the multiple means of action and expressionD circle the multiple means of engagement (#re all three types of goals (ac/uisition, meaning, and transfer) addressed in the learning plan?) (2oes the learning plan reflect principles of learning and best practices?) (+s there tight alignment with 5tages ( and *?)

(How will students get the feedbac" they need?) The students receive feedbac" almost constantly as + move around the classroom! 5ometimes they come up to me for advice, but otherwise + try to say something to everyone during the lesson! The students also will receive lots of feedbac" from

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their peers, sometimes more than they would really want!