Beruflich Dokumente
Kultur Dokumente
Learning Goals:
Creating:
Visualize and hypothesize to generate plans for ideas and direction for creating art and design that can affect social change. ( Investigate, Plan, Make)
Choose from a range of materials & methods of traditional & contemporary artistic practices to plan works of Art & Design.
Presenting:
Make, explain, and justify connection between artists or artwork and social, cultural, and political history. (Analyze)
Responding:
Evaluate the effectiveness of an image(s) to influence ideas, feelings, and behaviors of specific audiences. (Perceive)
Connecting:
Synthesize knowledge of social, cultural, historical, and personal life within art making approaches to create meaningful work.
Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of society. ( Interpret)
CCSS Writing:
Draw evidence demo informational text to support analysis, reflection, and research.
CCSS Language Arts:
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
CCSS Reading:
Cite strong and thorough textual evidence to support the analysis of what the test says explicitly as well as inferences drawn from the text, including where
the text leaves matters uncertain.
Analyze the impacts on an artists life that lead to their creativity and artistic style.
Respond to artistic movements and the impacts they, the art, and artists had socially, politically, and
esthetically.
Demonstrate skills/techniques used by artists to create an original work.
Evolve their own designs and explain the processes that lead to this development.
Identify and Describe different art movements through history.
Make inferences about artists and why they used/developed the styles they did.
Do independent research on artist.
Be able to list and describe facts about specific artists and art movements.
Make connections to how artists convey thoughts, emotions, ideals through art.
Discuss and hypothesis how art impacts society.
Examine what essential skills are developed through the creative process.
Resources/Materials:
Textbook
Internet-Google Search Engine
Youtube Series:
Art History in a Hurry: https://plus.google.com/112648655390124336550/videos
All Art materials in the classroom
Unit Checklist- will have the list of what needs to be completed by the end of the unit.
Lesson PODs
Library
Students will complete an initial journal entry to establish baseline for understanding, students will then create an original
work and fill out an evaluation discussing -social, cultural, historical, and personal life within art making approaches to create
meaningful work.
IF students have already mastered this thought process they will still do the exercises, however they will provide and in
depth analysis of their work at this stage. This analysis should reflect their understanding of the concepts presented.
Student will create a weekly journal entries using google classroom (or some other tech). 3 times a week students will
photograph their work, attach the photo of progress to their slide in google classroom, and provide a journal entry that
discusses what they have learned, how they are applying that knowledge and how they will proceed in the future.
Students will also have a checklist that has steps they must complete during the unit including teacher check-ins where the
teacher must sign off on in order for the students to progress.
These assessments allow for me to gauge how the students are progressing, mastering the concepts, and managing their
time. Students may need to repeat some of the steps to gain mastery. This also allows for me to use questioning to guide
learning and assess who needs more attention to be successful and who does not.
Students will be creating a second work of art that is a refined version of the first, this should reflect their learning. Students
will present this to the class for review. They will provide a brief summary of the work to the class that addresses-Make,
explain, and justify connection between artists or artwork and social, cultural, and political history. (Analyze)
For the end of unit there will be: Performance Assessment-Final Original work, and class presentation, Peer Critiquestudents will provide both written and oral reviews, Self Evaluation form completed-students will evaluate their work,
teacher evaluation form, and Final Journal entry that reflects summative learning and addresses how they have evolved over
the unit.
The self evaluation will assess how the students applied learning from their research.
The performance assessment will measure how effectively students apply skills and evolve their designs.
Students will speak on how they have conveyed thoughts, emotions, ideals through art.
Students will examine what essential skills they developed through the creative process.
Week 1
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1 only
Warm Up-Shared Reading
Read from the article Inspiration:
Where do Artists Get Their
Ideas?while students read along
silently from copies provided.
QAR will be used to generate
questions for class conversation of
the reading.
Unit Introduction-Class discussion
on time line, expectations, purpose.
Pass out unit materials, checklist,
rubrics, notecards.
Q&A-answer any student questions
about unit.
Initial Journal - discuss your current
understanding of the artistic process
and what makes art, what is arts
impact?
Week 2 only
Greet Students at door.
Warm Up Activity-Show three
slides of artwork and have students
throw out thoughts about the work
to get them into gear for peer
review workshop.
Review, Q&A
Review, Q&A
Week 3
Monday
Tuesday
Wednesday
Thursday
Friday
Week 4
Demonstration of
different note taking
processes and graphic
organizers. (10 min)
Last 5 min free time.
Week 5
Monday
Tuesday
Wednesday
Thursday
Friday
Week 6