Sie sind auf Seite 1von 6

Digital Unit Plan Template

Unit Title: Conveying content messages using artwork as your Name: Jessica Petrocelly
voice
Content Area: Art Grade Level: 9-12 (Procicient)
CA Content Standard(s)/Common Core Standard(s):

2.0 CREATIVE EXPRESSION


Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Communication and Expression Through Original Works of Art

 2.6 Create a two or three-dimensional work of art that addresses a social issue.

3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts

Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity
as it relates to the visual arts and artists.

Role and Development of the Visual Arts

 3.2 Identify and describe the role and influence of new technologies on contemporary works of art.

Diversity of the Visual Arts

 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.
 3.4 Discuss the purposes of art in selected contemporary cultures.

4.0 AESTHETIC VALUING


Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of
design, and aesthetic qualities.

Derive Meaning

 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.
 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in
interpretation and context.

Make Informed Judgments

 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after
considering the views of others.
 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
 4.5 Employ the conventions of art criticism in writing and speaking about works of art.

Big Ideas/Unit Goals:

 Class will have a group discussion during a powerpoint presentation on messages and meanings in art. We will look at examples
of symbolism and art that conveys messages.
 We will talk about the difference between describing and analyzing something and how these go hand in hand when talking about
art.
 Class will hold a Socratic seminar about their opinion on what the art piece, The Raft by Bill Viola is about.
 Students will make planning pages before starting the project
 Students will take their own photo references using their phone camera. If they do not have a camera one will be provided to them
for only one class period while time is provided to work on the project.
 Students will create an art project to communicate an important contemporary message
 Students will use a graphic organizer to compare and contrast a video artwork with another artwork of traditional medium
 Students will make a short video project with a group (using iMovie on an ipad)
 Class will have a group in progress critique

They will be put in groups of 4-5 and each student will be assigned one artwork of another student to critique and take notes on. The
notes will say:

1.) how the students used any specific elements of art and principles of design,

2.) two suggestions for the student of what they could work on, (for example: if 2 objects are too similar in color and it is difficult to
differentiate between them, or if the composition of the work places the horizon right in the center of the page, it will look more
interesting if it was moved down to the lower third and if it was not a straight line)

3.) what they think the artist is trying to say with their art

4.) two things they think the student did well in the work

after they write down these 4 points, the group of 5 will come together and each person will share what they wrote down about the art
they reviewed. The group will listen and then collaborate on if they have anything to add, or of they disagreed with anything the
student wrote down. The students will have a few minutes to add or change anything on the paper before the class comes together to
share. We will then go around the class and each person will quickly share what they wrote down on the paper for the work they were
assigned as well as anything their group added. The teacher will add anything they feel was left out.

After the in-progress peer critique the students will have a few more class periods to change of fix anything they want before turning
in the work to be graded.

When the student is ready to turn in their work, they will grade themselves based of the rubric they were given before they started the
project. They will write an artist’s statement/ reflection at the bottom of the page telling the teacher what their piece was about and
any important points in the work. They will state what obstacles they came across and how they dealt with these problems. They will
say what they think they did well and what they would work on if they had more time.

Unit Summary:
This unit will result in students creating an artwork of their own that portrays a message or brings awareness to a contemporary issue that
they find important, and that they feel connected to in their own lives. Students will learn about how to use their artwork as their voice by
analyzing artwork by famous artists of the past, as well as researching meaning and symbolism used in famous art now. Students will
work together and collaborate to discuss their opinion on art, based on evidence they have found, and interpret art based on their own
experiences. The unit will be completed over the course of about 2 weeks, and will be the final project of the year so that the kids will be
able to use all of the skills they have acquired through the year and be able to choose a medium that helps them best express their message
in the most appropriate way. After the works are completed students will display their work along with their artist statement, in a school
art show for their peers to see.

Assessment Plan:
Entry-Level: Formative: Summative:

Warm-up: 1. When do we use technology in Cultivating creativity handout Student project grading according to rubric
art? Constructing meaning handout
2. Why is content message Deriving meaning handout Student reflection/ artist statement
important in artwork? All found under
3. What is video art? assessment and
4. How is art that uses technology unit resources tab
different than traditional mediums?
5. Who is Bill Viola? If you don’t Venn diagram comparing video art with
know, make a prediction (using critical traditional medium
thinking) of who you think he might be.
In progress critique
Explained above
under big
ideas/unit goals
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Teacher will share examples of artwork that have symbolism and students will
SWBAT use critical Formative, by practice describing and analyzing these works with the teacher.
thinking to analyze checking for
artwork and make understanding during
connections to their class discussion.
own lives.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Screening of video art Students will view video art examples for inspiration. students will have one
SWBAT create a in class has a meaning class period to plan, record and edit a one minute video artwork with a
video artwork using and meets 1 minute meaning.
iMovie with an iPad length.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Completed Venn Students will view videos and artwork from our class website and complete an
SWBAT compare and Diagram that meets online Venn Diagram.
contrast video rubric requirements.
artwork to other Students will read articles about the video works to help gain understanding of
traditional art meaning.
mediums using a
Venn Diagram.

Unit Resources:
The Raft by bill viola

Guided notes
In Frame TV article on Bill Viola
NY Times article on Bill Viola
History of Painters database of symbolism

Interview with Bill Viola

Planning Pages

Cultivating creativity handout


Constructing meaning handout
Deriving meaning handout

Venn Diagram digital graphic organizer

7 examples of art with symbolism

Useful Websites:
Youtube.com
-search video art to find inspiration
-search bill viola interviews, or bill viola art
-search any artists to find more info
Historyofpainters.com/symbol
-explore categories of symbols and read about meanings and ways they are used in art
Nytimes.com
-search any artist and New York times has probably written about them. There are many reliable articles about art
movements, styles, and artists.
Pixabay.com
-Find royalty free pictures to use as reference photos.