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Transcript of PERCEPTIONS OF BEAUTY · PDF file Students will know the Principles of pattern, proportion,...

  • PERCEPTIONS OF BEAUTY

    Lauren Robles | MYP Visual Art | Grade 9

    Criterion A: Knowing and Understanding i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of appropriate language  ii. demonstrate understanding of the role of the art form in original or displaced contexts  iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

    Criterion B: Developing Skills i. demonstrate the acquisition and development of the skills and techniques of the art form studied  ii. demonstrate the application of skills and techniques to create, perform and/or present art.

    Criterion C: Thinking Creatively i. develop a feasible, clear, imaginative, and coherent artistic intention  ii. demonstrate a range of creative thinking behaviors. iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization

    Criterion D: Responding i. construct meaning and transfer learning to new settings  ii. create an artistic response that intended to reflect or impact the world around them. iii. critique the artwork of self and others.

    Contrast Drawing (Bi) — final drawing where students contrast organic and geometric shapes using mixed media materials. Still Life Drawings (Bi) — final observational drawings of a class still life in watercolor, sharpie, conte, and pastel pencil. Portrait Response (Aii) — process journal exercise where students compare two portraits of their choosing. Beauty Portrait Planning (Aiii, Ci) — planning of the materials, composition, and meaning of their intended Beauty Portrait. Beauty Portrait (Bii, Ciii, Dii) — final artwork where students independently create a portrait in the materials of their choosing. Self Assessment Reflection (Ai, Di, Diii) — written reflection on student experiences during the creation of their Beauty Portrait. Process Journal (Cii) — documentation of process throughout the unit.

    OBJECTIVES

    SUMMATIVE ASSESSMENTS

    KEY CONCEPT RELATED CONCEPT GLOBAL CONTEXT

    Aesthetics Style, Presentation Personal and Cultural Expression

    STATEMENT OF INQUIRY

    Perceptions of beauty vary.

    INQUIRY QUESTIONS

    FACTUAL: What is the difference between organic and geometric?

    FACTUAL: What is the difference between realism and abstraction?

    CONCEPTUAL: What defines beauty?

    DEBATABLE: Who decides what is beautiful?

  • PERCEPTIONS OF BEAUTY

    Lauren Robles | MYP Visual Art | Grade 9

    SELF-MANAGEMENT (III. Organization Skills) Set goals that are challenging and realistic. SELF-MANAGEMENT (V. Reflection Skills) Keep a journal to record reflections. THINKING (X. Transfer Skills) Combine knowledge, understanding, and skills to create products or solutions.

    KNOWLEDGE: Students will know perceptions of beauty vary. Students will know the Elements of line, form, texture, shape, and space. Students will know the Principles of pattern, proportion, and contrast. Students will know the history of beauty throughout portraiture in art.

    Students will know how to connect process, planning, and ideas to skills and media. SKILLS: Students will explore, investigate, and experiment with a variety of media, techniques, and processes.

    Students will research and analyze the history of beauty in art through portraiture. Students will write an artist statement for their Beauty Portrait piece. Students will self-assess. Students will present their work to the group. Students will document their ideas, experimentation, research, reflections, technical skills, and connections in their process journal. Students will write a reflection of their experiences.

    UNDERSTANDING: Students will understand the concepts of perception, aesthetics, style, and beauty.

    Content Standard #1: Understanding and applying media, techniques, and processes. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Content Standard #2: Using knowledge of structures and functions. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art, Students evaluate the effectiveness of artworks in terms of organizational structures and functions Students create artworks that use organizational principles and functions to solve specific visual arts problems. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. Content Standard #4: Understanding the visual arts in relation to history and cultures. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works. Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. Content Standard #6: Making connections between visual arts and other disciplines. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

    APPROACHES TO LEARNING

    CONTENT

    STANDARDS

  • PERCEPTIONS OF BEAUTY

    Lauren Robles | MYP Visual Art | Grade 9

    TIME LEARNING EXPERIENCES & TEACHING STRATEGIES VOCAB RESOURCES

    Class #1

    45 min

    Course Intro & Nature Patterns The students … ideal proportions and the beauty of patterns in nature. Homework: Take photographs of patterns found in nature.

    perception beauy pattern

    Unit Presentation

    large paper pencil markers oil pastel

    Class #2

    90 min

    Patterns in Nature. The students put their photographs in the “G9 Patterns in Nature” GoogleDoc. Students then choose 3 patterns from their own photographs, 3 patterns from other’s photographs, 3 patterns from the internet, and 1 free choice. They then create 10 mini-drawings exploring materials of these different patterns found in nature. The students then put all mini-drawings, print outs of their photographs of patterns, and written opinions of the materials in their process journal. Homework: Finish Process Journal explorations, if necessary.

    Unit Presentation Process Journal Computers

    Class #3

    90 min

    Experimentation. Explanation of the Contrast Drawing Project – to create a nonrepresentational drawing where you contrast organic and geometric shapes. Students will use the pattern explorations they did last class as their sources of inspiration. The choice of materials includes any of the materials from the material exploration (graphite colored pencil, sharpie, pen, oil pastel, chalk pastel, marker, charcoal, white out), in any combination. They should use a neutral color palette and have the ability to use a variety of paper options of their choosing. The students work in their process journals exploring ….. and the teacher answers questions and provides support. Homework: None.

    Unit Presentation G9 Patterns in Nature Google Doc Computers

    square papers drawing materials (graphite, colored pencil, sharpie, pen, oil pastel, chalk pastel, marker, charcoal, white out)

    Class #4

    90 min

    Composition Ideas. Students begin working on composition ideas in their process journals, and the teacher provides support. Homework: None.

    contrast organic geometric shape

    Unit Presentation Contrast Drawing Rubric Process Journal

    drawing materials

    Class #5

    90 min

    Contrast Drawing Planning. The teacher reminds the students of the highest band requirements. “You independently developed an engaging composition after multiple thoughtful composition explorations. You creatively combined a variety of materials in interesting and detailed ways. The drawing strongly contrasts organic and geometric shapes and patterns. The drawing uses other composition elements (color, texture, line, etc.) to enhance the contrast of the drawing. You were attentive to craftsmanship.” Students fill out the planning sheet and decide on final paper qua