UBD Lesson Plans-Art

Stage 1- Understanding By Design

Standards:Georgia Performance Standards for Visual Arts - Standard 4.20 Matches a description of a culture with an artwork representative of the same culture.Georgia Performance Standards for Visual Arts - Standard 4.21 Generates accurate statements about the functions (purposes) of particular artworks and the culture that produced them.Georgia Performance Standards for Visual Arts - Standard 4.22: Explains how art reflects the relationship between artists and their culture (e.g., geographical, political, religious, and economic). Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively.

Indicator 1. Recognizes the need for informationIndicator 2. Recognizes that accurate and comprehensive information is the basis

for intelligent decision makingIndicator 3. Formulates questions based on information needsIndicator 4. Identifies a variety of potential sources of informationIndicator 5. Develops and uses successful strategies for locating information

Established Goals: The student will:- Describe how culture influences an artist’s creations.- Identify specific works of art as belonging to particular cultures, times, and places- Gain an appreciation for art of different cultures- Identify specific aspects of a culture exhibited in an artwork.- Create art in the style of a particular culture of the past.- Demonstrate the ability to locate information online and in the media center.

Stated or implied Big Idea in the NOUNS and ADJECTIVES:-An artist's experiences influence the development of his/her art-Artists communicate through their works-Artists portray their physical environments in their art- Artists express political views through their art- Artists portray the religious atmosphere of their culture - Artists depict economic conditions through their art

Stated or implied real-world performances in the VERBS:-Use research skills to explore a culture -Examine art works from different cultures-Create a presentation on a culture-Compare and contrast different cultures-Produce artworks in the style of a culture-Produce artworks in personal style

Understandings:Students will understand that:-People use the world around them to generate ideas for creativity.- Cultures can be portrayed through many mediums- The works of artists present us with a window into the past.- Art can illustrate many facets of a culture- Artists are important members of society-We can learn a lot about a culture by examining its art.

Essential Questions:- What is the function of art in a culture?- How do artists’ works reflect their cultures?-What can we learn about a culture from its artists?- Why are artists important to their culture?- Can anyone be an artist?- What makes art important?- How can we use information gleaned from a past culture’s art to improve our own culture?

Performance Task Ideas:-Students will compare and contrast the art of different cultures.-Students will choose a culture to research and create a presentation to the class describing the culture and how the artists reflect that culture through their art.-Students will create an artwork in the style of a selected culture.-Students will create an artwork in their own style that reflects their culture.

Stage 2: Evidence of Desired Results

Performance Tasks:

Performance Task Assessment #1:Students will create a presentation in the medium of their choice that describes a past or present culture and how specific artworks reflect that culture [Facet 1, Facet 2, Facet 3, Facet 4, Facet 5].

Performance Task Assessment #2:Students will create an artwork that reflects their own culture [Facet 3, Facet 4, Facet 6].

Other Evidence: (e.g., tests, quizzes, prompts, work samples, observation)Work sample: Students will create art in the styles of various cultures [Facet 3, Facet 4, Facet 5]

Work sample: Compare/contrast art from various cultures [Facet 1, Facet 2, Facet 4]

Observation: The teacher will observe students as they research, create presentations, and produce artworks

Student Self-Assessment and Reflection:Self-assessment rubrics for Performance Tasks #1 and #2 [Facet 6]

End-of-lesson written summaries: [Facet 1, Facet 2, Facet 4, Facet 5, Facet 6]Students will write a paragraph at the end of each lesson on the various cultures. Address these issues:

What did I learn today? How does the medium affect the message? How can I use the information I learned? Why are these cultures different from each other? What questions do I still have?

Performance Task Assessment #1:

Students will create a presentation in the medium of their choice that describes a past or present culture and identifies artworks that reflects that culture [Facet 1, Facet 2, Facet 3, Facet 4].

Goal: Your task is to investigate a culture and find out how artists reflect that culture

through their artRole:

You are a tour guide at an art museumAudience:

The audience is a class of visiting art studentsSituation:

You will prepare a presentation that shows how specific art works reflect the culture from which they came

Product, Performance, and Purpose: Your presentation needs to include:

-Description of a specific culture-Works of art from that culture-Analysis of the artworks

Standards and Criteria for Success: Your work will be judged by a rubric to be completed by the teacher

Self-Assessment #1

Name______________________________________ Date___________________

Presentation Title _______________________________________________________

Content Not

at allNot

muchFair Good Very

goodMy information was interestingI was knowledgeable in my subjectInformation fit the topicI addressed all issues

Presentation

My materials were creativeGraphics were easy to readMy information was well-organizedMy grammar and spelling were correct

Resources

My information was from valid resourcesMy material came from a variety of sourcesI used my own words to relate the information

Rubric for Performance Task Assessment #1

Category Needs Improvement-1

Satisfactory-2 Good-3 Excellent-4

Character-istics

Student identifies no characteristics of the culture

Student identifies 1 characteristic of the culture

Student identifies 2 or 3 characteristics of the culture

Student identifies many (4 or more) characteristics of the culture

Influence of Culture

Student has difficulty describing how the culture in which artists lived influenced their work.

Student is able to give one example of how the culture in which artists lived influenced their work.

Student is able to give 2 or 3 examples of how the culture in which artists lived influenced their work.

Student is able to give several (4 or more) detailed examples of how the culture in which artists lived influenced their work.

Art works Student includes no supporting art works from the culture

Student includes one art work from the culture

Student includes two art works from the culture

Student includes three or more art works from the culture

Analysis Student includes no analysis of art works

Student includes little analysis of art works

Student includes fair analysis of art works

Student includes detailed analysis of art works

Organization Information is poorly organized

Information is only slightly organized

Information is mostly organized

Information is very organized

Sources Uses 1 source of information

Uses at least 2 sources



Presentation Presentation is very difficult to understand

Presentation is somewhat difficult to understand

Presentation is mostly clear and easy to understand

Presentation is very clear and easy to understand

Rating Scale:Score Rating19 and below Unacceptable

20 - 22 Below average23 – 25 Good26 -28 ExcellentPerformance Task Assessment #2

Goal: Your task is to create an artwork that reflects your culture

Role: You are an artist creating an artwork for a time capsule

Audience: The audience is a future culture

Situation: You need to represent your culture through your artwork

Product, Performance, and Purpose: Your artwork needs to include specific aspects of your culture (political,

economic, geographic, religiousStandards and Criteria for Success:

Your work will be judged by a rubric to be completed by the teacher

Self-Assessment #2

Name______________________________________ Date___________________

Agree Disagree

1. My artwork reflects my culture 2. I used design principles in my artwork 3. My art design is neat and organized 4. I took care of my art supplies 5. I was creative in my art design

Rubric for Performance Assessment #2

Category Needs Improvement-1

Satisfactory-2 Good-3 Excellent-4

Character-istics

Student identifies no characteristics of his/her culture

Student identifies 1 or 2 characteristics of his/her culture

Student identifies 3 or 4 characteristics of his/her culture

Student identifies many (5 or more) characteristics of his/her culture

Design/ Student uses no Student uses Student uses Student uses

Composition design principles some design principles but not very well

design principles fairly well

design principles very well

Organization Artwork is poorly designed without much effort put forth

Artwork is fairly well designed with a little effort put forth

Artwork is mostly well designed with fair amount of effort put forth

Artwork is very well designed with much effort put forth

Use of Materials

Student shows no respect for art materials and workspace is very disorganized

Student shows little respect for art materials and workspace is mostly disorganized

Student shows some respect for art materials and keeps workspace fairly neat and clean

Student shows great respect for art materials and keeps workspace neat and clean

Craftsmanship The artwork is crafted with no care. Lines are blurred and colors are muddy with many smudges, erasure marks, tears, etc.

The artwork is crafted with little care. Few lines are sharp and colors clear with some smudges, erasure marks, tears, etc.

The artwork is crafted with some care. Most lines are sharp and colors clear with few smudges, erasure marks, tears, etc.

The artwork is crafted with great care. Lines are sharp and colors are clear with no smudges, erasure marks, tears, etc.

Rating Scale:Score Rating13 and below Unacceptable14 - 15 Below average16 – 17 Good18 -20 Excellent

Name_______________________________________________Date________________

Compare and Contrast: List 2 similarities and 2 differences in artworks for each pair of cultures.

Cultures Similar Different

AborigineVs.

American Indian

Ancient GreekVs.

Ancient Egypt

Mexican Vs.

American

Italian RenaissanceVs.

French Impressionism

AfricanVs.

Japanese

Stage 3: Learning Plan

Where, Why, and WhatGoals:Students will learn how culture influences art by examining past cultures, looking at specific artworks from the various cultures, and identifying cultural cuesStudents will be able to answer these essential questions:

1. What is the function of art in a culture? 2. How do artists’ works reflect their culture?3. What can we learn about a culture from its artists? 4. Why are artists important to their culture? 5. Can anyone be an artist? 6. What makes art important? 7. How can we use information gleaned from a past culture’s art to

improve our own culture?Students will be presented with a unit schedule and requirements, and performance rubricsStudents will be asked to identify their personal goalsStudents will use 21st century skills to research and develop information about a culture and its art Expectations: To successfully complete these goals, students will:

Analyze artworks from various cultures Create art in the styles of various cultures Research and create presentation of a culture and its art Create an original artwork that exhibits own culture

Relevance and Value: To understand how people use the world around them to generate ideas for creativityTo see that artists are important members of society and their artworks can provide information about their culturesTo use technology as a tool to gather information and to display informationTo develop group collaboration and interactionTo develop artistic skills

Diagnosis: Students will complete a pre- and post-test of matching cultures and their artworks [Facet 6]Students will complete compare/contrast worksheet on information learned about various cultures and their art [Facet 1,2,4]Students will exhibit understanding of different art styles through art production [Facet 3,4,5]Students will demonstrate in-depth knowledge of a specific culture and its art through a research project [Facet 1,2,3,4,5]Students will create an artwork that reflects their own culture [Facet 3,4,6]

Hook the studentAsk the question, “If you wanted to share information about your culture to future generations through your artwork, how would you do it? (Logical Entry Point)

Present slide show of artworks from various cultures that exhibit obvious cultural cues. (Foundational Entry Point)Ask students to search for clues in the artworks that describe something about the artists’ culture. (Narrative Entry Point)

Explore & EquipStudents will view and discuss the artworks of various cultures via LCD projector through direct instruction [(Aesthetic Entry Point)Students will learn how to identify cultural cues in artworks of various cultures through direct instruction (Logical Entry Point)Students will create art in various styles of cultures they study, using a variety of art media through experiential learning (Experiential Entry Point)Students will research a particular culture and its art through inductive learning. (Logical Entry Point)Students will use a class wiki and “Fine Arts Gallery Builder” computer software to compile information for presentation. Students will present finished project to class Students will create an artwork that identifies cues from their cultural environment (Experiential Entry Point)

Rethink & ReviseStudents will write daily reflection about information learned [Facet 1,2,4,5,6] They will address questions such as:

What did I learn today? How does the medium affect the message? How can I use the information I learned? Why are these cultures different from each other? What questions do I still have?

Students will complete a concept map on each culture following direct instruction [Facet 1,2,4]Students will work in small groups to edit and revise their research information from class wiki [Facet 3,4]Students will complete self-assessments [Facet6]

Exhibit & EvaluateIn reflections and class discussions, students will answer these questions:

What did I learn today? What elements of art and principles of design are represented in

the artworks? What media and tools are typical of each culture? Why are these cultures different from each other? How does the medium affect the message? Could anyone create this type of art? How can I use the information used in this lesson? What don’t I understand about this culture and its art?

Students will complete a self-evaluation at the end of presentation and art project

Tailor to studentsDirect instruction will address visual and auditory learnersArt activities will address kinesthetic learners Research project will address interpersonal learners

Compare/contrast worksheets and concept maps will be tailored to specific learning levels:Above-level –Worksheet 1/Map 1On-level –Worksheet 2/Map 2Below-level –Worksheet 3/Map 3

Five groups of five students will be assigned by teacher according to student analysis information such as reading levels, cultural backgrounds, learning styles, and special needs. Each student will be given a specific aspect of the project on which to research.

OHI student/slow reader will be responsible for a smaller amount of research information

A gifted student will be paired with OHI student for peer-tutoring within the group

OrganizeSee calendar below

Week 1

Monday Tuesday Wednesday Thursday Friday

Cla

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Introduce standards and unit topic.Show power point overview of art from various cultures, identifying cultural cues Complete pre-test

Discuss Ancient Egyptian and Greek culturesLook at images of their artworks and identify cultural cues Create a drawing in the style of the Egyptians

Review cultures shown in artworks from TuesdayCreate a frieze in the style of the Ancient Greeks

Discuss African and Japanese culturesLook at pictures of their artworks and identify cultural cuesCreate an Japanese origami crane

Review cultures shown in artworks from ThursdayCreate an African face mask

Com

pu

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Lab

Act

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Ref

lect

ion

Write a paragraph on what they hope to learn during this unitJot down any questions they still have to be answered in the next class time.

Write a paragraph on what they learned about Egyptian and Greek cultureJot down any questions they still have to be answered in the next class time.

Write a paragraph on the artworks they created so far

Write a paragraph on what they learned about African and Japanese cultures.Jot down any questions they still have to be answered in the next class time.

Write a paragraph on the Japanese and African-style artworks they created.

Hom

ewor

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Finish reflections Finish reflections and drawings as necessary

Finish reflections Finish reflections and origami as necessary

Finish reflections

Week 2


Cla

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Discuss Aborigine and American Indian culturesLook at pictures of their artworks and identify cultural cuesCreate an Aborigine X-ray picture

Review cultures shown in artworks from MondayCreate an Indian dream-catcher

Discuss Italian and French culturesLook at pictures of their artworks and identify cultural cuesCreate picture in Italian gothic style

Review cultures shown in artworks from WednesdayPaint a picture in the French impressionist style

Discuss American and Mexican culturesLook at pictures of their artworks and identify cultural cuesCreate a Mexican “Oho de Dios”- God’s Eye weaving

Com

pu

ter

Lab

Act

ivit

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Ref

lect

ion

Write a paragraph on what they learnedJot down any questions they still have to be answered in the next class time.

Write a paragraph on the Aborigine and Indian artworks they created.


Write a paragraph on the gothic and impressionist-style artworks they created.


Hom

ewor

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Finish reflections and pictures as necessary

Finish reflections Finish reflections and pictures as necessary

Finish reflections Finish reflections and weaving as necessary

Week 3


Cla

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Review cultures shown in artworks from FridayCreate an artwork in the style of Pop art, Abstract Expressionism, or Harlem Renaissance

Complete compare/ contrast worksheetGet together with groups to determine one culture to research

Take information found in research, choose a medium in which to present it, and begin putting all of it together in a presentation.

Finish up group presentationsPrepare to present project to class

Com

pu

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Lab

Act

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Research selected culturePlace information on wiki

Research selected culturePlace information on wiki

Ref

lect

ion

Write a paragraph on the Mexican and American-style artworks they created.

Write a paragraph about the group planning activity.

Write a paragraph about something special they learned while researching

Write a paragraph about the progress of project.

Write a paragraph about the process of the group activity.

Hom

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Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections

Week 4


Cla

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Present projects to class

Present projects to class

Work on an idea for an artwork that reflects their culture

Continue working on artwork

Finish artworkComplete post-test

Com

pu

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Lab

Act

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Ref

lect

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Write a paragraph on about the presentations they observed

Write a paragraph about the presentations they observed

Write a paragraph on what cultural references their artworks are going to show

Write a paragraph on the media techniques they are using and why they chose them for this project

Write a paragraph on finished picture. What do they hope others will understand about their culture when the artwork is examined

Hom

ewor

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Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections

Name_______________________________________________Date________________

Match the artwork with the culture. Pictures will be displayed by LCD projector.Write the correct answer in the blank.

1._____________________________ Aborigine

2._____________________________ African

3._____________________________ American

4._____________________________ American Indian

5._____________________________ Ancient Egypt

6______________________________ Ancient Greece

7._____________________________ French Impressionist

8._____________________________ Italian Renaissance

9._____________________________ Japanese

10.____________________________ Latin American

Worksheet 1

Name_______________________________________________Date________________



AborigineVs.

American Indian

Ancient GreekVs.

Ancient Egypt

Mexican Vs.

American



AfricanVs.

Japanese

Worksheet 2

Name_______________________________________________Date________________



AborigineVs.

American Indian

Ancient GreekVs.

Ancient Egypt

Mexican Vs.

American



AfricanVs.

Japanese

Worksheet 3

Name_______________________________________________Date________________

Compare and Contrast: List 1 similarity and 1 difference in artworks for each pair of cultures.


AborigineVs.

American Indian

Ancient GreekVs.

Ancient Egypt

Mexican Vs.

American



AfricanVs.

Japanese

Map 1

Name________________________________________________Date_____________________

Write the name of the culture in the circle. List 3 attributes of the culture in each of the four domains.

Concept Map

Geographic Religious Economic Political

Culture

Map 2

Name__________________________________________________ Date_____________________________

Write the name of the culture in the circle. List 2 attributes of the culture in each of the four domains.

Concept Map


Culture

Map 3

Name__________________________________________________ Date_____________________________

Write the name of the culture in the circle. List 1 attribute of the culture in each of the four domains.

Concept Map


Culture

Resources: Art Access http://www.artic.edu/artaccess/

Artcyclopedia http://www.artcyclopedia.com/

Asian Art Museum of San Franciscohttp://www.asianart.org/

Artlex on the Harlem Renaissancehttp://www.artlex.com/ArtLex/h/harlemrenaissance.html

Foresman, Scott. (2005) Fine Art Gallery Builder [computer software] Pearson Education, Inc.

Museum of Latin American Arthttp://www.molaa.com/art.aspx National Museum of African Arthttp://www.nmafa.si.edu/

National Gallery of Arthttp://www.nga.gov/

Whitney Museum of American Arthttp://www.whitney.org/

UBD Lesson Plans-Art

Documents

Transcript of UBD Lesson Plans-Art