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 information Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making Indicator 3. Formulates questions based on information needs Indicator 4. Identifies a variety of potential sources of information Indicator 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 -Stated Identify of ainculture exhibited in anStated artwork. orspecific impliedaspects Big Idea the NOUNS or implied real-world performances -and Create art in the style of a particular culture of the past. ADJECTIVES: in the VERBS: --An Demonstrate the abilityinfluence to locate the information online-Use and in the media center. artist's experiences research skills to explore a culture 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

-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 art Role: • You are a tour guide at an art museum Audience: • The audience is a class of visiting art students Situation: • 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 My information was interesting I was knowledgeable in my subject Information fit the topic I addressed all issues Presentation My materials were creative Graphics were easy to read My information was well-organized

Not at all

Not Fair Good much

Very good

My grammar and spelling were correct Resources My information was from valid resources My material came from a variety of sources I used my own words to relate the information

Rubric for Performance Task Assessment #1

Category

Needs Improvement-1

Satisfactory-2

Good-3

Characteristics

Student identifies no characteristics of the culture

Student identifies 1 characteristic of the culture

Student identifies 2 or 3 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.

Art works

Student includes no supporting art works from the culture Student includes no analysis of art works Information is poorly organized

Student includes one art work from the culture

Analysis Organization Sources

Uses 1 source of information

Presentation

Presentation is very difficult to understand

Rating Scale: Score 19 and below

Rating Unacceptable

Excellent-4

Student includes little analysis of art works Information is only slightly organized Uses at least 2 sources

Student identifies many (4 or more) characteristics of the culture Student is able Student is able to to give 2 or 3 give several (4 examples of how or more) detailed the culture in examples of how which artists the culture in lived influenced which artists their work. lived influenced their work. Student includes Student includes two art works three or more art from the culture works from the culture Student includes Student includes fair analysis of detailed analysis art works of art works Information is Information is mostly very organized organized Uses at least 3 Uses at least 4 sources sources

Presentation is somewhat difficult to understand

Presentation is mostly clear and easy to understand

Presentation is very clear and easy to understand

20 - 22 23 – 25 26 -28

Below average Good Excellent

Performance 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, religious Standards 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

Characteristics

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

Student uses design principles fairly well Artwork is Organization mostly well designed with fair amount of effort put forth Student shows Student shows Student shows Use of no respect for art little respect for some respect for Materials materials and art materials and art materials and workspace is workspace is keeps very mostly workspace fairly disorganized disorganized neat and clean The artwork is The artwork is Craftsmanship The artwork is crafted with no crafted with crafted with care. Lines are little care. Few some care. blurred and lines are sharp Most lines are colors are and colors clear sharp and colors muddy with with some clear with few many smudges, smudges, smudges, erasure marks, erasure marks, erasure marks, tears, etc. tears, etc. tears, etc.

Design/ Composition

Rating Scale: Score 13 and below 14 - 15 16 – 17 18 -20

Student uses no Student uses design principles some design principles but not very well Artwork is Artwork is fairly poorly designed well designed without much with a little effort put forth effort put forth

Student uses design principles very well Artwork is very well designed with much effort put forth Student shows great respect for art materials and keeps workspace neat and clean The artwork is crafted with great care. Lines are sharp and colors are clear with no smudges, erasure marks, tears, etc.

Rating Unacceptable Below average Good Excellent

Name_______________________________________________Date________________

Compare and Contrast: List 2 similarities and 2 differences in artworks for each pair of cultures. Cultures Aborigine Vs. American Indian

Ancient Greek

Similar

Different

Vs. Ancient Egypt

Mexican Vs. American

Italian Renaissance Vs. French Impressionism

African Vs. Japanese

Stage 3: Learning Plan

Where, Why, and What Goals: Students will learn how culture influences art by examining past cultures, looking at specific artworks from the various cultures, and identifying cultural cues Students 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 rubrics Students will be asked to identify their personal goals Students 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 creativity To see that artists are important members of society and their artworks can provide information about their cultures To use technology as a tool to gather information and to display information To develop group collaboration and interaction To 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 student Ask 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 & Equip Students 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 & Revise Students 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 & Evaluate In 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 students Direct instruction will address visual and auditory learners Art 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 1 On-level –Worksheet 2/Map 2 Below-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

Organize See calendar below

Week 1 Tuesday

Wednesday

Thursday

Friday

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

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

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

Discuss African and Japanese cultures Look at pictures of their artworks and identify cultural cues Create an Japanese origami crane

Review cultures shown in artworks from Thursday Create an African face mask

Write a paragraph on what they hope to learn during this unit Jot 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 culture Jot down any questions they still have to be answered in the

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

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

Reflection ActivityLabComputer

ActivityClassroom

Monday

Homework

next class time.

Finish reflections

Finish reflections and drawings as necessary

answered in the next class time. Finish reflections

Finish reflections and origami as necessary

Finish reflections

Week 2

LabComputer

ActivityClassroom

Monday Discuss Aborigine and American Indian cultures Look at pictures of their artworks and identify cultural cues Create an Aborigine X-ray picture

Tuesday

Wednesday

Thursday

Friday

Review cultures shown in artworks from Monday Create an Indian dream-catcher

Discuss Italian and French cultures Look at pictures of their artworks and identify cultural cues Create picture in Italian gothic style

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

Discuss American and Mexican cultures Look at pictures of their artworks and identify cultural cues Create a Mexican “Oho de Dios”God’s Eye weaving

Reflection Activity Homework

Write a paragraph on what they learned Jot down any questions they still have to be answered in the next class time. Finish reflections and pictures as necessary

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

Finish reflections

Write a paragraph on what they learned Jot down any questions they still have to be answered in the next class time. Finish reflections and pictures as necessary

Write a paragraph on the gothic and impressioniststyle artworks they created.

Finish reflections

Write a paragraph on what they learned Jot down any questions they still have to be answered in the next class time. Finish reflections and weaving as necessary

Week 3 ActivityClassroom

Monday Review cultures shown in artworks from Friday Create an artwork in the style of Pop art, Abstract Expressionism, or

Tuesday Complete compare/ contrast worksheet Get together with groups to determine one

Wednesday

Thursday

Friday

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

Finish up group presentations Prepare to present project to class

Homework

Reflection ActivityLabComputer

Harlem Renaissance

culture to research

Research selected culture Place information on wiki

presentation.

Research selected culture Place information on wiki

Write a paragraph Write a paragraph on the Mexican about the group and Americanplanning activity. style artworks they created.

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.

Finish reflections

Finish reflections

Finish reflections

Finish reflections

Finish reflections

Week 4

Homework

Reflection

ActivityLabComputer ActivityClassroom

Monday

Tuesday

Wednesday

Thursday

Friday

Present projects to class

Present projects to class

Work on an idea for an artwork that reflects their culture

Continue working on artwork

Finish artwork Complete posttest

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

Finish reflections

Finish reflections

Finish reflections

Finish reflections

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

Compare and Contrast: List 3 similarities and 3 differences in artworks for each pair of cultures. Cultures Aborigine Vs. American Indian

Ancient Greek Vs. Ancient Egypt

Mexican Vs. American

Italian Renaissance Vs. French Impressionism

African Vs. Japanese

Similar

Different

Worksheet 2 Name_______________________________________________Date________________

Compare and Contrast: List 2 similarities and 2 differences in artworks for each pair of cultures. Cultures Aborigine Vs. American Indian

Ancient Greek Vs. Ancient Egypt

Mexican Vs. American

Italian Renaissance Vs. French Impressionism

African Vs. Japanese

Similar

Different

Worksheet 3 Name_______________________________________________Date________________

Compare and Contrast: List 1 similarity and 1 difference in artworks for each pair of cultures. Cultures Aborigine Vs. American Indian

Ancient Greek Vs. Ancient Egypt

Mexican Vs. American

Italian Renaissance Vs. French Impressionism

African Vs. Japanese

Similar

Different

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

Culture

Geographic

Religious

Economic

Political

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

Geographic

Religious

Economic

Political

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

Geographic

Religious

Economic

Political

Resources: Art Access http://www.artic.edu/artaccess/ Artcyclopedia http://www.artcyclopedia.com/ Asian Art Museum of San Francisco http://www.asianart.org/ Artlex on the Harlem Renaissance http://www.artlex.com/ArtLex/h/harlemrenaissance.html Foresman, Scott. (2005) Fine Art Gallery Builder [computer software] Pearson Education, Inc. Museum of Latin American Art http://www.molaa.com/art.aspx National Museum of African Art http://www.nmafa.si.edu/ National Gallery of Art http://www.nga.gov/ Whitney Museum of American Art http://www.whitney.org/