Unit Standards, Goals, and Objectives

Unit Plan         Title: We Are All Time Travelers                   Length: Ten Class Periods

Course Name Art Grade Level 2/3

 

Standards Grade Level Expectations
1. Observe and Learn toComprehend

 

Artists make choices that communicate their intent and ideas in works of art

Characteristics and expressive features of art and design are used to identify and discuss works of art and artistic intent

2. Envision and Critique toReflect

 

Visual arts use various literacies to convey intended meaning

Artists, viewers, and patrons use the language of art to respond to their own art and the art of others

Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design

3. Invent and Discover toCreate

 

Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design

Use basic media to express ideas through the art-making process

Demonstrate basic studio skills

4. Relate and Connect toTransfer

 

Visual arts respond to human experience by relating art to the community

Works of art connect individual ideas to make meaning

Historical and cultural ideas are evident in works of art

 

Colorado 21st Century Skills

 

Critical Thinking and ReasoningThink Deep, Think Different

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Owning Your Learning

Invention: Creating Solutions

Creative Process in Visual Art

 

Studio Thinking

Develop Craft: Learning to use materials, tools and techniques

Engage and Persist: Learning to embrace problems and not give up

Envision: Imagine the possible next steps; see what is not there

Express: Convey an idea, feeling, personal meaning

Observe: Seeing things that otherwise might not be seen

Reflect: think, talk and evaluate your work and the work of others

Stretch and Explore: Reach beyond one’s perceived capacities

Understand Art World: Learn about contemporary and past art(ist)

 

Lesson Titles and Description Lesson Length Sequence
Exploring the Past: The Mad Archaeologist: students will explore the relationship between time, culture, and storytelling. Exploration will involve examining ancient art (such as cave paintings) as well as Cantimpré-Medieval Bestiary and Enrique Gomez Molina to display the relationship between culture and storytelling. The emphasis will be on creating a 2D creature that could have been documented by an imaginary civilization of the past. Students will begin by reading an article about a newly discovered place that is home to many previously undiscovered animals and will act as archaeologists putting together clues to create a new creature. Students will replicate this creature using pastels and watercolors, scratch art, and printmaking 3 Lessons 1
Discovering the Present: Mask Making: students will explore the relationship between culture, identity, and expression of ideas. Exploration will involve examination of masks from many different cultures and how their structure relates to purpose. The emphasis is on creating a mixed media mask that expresses an aspect of one’s identity. They will create the mask using plaster gauze and utilize painting techniques. They will learn color mixing including primary colors, secondary colors, intermediate colors, and wet and dry brush techniques. Students will look at Wendy Sollod, Estella Loretto, and Frank Smith. Students will be motivated by a video about identity and masks exhibited at the FCMOA. 4 Lessons 2
Imagining the Future: Dream Homes: students will explore the relationship between systems/structures, intent/purpose and expression of ideas. Exploration will involve examination of buildings from different cultures and with different purposes. The students will construct their dream home models from clay, construction paper, cardboard, paper towel rolls, tissue and news paper, disposable plates, as well as acrylic and water color paints. The emphasis is on creating a 3D dream home that displays intent and expresses personal interests. Students will look at art by Frank Gehry, Frank Loyd Wright, and Gaudi. 3 Lessons 3

 

Unit: Focusing Lens/Lenses: Timeless, Transferrable and Universal (I.E. Beliefs/Values, Identity, Relationships. Tension/Conflict, Freedom, Design, Aesthetic, Patterns, Origins, Transformation, Change, Influence, Collaboration, Intention, Play/Exploration, Synergy/Flow, Choices, Balance, Inspiration, System, Structure/Function, Reform) Artistic Intent. Unit: Prepared Graduate

Competencies

 

 

 

 

 

 

COMPREHEND: Analyze, interpret, and make meaning of art and design critically using oral and written discourse

COMPREHEND: Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

REFLECT: Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts

REFLECT: Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas

REFLECT: Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas

CREATE: Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research

CREATE: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design

CREATE: Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

TRANSFER: Critique personal work and the work of others with informed criteria

TRANSFER: Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information

 

Unit: Standards and Grade Level Expectations

(Unit must have all standards; NOT all GLEs.)

 

 

 

(Visual Arts Standard # – Name; GLE #, # and #)

 

Comprehend

1. Artists make choices that communicate their intent and ideas in works of art.

2.         Characteristics and expressive features of art and design are used to identify and discuss works of art

Reflect

1. Visual arts use literacies to convey intended meaning.

2.         Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design

Create

1. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design.

2.         Use basic media to express ideas through the art-making process

3.         Demonstrate basic studio skills

Transfer

     1. Visual arts respond to human experience by relating art to the community.

2.         Works of art connect individual ideas to make meaning

 

 

Unit: Inquiry Questions

(Engaging-Debatable: In art, what does it mean when something is beautiful? How can something be so ugly it is beautiful?)

◼      Why do we tell stories? How can art tell stories?

◼      Why do artists work together?

◼      What kinds of things change over time? How do they change?

◼      How can we use our tools to show our ideas?

◼      What makes you who you are? Did you think of other people (like your family or friends)? Can you answer with

◼      How can art show who you are?

◼      How does something look relate to what it does?

◼      Can you always tell what a building is for simply by looking at it?

◼      How do buildings convey function?

◼      How do the materials change or affect the appearance or meaning?

◼      What does a mask say about the person who wears it or made it?

◼      How would you use art to tell others about you?

 

Unit Strands Comprehend/Reflect/Create/Transfer

 

Unit: Concepts: Timeless, Transferrable and Universal (I.E. Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, Observation)

 

 

interrelationships

strategic tool use

communication/expression of ideas

expressive features and characteristics of art

culture & community

identity

time

visual & spatial thinking

systems & structures

purpose

storytelling

reflection

 

 

For each statement you create below align with Standard(s), Prepared Graduate Competencies, and Grade Level Expectations.  Refer to Standards: Inquiry Questions, Relevance and Application and Nature of Statement when writing understandings.

 

Enduring Understandings: My students will UNDERSTAND…

(Timeless, Transferrable and Universal. Shows a relationship between two or more concepts.)

Conceptual Guiding Questions Factual Guiding Questions
Systems/structuresrepresentrelationships by showing how artistic representations can tell stories and display purpose Why might we tell stories through art making?

Why do we study old art like cave paintings, and things from other cultures?

Why would we use art to express our own identity?

What kind of building forms have you seen  where form and function are related?

 

 

How did you come to construct the creature you did using the objects/items you found?

How would you explain where this creature came from?

What is the difference between 2-D & 3-D?

Can you always tell what a building is for simply by looking at it?

How do buildings convey function?

How do we learn about culture(s) through their artifacts (objects)?

Culture and community informidentity and influence individuals’ art

 

 

 

 

How can you use your knowledge of connecting details to make a big picture outside of school?

Why is identity important in art?

How does our identity emerge through our art?’

Which do you think is more important- form? or function?

How can different masks communicate different identities?

 

How did you decide how your creature looked?

What did you learn about the creature from the objects you found?

How does your mask show your identity?

What are your favorite parts of your dream house? Do they fit more with the function or the form of the house?

 

Purpose informsthe expression of ideas by fitting form to function. From the items in lesson 1, how big do you think your creature was? Why?

How might other materials affect how you built your mask? Your house?

Do different materials change what a building might be used for                                                                                                                                                

 

How did you decide what your creature was going to look like?

How did you decide what to put where on your mask?

What kinds of objects represent an identity?

Does your house have any special functions or purposes?

What kinds of tools did you use to make your porject?

Expressive features and characteristics of art convey visualnarrative/story in art.

 

How does art communicate with people?

What is your art saying or communicating?

Is it better to collaborate to find answers, or find them alone?

How do cultures communicate?

 

What do you want to communicate to people with your art?

 

 

Critical Content: My students will KNOW…

(NOT Timeless, Transferrable and Universal. Factual information in the unit [topics] that students must know.)

Key Skills: What my students will be able to DO…

(Timeless, Transferrable and Universal. What students will do AND be able to transfer to new learning experiences as a result of learning the unit.)

Artists: Cantimpré-Medieval Bestiary and Enrique Gomez Molina; Wendy Sollod, Estella Loretto, and Frank Smith; Frank Gehry, Frank Lloyd Wright, and Gaudi

How to use and benefits/disadvantages of scratch art, watercolors, pastels, watercolor pencils, monoprints, plate etchings, collage, acrylic paint, clay, assemblage, sculpture, plaster gauze

What masks are used for and how they communicate identity

How form influences function

 

 

 

Analyze objects to formulate ideas of where they came from and/or why they were used (formulate intended meaning).

Synthesize smaller pieces of information to create a larger sense of understanding.

Evaluate their own identity and traits.

Use personal identity to envision the preferred outcome of a project.

Examine personality traits and how they relate to ones overall identity.

Reflect on artistic choices

Analyze others’ artistic choices

Vocabulary Artifact

Culture

Intent

Identity

Archaeologist

Excavating

Habitat

Infer/Inference

2-D versus 3-D

Critique

Identity

Symbol

Texture

Color

Primary

Secondary

Intermediate

Tint

Shade

Dry Brush

Wet Brush

Armature

Interior

Exterior

Slap

Pinch

Coil

Slip and Score

Environment

Purpose

Form

Texture

Shape

Form/Function

Literacy Integration (1st Lesson) Students will formulate stories, or ideas by writing about what artifacts they see; what it did, what it looked like, etc.

We can begin the lesson by reading a “news” article about a place with a bunch of undiscovered creatures, and the young archaeologists that would help in the discovery. Each student can have their own copy to help read from.

Students read clues to find parts of a “creature”

Written Reflection

Read A Color of His Own

Written Directions

Discussion

(2nd Lesson) Students will list or write about their own identity in preparation for making their mask (brainstorming essentially)

(3rd Lesson) Students can write about their ideal home.

Students can talk about their dream home using a video camera

A reading and ideation writing will be incorporated into each lesson.

In process and end of project critiques will be utilized the whole unit.

Numeracy Integration (3rd Lesson) Students will have to measure and plan the logistics of their home.

Sequences

Proportion

Perspective

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