Title:



|Title: South Pacific Art |

|Teacher: Julia Markham-Cameron Grade & Subject: High School Art 1 |

| |

|Dates of Implementation: October 7-25 Number of School Days: 13 |

| |

|Benchmark Exam (underline): 1 2 3 4 |

|DESIRED RESULTS |

|Standards |

|3. Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the |

|social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with |

|the ways they are expressed in other disciplines. |

|Students: |

|Discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language (a) |

|Compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms (c). |

|Compare the ways ideas, themes, and concepts are communicated through the visual arts in other disciplines, and the various ways that those ideas, themes, and concepts are manifested within the discipline |

|(d). |

|Enduring Understandings |Essential Questions |

|What do we want students to understand and be able to use several years from now, after they have |What questions will students grapple with that will lead them to these enduring understandings? |

|forgotten the details? | |

| | |

|Students will understand that… |How do we use art to show our different identities? |

|Art comes in many forms and media. Each media allows for different kinds of expression and functions. |How did the Maori Renaissance reclaim Maori identity within New Zealand society? |

|I can use these media to express myself in different ways. |Why was the Maori Renaissance such a big deal? Why do different identities cause controversy within |

|Art can help us represent what we see, but also what we remember, imagine, experience, and feel. I use|society? |

|art to communicate stories, feelings, and memories. |How do different kinds of art (besides painting and drawing) offer different methods of communication? |

|Maori art communicates cultural identity through symbols and designs seen through “nontraditional” art| |

|forms like tattoo, jewelry, and costuming. | |

| | |

| | |

|What misunderstandings are predictable? | |

|South Pacific art is only tattoo, jewelry, and sculpture. | |

|These artists only use traditional symbols/forms to communicate their messages. | |

|Art must be personal and reflect the personality of the artist. | |

| | |

| | |

| | |

| | |

|Key Knowledge |Key Skills |

|What key knowledge, facts, and vocabulary will students acquire as a result of this unit? |What key skills will students be able to perform as a result of this unit? |

| | |

|Students will know that… |Students will be able to… |

|NEED TO KNOW: |NICE TO KNOW: (optional) |NEED TO BE ABLE TO: |NICE TO BE ABLE TO: |

|Art can be created in a variety of media. | |Create artworks in a variety of media. |(optional) |

|Art can be used to describe or claim different identities. | |Describe a piece of art in terms of how is reflects/challenges a | |

|Art has been used through history to protest occurrences in | |stereotype or social norm. | |

|society. | |Explain how the Maori people used art to reassert their identity in | |

|Art can be displayed in many different ways, for example in a | |New Zealand. | |

|museum, in public, or even on the body with wearable art. | |Create and explain the significance of a piece of wearable art. | |

|Positive space is where you have drawn, sculpted, or added color | |Connect their artwork to their own identity. | |

|on a page. Negative space is left blank. | |Analyze their use of positive and negative space in their own work. | |

| | | | |

| | | | |

| | | | |

| | | | |

|ASSESSMENT EVIDENCE |

|Formative Assessments |Summative Assessments |

|How will students be asked to exhibit their understanding throughout this unit? How will you communicate|How will you evaluate the learning that has taken place at the end of the unit? |

|their progress? | |

| | |

|Daily: |Students will take a written summative assessment on the final day of the unit that contains written |

|Students will be asked an Exit Question (with the answer to be written down) on how their art from that |answers, a creation section, and a critique. |

|day aligns to the summative rubric. |Written section will contain both multiple choice and fill-in-the-blank questions related to art history|

|Weekly: |and technique. |

|Students will submit one piece of art to be judged on the Assessment Rubric. |Creation will require student to apply technique to their own drawing to show that they understand how |

| |the technique relates to the actual art. |

| |Critique will require student to critically engage with the artwork and provide their own rationale for |

| |why a piece of art is successful or unsuccessful, as well as analyze the different elements within the |

| |piece. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|STUDENT INVESTMENT |

|FRAMING THE UNIT |

|*How will the new unit of study be framed for the students so that they know where they are headed (learning goals), why the material is important to study, what will be required of them (projects, etc.), and|

|so that they are hooked? |

| |

|This unit is focused on the use of art to claim and take pride in a part of one’s identity. By framing the unit around the Maori Renaissance, it shows students how art can be a tool to show a larger society |

|who you are, what your values are, and how you take pride in your culture. Allowing students to start with these ideas and then express their own identities through Maori tradition and design will allow them |

|to express their personality, heritage, and culture through art. |

| |

|KEY LEARNING ACTIVITIES |

|(The disposition to be broad and generative ( The disposition to build explanations, understandings, and connections ( The disposition to wonder, to identify problems, to investigate ( The disposition to |

|make plans and be strategic ( The disposition to be intellectually careful and precise ( The disposition to seek and evaluate reasons ( The disposition to be meta-cognitive |

|Learning Activities: |

|Week 1: |

|Create a wearable symbol that represents a concept important to them in the style of a Maori hei matau or hei tiki |

|Week 2: |

|Create a tattoo design based on Maori moko using symbols and designs that show who the student is, what they believe and/or value, and where they come from, paying attention to their use of positive and |

|negative space. |

|Week 3: |

|Create and paint a tiki sculpture with clay, found objects, and acrylic paint |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Daily Objectives/Learning Goals |

|How will you sequence your daily objectives (know/do) so that they lead to the desired understandings? Cut and paste from the “Skills” section above. |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|SWBAT explain how art is used to show |SWBAT analyze how Maori art shows parts |SWBAT analyze how jewelry and costume |SWBAT articulate how their art shows |No School |

|one’s cultural identity. |of the Maori identity. |art conveys meaning. |their identity and the concept that they| |

| | | |consider important. | |

|SWBAT create symbols that represent a |SWBAT explain how symbols and abstract | | | |

|concept important to them (like faith, |designs they create tell a story about | | | |

|luck, etc.) and create them from clay. |their beliefs. | | | |

| | | | | |

|Big Question this week: How does art | | | | |

|show your identity? | | | | |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|No School |SWBAT explain how Maori artists used |SWBAT use Maori symbols and designs to |SWBAT explain how the presentation of |SWBAT explain the power of traditional |

| |traditional art forms to reassert their |create a tattoo design that reflects |art (whether on the body, in a museum, |art as a part of reclaiming Maori |

| |culture in New Zealand society. |their own lives. |in public) influences its meaning. |identity in New Zealand during the Maori|

| | | | |Renaissance. |

| |Big Question: How can you use your body | | | |

| |to show the world what you think? | | | |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|SWBAT explain how tiki statues mark |SWBAT use different designs, colors, and|SWBAT explain how art can become a |SWBAT explain how art can be used as a |Assessment |

|certain areas in South Pacific cultures |textures to influence the meanings of |symbol of identity. |political tool, both their art and art | |

|and articulate how placing art outside |their tiki statues. |Related: SWBAT discuss how different |in general. | |

|influences meaning. | |identities have different meanings in | | |

| |SWBAT explain how public presentations |society. | | |

|Big Question: How can you tell the world|influence art. | | | |

|who you are?? | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download