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|Dates of Implementation: Number of School Days: |

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

|DESIRED RESULTS |

|Standards |

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|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? | |

| |How can I create a masterpiece? |

|Students will understand… |Why does creating a masterpiece matter? |

|Masterpieces should express an idea and/or feeling. |What idea or feeling am I trying to express? |

|To create a masterpiece you need to learn and practice using materials correctly. |What does it mean to be creative? |

|Master artists respect the materials and space they work in. |What did I do today to make a masterpiece? |

|Masterpieces are creative. |How does this artwork make me feel? |

|How to plan a masterpiece |Why do I feel that way when I look at this artwork? |

|How to evaluate and analyze their own artwork as well as the artwork of others. |How can we work together? |

|How to express their thoughts and feelings effectively. |How do we talk about other people’s art without hurting their feelings? |

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|What misunderstandings are predictable? | |

|Anything can be art. | |

|Putting as many things on a piece of paper as possible means I have created a masterpiece. | |

|Taking ideas from people or places is bad. | |

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|STOP AND CHECK: |

|How does this drive towards Social Justice and Equity for Our Students? Please see Creating Classrooms For Social Justice and Equity for guidance in answering these questions. |

|How will this be grounded in the lives of students? |

|Acknowledging that students are creative and that they have the ability to create something great will empower them. |

|How will this move outside the classroom and be critical? |

|Creating confidence in students to create masterpieces out of their lives. |

|How will this engage students in a critique of the roots of inequality and be Multicultural? |

|Discussion of artists from around the world and from all different time periods their real life challenges will show students how real challenges are but that there are solutions to them. |

|How will this be participatory and experiential? How will I use projects, role-plays, mock trials to collectively solve problems? |

|Everything they are doing will be through hands on experiences. All discussions will stem from the actions they take on their artworks. |

|Students should be truth-tellers and change-makers. How will this help students to become activists? |

|By exploring what it takes to create something worthwhile students will be equipped with skills that should give them confidence to them go out and make positive changes in their community. Giving students a |

|high standard of creative excellence should empower them as individuals and then lead to change in in the community and then hopefully spread from there. |

|Students need to be involved in academically rigorous curriculum. How is this rigorous? Do students have a chance to write for real audiences? |

|Students will have art work they will be proud to display and having a community art exhibit will motivate them to create better work. |

|How is this material culturally sensitive? |

|The masterpieces students will be creating are all about them, their communities and the things they are learning. My goal is to let the students express who they are and where they come from trusting that |

|they will shine light on the best aspects of the communities and give hope to themselves and others. They come from a rich and complex culture that shouldn’t be ignored and creating masterpieces to visualize |

|their culture will lead to pride in what is good and great and an increase in those qualities. |

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|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? |

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|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: |

|Principles of Design: | |Recognize elements and principles of design in their artwork and the |(optional) |

|Contrast- how light or dark something is | |artwork of others | |

|Emphasis- attention given to something | |How those express an idea or feeling. | |

|Harmony- all the parts work together | |Safely use materials | |

|Rhythm- repeating objects or colors | |Use paint and brushes well | |

|Balance- being equal | |Use glue and scissors carefully and skillfully | |

|Scale/proportion- how big or small something is | |Choose materials that will lead to effective expression of | |

|Pattern- how things are put on the page | |ideas/feelings | |

|Creativity is using things you know or have seen or experienced to| |Manipulate clay or piece together found objects to create a | |

|solve a problem or express an idea or feeling in a way that is | |sculpture. | |

|new. | |How to show empathy when working with classmates and critiquing | |

|Empathy is being able to relate to others feelings. | |artwork. | |

|Master artists from around the world. | | | |

|How culture affects visual arts. | | | |

|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? | |

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|Class discussions and participation in identification of elements and principles of design in art. |Look at a famous artwork and list 3-4 elements and principles of design. |

| |Look at their own artwork and list 3-4 elements and principles of design. |

|Do Now that requires students to look at a famous masterpiece and label the artist’s use of elements and|Define or find examples of different elements and principles. |

|principles of design. |Rubric grade. |

| |If masterpiece level was achieved how they feel about their artwork and what they are going to do about |

|The skills taught are expressed in students’ behavior in class and final products at the end of the |that. |

|class period and unit. |If improvement is needed how they feel and what they are going to do about that. |

| |What have you learned while creating your masterpiece? |

|Asking students what they did well and what they could improve on then sharing either in writing or | |

|talking with a neighbor. | |

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|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? |

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|Visual of guidelines for creating a masterpiece. A blank wall with drawn frames where Masterpieces will be hung labeled as such and introduced to students as a coveted place for artwork to be. |

|Introduce students to the why behind creating a masterpiece. What can art do for them? Why should they care? What skills will they be able to take away into other classes as well as into their lives at home. |

|Discuss what artwork is considered a masterpiece and why? Allow for disagreements but find uses of the elements and principles of design as well as an artist’s goal in creating a particular piece and that was|

|accomplished creatively. |

|Visual for Art Discussion Guidelines |

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|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: |

|Guidelines for art discussions |

|Culture of empathy |

|Critique of famous artworks to discuss what makes a masterpiece and to demo elements and principles of design in action. |

|Creation of an artwork based on the prompt “Who are you.” |

|Daily tutorials on using materials neatly and safely. |

|Formative assessments as outlined above. |

|Summative to determine knowledge of how to create a masterpiece. |

|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. |

|Week 1 Jan 13- 17 |Week 2 Jan. 21-24 |Week 3 Jan. 27-31 |Week 4 Feb. 3-7 |Week 5 Feb. 10-14 |

|EU: Masterpieces should express an idea |EU: How to plan a masterpiece |EU: Masterpieces are creative. |EU: How to express their thoughts and |EU: Masterpieces should express an idea |

|and/or feeling. |Master artists respect the materials and|Master artists respect the materials and|feelings effectively. |and/or feeling. |

|To create a masterpiece you need to |space they work in. |space they work in. |Master artists respect the materials and|Masterpieces are creative. |

|learn and practice using materials | | |space they work in. |How to express their thoughts and |

|correctly. |EQ: What idea or feeling am I trying to |EQ: What does it mean to be creative? | |feelings effectively. |

|Master artists respect the materials and|express? What materials should I use to | |EQ: How do we talk about other people’s | |

|space they work in. |create that idea or feeling? |Do Now: Sign up for Studios |art without hurting their feelings? |EQ: How do we talk about other people’s |

|Masterpieces are creative. | |Principles of Design Game |How can we work together? |art without hurting their feelings? What|

| |Do Now: Principles of Design Game | | |idea or feeling am I trying to express? |

|EQ: How can I create a masterpiece? | |Tutorial: Collage Studio | |How does this artwork make me feel? |

|Why does creating a masterpiece matter? |Tutorial: Paint Studio | |Do Now: Principles of Design Game |Why do I feel that way when I look at |

| | | | |this artwork? |

|Do Now: Review BehaviorMP-new prizes |Activity: |Activity: What is Creativity? |Tutorial: Sculpture Studio | |

|Principles of Design Game |Project Plan 1 “Who are You?” | | | |

| | |Artist(s): da Vinci, Picasso |Activity: What is Empathy? Role plays of| |

|Tutorial: Drawing Studio |Artist(s): Michelangelo, Romare Bearden | |how to relate to other people’s |Do Now: Creativity Builder |

| | |Work on Project 1 |feelings. | |

|Activity: | | | |Activity: Rubric Self Grade and Artist |

|Discussion Rules | | |Artist(s) |Statement |

|How to Create a Masterpiece | | | | |

|Clean up Correctly and prizes for early | | |Work on Project 1 |Artist(s): Students! |

|clean up | | | |Critique Day! |

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|Artist(s): Van Gogh | | | | |

Daily Schedule:

2 min Do Now

5 min Activity/Artist Intro

5 min Tutorial

Create!

5 min Clean up

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