Unit Standards, Goals and Objectives
Unit Focusing Lens: Identity
Unit Strands (Standards):
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Unit Enduring Understandings:
Lesson Alignment:
- Using magazines and personal drawings, students will be able to create a collage that represents their identity using exaggeration and placement. (Bloom’s: Creating, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to describe their intended meaning of their artwork. (Bloom’s: Analyzing, Standard: Transfer, GLE: Works of art connect individual ideas to make meaning, Art Learning: Assessment/evaluation, Literacy: Explain decisions)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions that inform the meaning of the work. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to compare abstract and representational self-portraits by contemporary artists. (Bloom’s: Understanding, Standard: Reflect, GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design, Art Learning: Historical/Multicultural/ Content, Literacy: Compare and Contrast)
- Using their “revealed symbol” worksheet, students will be able to design a symbol that represents their superhero and superpower. (Bloom’s: Create, Standard: Create, GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design, Art Learning: Expressive features and characteristics of art)
- Given Plexiglas and markers, students will be able to make a mono-print of their created superpower symbol. (Bloom’s: Creating, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions that inform the meaning of the work. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to identify pop artists like, Andy Warhol and symbols found in the world.(Bloom’s: Understanding, Standard: Transfer, GLE: Historical and cultural ideas are evident in works of art, Art Learning: Historical/Multicultural/ Content)
- Given fabric and paper, students will be able to create a piece of their costume using the characteristics and expressive features of art; shape and color. (Bloom’s: Create, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Expressive features and characteristics of art)
- Given time to experiment, students will be able to develop studio skills including drawing on fabric with markers and crayon, attaching materials to fabric with hot glue or stitching. (Bloom’s: Applying, Standard: Create, GLE: Demonstrate basic studio skills, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions reflecting their understanding and use of shape and color. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to identify contemporary fiber artist, Mark Newport and his costume art.(Bloom’s: Understanding, Standard: Transfer, GLE: Historical and cultural ideas are evident in works of art, Art Learning: Historical/Multicultural/ Content)
-Given a video camera, students will be able to create a video that is consistently filmed with not to many noise interruptions. (Bloom’s: Creating- Standard: Create- GLE: Students will be able to explore multiple materials to create artworks from their own ideas.- Art Learning: Materials)
-In their video/ artist statement, students will be able to explain how their superhero came to life through their identity and how that influenced the rest of their artwork. (Bloom’s: Evaluating- Standard: Transfer- GLE: Students will be able to explain how their artwork connects to their lives to express meaning.- Art Learning: Critical reflection)
- Looking at past artist examples, students will be able to identify how the artist’s used color, repetition, line, and shape in the artwork and how it influenced them. (Bloom’s: Applying- Standard: Reflect- GLE: Students will be able to identify art features like line, color, shape, repetition, etc. in an artwork and communicate how they are used to create meaning.- Art Learning: Historical content, Expressive features, and characteristics of art)
-Using their sketchbooks, students will be able to brainstorm and sketch a plan for a drawing or painting of their superhero using their superpower to help their community. (Bloom’s: understanding, Standard: Transfer, GLE: Visual arts respond to human experience by relating art to the community, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
-Given paint, students will be able to create a painting based on their plan of their superhero in action using their superpower to help their community. (Bloom’s: Applying, Standard: Create, GLE: Demonstrate basic studio skills, Art Learning: Materials/Techniques)
-Using completed painting, students will be able to write a caption expressing their intent of their painting like a caption of a newspaper article. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: written explanation)
-Given a box as a frame, students will be able create a collection of artifacts as a tribute to their superhero including their symbol, an image of their superhero in action, something relating to their superhero or other object, demonstrating the technique of assemblage. (Bloom’s: Create, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Expressive features and characteristics of art)
-Using completed artwork, students will be able to interpret their peers’ artwork and discuss their artistic decisions. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
Unit Strands (Standards):
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Unit Enduring Understandings:
- Symbols create meaning using characteristics and expressive features of art.
- Using expressive features of art, artists communicate their intent and purpose.
- An artist’s identity can influence the narrative or story expressed in artwork.
- How can you show your identity in art?
- How can symbols create meaning in art?
- Is what you wear considered art?
- How can the relationships made by art influence a community?
- Why does an artist’s identity influence the story or narrative of a piece of artwork?
- What can an artist use to communicate their intent and purpose?
Lesson Alignment:
- Lesson 1:
- Using magazines and personal drawings, students will be able to create a collage that represents their identity using exaggeration and placement. (Bloom’s: Creating, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to describe their intended meaning of their artwork. (Bloom’s: Analyzing, Standard: Transfer, GLE: Works of art connect individual ideas to make meaning, Art Learning: Assessment/evaluation, Literacy: Explain decisions)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions that inform the meaning of the work. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to compare abstract and representational self-portraits by contemporary artists. (Bloom’s: Understanding, Standard: Reflect, GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design, Art Learning: Historical/Multicultural/ Content, Literacy: Compare and Contrast)
- Lesson 2
- Using their “revealed symbol” worksheet, students will be able to design a symbol that represents their superhero and superpower. (Bloom’s: Create, Standard: Create, GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design, Art Learning: Expressive features and characteristics of art)
- Given Plexiglas and markers, students will be able to make a mono-print of their created superpower symbol. (Bloom’s: Creating, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions that inform the meaning of the work. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to identify pop artists like, Andy Warhol and symbols found in the world.(Bloom’s: Understanding, Standard: Transfer, GLE: Historical and cultural ideas are evident in works of art, Art Learning: Historical/Multicultural/ Content)
- Lesson 3
- Given fabric and paper, students will be able to create a piece of their costume using the characteristics and expressive features of art; shape and color. (Bloom’s: Create, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Expressive features and characteristics of art)
- Given time to experiment, students will be able to develop studio skills including drawing on fabric with markers and crayon, attaching materials to fabric with hot glue or stitching. (Bloom’s: Applying, Standard: Create, GLE: Demonstrate basic studio skills, Art Learning: Materials/Techniques)
- Using completed artwork, students will be able to interpret their peers’ artwork and discuss the artistic decisions reflecting their understanding and use of shape and color. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)
- Shown a variety of images, students will be able to identify contemporary fiber artist, Mark Newport and his costume art.(Bloom’s: Understanding, Standard: Transfer, GLE: Historical and cultural ideas are evident in works of art, Art Learning: Historical/Multicultural/ Content)
- Lesson 4
-Given a video camera, students will be able to create a video that is consistently filmed with not to many noise interruptions. (Bloom’s: Creating- Standard: Create- GLE: Students will be able to explore multiple materials to create artworks from their own ideas.- Art Learning: Materials)
-In their video/ artist statement, students will be able to explain how their superhero came to life through their identity and how that influenced the rest of their artwork. (Bloom’s: Evaluating- Standard: Transfer- GLE: Students will be able to explain how their artwork connects to their lives to express meaning.- Art Learning: Critical reflection)
- Looking at past artist examples, students will be able to identify how the artist’s used color, repetition, line, and shape in the artwork and how it influenced them. (Bloom’s: Applying- Standard: Reflect- GLE: Students will be able to identify art features like line, color, shape, repetition, etc. in an artwork and communicate how they are used to create meaning.- Art Learning: Historical content, Expressive features, and characteristics of art)
- Lesson 5
-Using their sketchbooks, students will be able to brainstorm and sketch a plan for a drawing or painting of their superhero using their superpower to help their community. (Bloom’s: understanding, Standard: Transfer, GLE: Visual arts respond to human experience by relating art to the community, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
-Given paint, students will be able to create a painting based on their plan of their superhero in action using their superpower to help their community. (Bloom’s: Applying, Standard: Create, GLE: Demonstrate basic studio skills, Art Learning: Materials/Techniques)
-Using completed painting, students will be able to write a caption expressing their intent of their painting like a caption of a newspaper article. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: written explanation)
-Given a box as a frame, students will be able create a collection of artifacts as a tribute to their superhero including their symbol, an image of their superhero in action, something relating to their superhero or other object, demonstrating the technique of assemblage. (Bloom’s: Create, Standard: Create, GLE: Use basic media to express ideas through the art-making process, Art Learning: Expressive features and characteristics of art)
-Using completed artwork, students will be able to interpret their peers’ artwork and discuss their artistic decisions. (Bloom’s: Evaluate, Standard: Reflect, GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical reflection/aesthetics/transfer, Literacy: discussion)