III. Unit Standards, Goals and Objectives
Unit focusing lens:
Relationships
Unit strands:
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 understanding:
-Prior knowledge of subject matter is expressed through decisions made during the creative process.
- In design, form is determined by environment and function.
-Artists invent by using found objects and materials to make new works of art.
-The viewer identifies personal meaning in artwork through the presentation of expressive features and characteristics
-Designers make choices about structure and function by investigating order and form as it appears in the natural world.
Unit inquiry questions:
-How does an artist’s prior knowledge of a certain subject matter affect the way the work is created?
-Why is the role of research and planning important to the creative process?
-How does an artist communicate to viewers what is most important in their work of art?
-How does art reflect knowledge in other disciplines?
-How does function/purpose influence artwork?
-How do artists and designers communicate a 3-D idea using a 2-D drawing?
-What aspects of the work do artists communicate in their planning layouts?
LESSON OBJECTIVES ALIGNMENT
LESSON 1: Breaking Ground
1. Students use a variety of sources to discover information that they can apply to their work to better express their understanding. (Bloom’s: Knowledge - Standard: 3 - GLE: 1- Art learning: Historical/Multicultural Content
2. Viewing artist’s sketchbooks/planning process students can identify important steps in creating a plan for a work of art. (Bloom’s: Analysis - Standard: 1,4 - GLE: 1 - Art learning: Historical/Multicultural Content)
3. Using their plans and ideas students will be able to create a sketch for their creature. (Bloom’s: Synthesis - Standard: 1 - GLE: 2 - Art learning: Historical/Multicultural Content)
4. Students choose their subject and make conscious decisions on how to interpret the information discovered into their artwork. (Bloom’s: Appllication- Standard: - 1 GLE: - Art learning: Conceptual/Ideation/Personal grounding)
5. Through collaborative brainstorming students identify most important components of big idea. (Bloom’s: Evaluation- Standard: 1 - GLE: 1 - Art learning: Conceptual/Ideation/Personal grounding)
6. Students evaluate themselves using a checklist provided by the teachers as a way to organize their facts. (Bloom’s: Analysis- Standard:2 - GLE: 2 - Art learning: Assessment/Evaluation)
7. Students interpret information researched to summarize the important features of their creature. (Bloom’s: Comprehension - Standard:1 - GLE: 1,2 - Art learning: Critical reflection/ Aesthetics/ Transfer)
LESSON 2: Feeling it out
1. Showing images of radical textures, students will be able to describe radical textures in artwork by Heather Knight, Nuala O’Donovan, and Jeannine Marchand (Bloom’s: Analyzing- Standard: 1 –GLE: visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design and visual arts learning involve analyzing the formal and sensory qualities of art –Art learning: Historical/Multicultural content)
2. Using found objects, students will replicate texture using clay. (Bloom’s: Creating/Analyzing/Applying –Standards: Comprehend/Create/Transfer –GLE: Materials and processes can be used in traditional, unique, and inventive ways. Create art using technological media and Apply an understanding of art processes and creative thinking to plan and create art –Art learning: Conceptual/Ideation/Personal Grounding)
3. Using their sketchbooks, students will write down their observations/experimentation/discoveries that are important and transferable to their art making. (Blooms: remembering/ understanding –Standard: Comprehend/Reflect –GLE: Visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design and Specific methods of planning support the development of intended meaning. The processes and philosophies of art and design inform interpretations in works of art –Art learning: Assessment/Evaluation)
4. Using clay students experiment manipulating the clay to create inventive textures. (Blooms: Creating –Standard: Invent and Discover to Create –GLE: Apply an understanding of art processes and creative thinking to plan and create art –Art learning: Expressive feature/Characteristics of art)
5. Using traditional and non-traditional clay tools students explore creative and inventive techniques to create texture. (Bloom’s: understanding/creating –Standards: Invent Discover to Create -GLE: Apply an understanding of art processes and creative thinking to plan and create art –Art learning: Materials/ Techniques
LESSON 3: Creature Creations
1. Using preliminary sketches, TSWBAT create an imaginary animal using expressive features and characteristics of art (form, texture, shape, and pattern) to emphasize expression. (Bloom's: Create / GLE: Use media to express and communicate ideas / Art learning: Conceptual-Ideation and Expressive features)
2. Using clay, TSWBAT use armature, slip and score and coil/slab techniques to create a three-dimensional representation of a two-dimensional model. (Bloom's Applying / Standard: Create/ GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art Learning: Materials and techniques / Technology)
3. Shown variety of images, TSWBAT identify art work with animal subject matter created by Nick Mackman, Sandy Scott, Chris Williams. (Bloom’s: Remembering ? Standard: Comprehend / GLE: Works of art articulate and express different points of view / Art learning: Historical/Multicultural content)
4. Using completed artwork, TSWBAT interpret by discussing in specific ways how artistic how artistic decisions inform the meaning in the art work of their peers. (Bloom's: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)
5. Using completed artwork, TSWBAT write an artist statement in a brochure describing how and why their artwork (creature) was developed. (Blooms: Create / Standard: Reflect / GLE: The critique process informs judgments about works of art / Art learning: Critical reflection / Literacy)