Unit Focusing Lens:
Relationships
Unit Standards with Grade Level Expectations for Fifth and Fourth Grade Students:
Observe and Learn to Comprehend:
1. Visual arts connect multiple characteristics of art
2. Visual arts communicate the human experience
3. Visual arts learning involves analyzing the formal and sensory qualities of art
1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design
2. Works of art articulate and express different points of view
3. Artists, viewers and patrons respond to works of art using inference and empathy
Envision and Critique to Reflect:
1. Evaluative criteria is used when responding to works of art
2. Specific methods of planning support the development of intended meaning
1. The critique process informs judgments about artistic and aesthetic merits in works of art
2. The processes and philosophies of art and design inform interpretations in works of art
Invent and Discover to Create:
1. Use artistic media and expression to communicate personal and objective points of view
2. Create art using technological media
3. Apply an understanding of art processes and creative thinking to plan and create art
1. Use media to express and communicate ideas about an issue of personal interest
2. Materials and processes can be used in traditional, unique, and inventive ways
Relate and Connect to Transfer:
1. Artists, viewers, and patrons assign intended meaning to works of art
2. Artists, viewers and patrons respond to art from familiar and unfamiliar cultures
1. Viewers and patrons make personal meaning and infer artistic intent
2. Historical time periods and cultural settings are interpreted in works of art
Unit Enduring Understandings:
My students will UNDERSTAND...
Inquiry Questions:
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)
LESSON 4: The Art of Planning
1. Observe and Learn to Comprehend: By observing examples of 2D plans for real 3D zoo habitats students will identify the three most important perspectives to consider while planning How to create their animals habitat; birds eye view, inside of the enclosure view, and zoo visitor view. (Blooms: Applying –Standard:1 –GLE: 2 –Art learning: Historical/Multicultural)
2. Invent and Discover to Create: Students will use the drawing they made from different perspectives to inform their decision making process while actually creating a 3-D environment for their animal. (Blooms: Creating –Standard: 3 –GLE: 2 –Art learning: Materials/tools/techniques & Expressive features/characteristics of art)
3. Envision and Critique to Reflect: Students will create their own 2-D drawings from multiple perspectives to plan for the 3-D habitat they want to create. (Blooms: Applying –Standard: 2 –GLE: 2 –Art learning: Concept/ideation)
4. Students will continue to relate function and form by articulating their reasoning behind how the artistic decisions they make during creation of their animals environment are adding to the functionality of the enclosure. (Blooms: Function -Standard:4 -PGC: 2,3 –GLE:1 -Art learning: Critical reflection/aesthetics/transfer)
(Click below to view Unit Plan)
Relationships
Unit Standards with Grade Level Expectations for Fifth and Fourth Grade Students:
Observe and Learn to Comprehend:
1. Visual arts connect multiple characteristics of art
2. Visual arts communicate the human experience
3. Visual arts learning involves analyzing the formal and sensory qualities of art
1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design
2. Works of art articulate and express different points of view
3. Artists, viewers and patrons respond to works of art using inference and empathy
Envision and Critique to Reflect:
1. Evaluative criteria is used when responding to works of art
2. Specific methods of planning support the development of intended meaning
1. The critique process informs judgments about artistic and aesthetic merits in works of art
2. The processes and philosophies of art and design inform interpretations in works of art
Invent and Discover to Create:
1. Use artistic media and expression to communicate personal and objective points of view
2. Create art using technological media
3. Apply an understanding of art processes and creative thinking to plan and create art
1. Use media to express and communicate ideas about an issue of personal interest
2. Materials and processes can be used in traditional, unique, and inventive ways
Relate and Connect to Transfer:
1. Artists, viewers, and patrons assign intended meaning to works of art
2. Artists, viewers and patrons respond to art from familiar and unfamiliar cultures
1. Viewers and patrons make personal meaning and infer artistic intent
2. Historical time periods and cultural settings are interpreted in works of art
Unit Enduring Understandings:
My students will UNDERSTAND...
- Artists and designers intentionally use materials to design environments while considering function and aesthetic value
- Artists use design characteristics to communicate an idea visually
- Form in design is determined by environment and function
- Designers make choices about structure and function by investigating order and form as it appears in the natural world
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)
LESSON 4: The Art of Planning
1. Observe and Learn to Comprehend: By observing examples of 2D plans for real 3D zoo habitats students will identify the three most important perspectives to consider while planning How to create their animals habitat; birds eye view, inside of the enclosure view, and zoo visitor view. (Blooms: Applying –Standard:1 –GLE: 2 –Art learning: Historical/Multicultural)
2. Invent and Discover to Create: Students will use the drawing they made from different perspectives to inform their decision making process while actually creating a 3-D environment for their animal. (Blooms: Creating –Standard: 3 –GLE: 2 –Art learning: Materials/tools/techniques & Expressive features/characteristics of art)
3. Envision and Critique to Reflect: Students will create their own 2-D drawings from multiple perspectives to plan for the 3-D habitat they want to create. (Blooms: Applying –Standard: 2 –GLE: 2 –Art learning: Concept/ideation)
4. Students will continue to relate function and form by articulating their reasoning behind how the artistic decisions they make during creation of their animals environment are adding to the functionality of the enclosure. (Blooms: Function -Standard:4 -PGC: 2,3 –GLE:1 -Art learning: Critical reflection/aesthetics/transfer)
(Click below to view Unit Plan)
constructing_a_humane_zoo_unit_plan | |
File Size: | 109 kb |
File Type: | constructing a humane zoo unit plan |