Unit Standards, Goals, and objectives
Unit Focusing Lens
-Identity
Unit Standards
Standard: Comprehend
-Identity
Unit Standards
Standard: Comprehend
- Characteristics and expressive features of art and design are used to identify and discuss works of art
- The identification of characteristics and expressive features in works of art and design help to determine artistic intent
- Art has intent and purpose
- Artists, viewers, and patrons use the language of art to respond to their own art and the art of others
- Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design
- Use basic media to express ideas through the art-making process
- Demonstrate basic studio skills
- Visual arts respond to human experience by relating art to the community
- Works of art connect individual ideas to make meaning
Unit Enduring Understandings
Symbols create meaning using characteristics and expressive features of art.
Using expressive features of art, artist communicate their intent and purpose.
An artist's identity can influence the narrative or story expressed in artwork.
Unit Inquiry Questions
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?
Symbols create meaning using characteristics and expressive features of art.
Using expressive features of art, artist communicate their intent and purpose.
An artist's identity can influence the narrative or story expressed in artwork.
Unit Inquiry Questions
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 One
Using their sketchbooks, students will be able to plan by identifying aspects of their identity and images that could represent them. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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 One
Using their sketchbooks, students will be able to plan by identifying aspects of their identity and images that could represent them. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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 Two
Using their sketchbooks students will be able to brainstorm traits about themselves that they can then make into a superpower. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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)
Using their sketchbooks students will be able to brainstorm traits about themselves that they can then make into a superpower. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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 Three
Using their sketchbooks, students will be able to brainstorm 2-3 costume designs that represent their superhero identities. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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)
Using their sketchbooks, students will be able to brainstorm 2-3 costume designs that represent their superhero identities. (Bloom’s: understanding, Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent, Art Learning: conceptual/ideation/personal grounding, Literacy: list)
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 Four
Given a prompt worksheet, students will be able to construct a response to use as a script for their artist statement video. (Bloom’s: Applying- Standard: Comprehend- GLE: Students will be able to use art terms to explain their decisions for and/or meaning of their artwork and other's work.- Art Learning: Ideation)
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)
Given a prompt worksheet, students will be able to construct a response to use as a script for their artist statement video. (Bloom’s: Applying- Standard: Comprehend- GLE: Students will be able to use art terms to explain their decisions for and/or meaning of their artwork and other's work.- Art Learning: Ideation)
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 Five
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)
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)