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    Art 2 Unit 5

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    This unit plan is for a 7-week visual arts unit on 3D sculpture for grades 9-10. The unit will focus on cubism and abstract expressionism. Students will research cubist art and create 2D cubist portraits using geometric shapes and collage. They will then transform their portraits into 3D sculptures using wire and paper mache. For their summative assessment, students will work in groups to design and create large paper mache costumes influenced by both traditional cultural festivals and contemporary iconic figures known for extravagant costumes. The unit emphasizes developing skills in 3D form, innovation, and personal expression through inquiry-based learning experiences and design challenges.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Art 2 Unit 5

    Uploaded by

    api-264152935
    900 views8 pages
    This unit plan is for a 7-week visual arts unit on 3D sculpture for grades 9-10. The unit will focus on cubism and abstract expressionism. Students will research cubist art and create 2D cubist portraits using geometric shapes and collage. They will then transform their portraits into 3D sculptures using wire and paper mache. For their summative assessment, students will work in groups to design and create large paper mache costumes influenced by both traditional cultural festivals and contemporary iconic figures known for extravagant costumes. The unit emphasizes developing skills in 3D form, innovation, and personal expression through inquiry-based learning experiences and design challenges.

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    art 2 unit 5

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    This unit plan is for a 7-week visual arts unit on 3D sculpture for grades 9-10. The unit will focus on cubism and abstract expressionism. Students will research cubist art and create 2D cubist portraits using geometric shapes and collage. They will then transform their portraits into 3D sculptures using wire and paper mache. For their summative assessment, students will work in groups to design and create large paper mache costumes influenced by both traditional cultural festivals and contemporary iconic figures known for extravagant costumes. The unit emphasizes developing skills in 3D form, innovation, and personal expression through inquiry-based learning experiences and design challenges.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    900 views8 pages

    Art 2 Unit 5

    Uploaded by

    api-264152935
    This unit plan is for a 7-week visual arts unit on 3D sculpture for grades 9-10. The unit will focus on cubism and abstract expressionism. Students will research cubist art and create 2D cubist portraits using geometric shapes and collage. They will then transform their portraits into 3D sculptures using wire and paper mache. For their summative assessment, students will work in groups to design and create large paper mache costumes influenced by both traditional cultural festivals and contemporary iconic figures known for extravagant costumes. The unit emphasizes developing skills in 3D form, innovation, and personal expression through inquiry-based learning experiences and design challenges.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8
    At a glance
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    The unit plan outlines a visual arts unit focused on cubism and 3D sculpture. Students will learn about cubism through research and creating 2D portraits. They will then use this knowledge to design 3D sculptures using wire and plaster.

    The unit plan incorporates different approaches to teaching and learning such as direct instruction, hands-on learning experiences, and feedback/assessment of student work throughout the process. Students will also complete independent research and sketchbook assignments.

    Some of the learning experiences students will engage in include researching cubism, creating 2D cubist portraits, designing 3D sculptures using wire and plaster, and painting their sculptures. They will also complete sketchbook assignments on a biweekly basis.

    Teacher(s) Melissa Miller

    Subject group and discipline Arts: Visual arts

    Unit title

    MYP Year

    Unit 5: 3D Sculpture

    Grade 9, Grade 10

    Unit duration 7 weeks (35 hours)

    Inquiry: Establishing the purpose of the unit


    Key concept

    Related concept(s)
    Arts: Visual arts
    Innovation

    Global context
    Presentation

    Personal and cultural expression

    Form
    Statement of inquiry
    Personal and cultural expression influences the form used to present new innovation.
    Innovation influences the form used to express ideas.
    Inquiry questions
    Factual What characteristics make up Cubism?
    What prompted the start of abstract
    expressionism? What does abstract art
    communicate? In what ways do abstract artists
    change the way they view the person?

    Conceptual Why do art forms evolve? How does


    abstract expressionism communicate ideas? Why
    do cubists focus on human form opposed to
    other objects? How does art evolve from 2d to
    3d?

    Objectives

    Summative assessment

    A: Knowing and understanding


    i. demonstrate knowledge and understanding of
    the art form studied, including concepts,
    processes, and the use of subject-specific
    terminology
    ii. demonstrate an understanding of the role of
    the art form in original or displaced contexts
    B: Developing skills
    ii. demonstrate the application of skills and
    techniques to create, perform and/or present art.
    C: Thinking creatively
    iii. demonstrate the exploration of ideas to
    shape artistic intention through to a point of
    realization.

    Middle Years Programme Unit planner

    Debatable Should abstract art or cubism be


    recognizable? Does cubism represent aspects of
    everyday life? To what extend is abstract
    expressionism valuable?

    Relationship between summative assessment task(s) and


    statement of inquiry:

    Page 1 of 8

    D: Responding
    ii. create an artistic response which intends to
    reflect or impact on the world around them
    iii. critique the artwork of self and others.
    Approaches to learning (ATL)

    Research

    VI. Information literacy skills


    Finding, interpreting, judging and creating information
    Make connections between various sources of
    information
    Present information in a variety of formats and
    platforms

    Learning Experiences
    Students will research different images of cubism and
    read artist statement and description to match them.
    Students will then learn the characteristics and artists
    that comprise Cubism.
    Learning Experiences
    Students will apply their knowledge of Cubism to their
    own artwork by transferring their ideas and the
    concepts of Cubism into a new 3d medium.

    Thinking

    IX. Creative thinking skills


    Generating novel ideas and considering new
    perspectives
    Apply existing knowledge to generate new ideas,
    products or processes

    Action: Teaching and learning through inquiry


    Content

    Learning process

    Knowledge & Skills:

    Learning Experiences

    Facts:
    -Cubism emerged in
    -Cubism came from
    -Artist information
    -Information about
    Topics:
    Cubism
    3d Sculpture
    Wire and Plaster Strips
    Terms:
    Line, Shape, Form, Cubism
    Artists:
    DuChamp, Picasso, Braque

    Middle Years Programme Unit planner

    Part 1:
    Day 5: Students will learn about the movement of Cubism and some of the Cubist artist that make up that
    period.
    Day 6 - 9: Make a 2D Cubist portrait. Students will use their DW assignment to create a Cubist portrait. They
    will be graded on whether or not they have done the following:
    Divided the portrait into at least four parts
    Have at least two rearranged components
    At least five geometric shapes.
    A component of cutting and collaging present.
    Day 7- 14: Students will choose between creating their own 2D portrait in two dimensions, or they will need to
    bring in a copy of a 2D work from one of the artists studied. Students will create a 3D sculpture from a hanger,
    and use paper mache to cover it. Students will be graded on the following:
    Whether it resembles the 2D image
    Students should use a color scheme from earlier in the year.
    Craftsmanship

    Page 2 of 8

    Standards:

    Writing
    Text types and Purposes
    b. Develop claim(s) and counterclaims
    fairly, supplying evidence for each while
    pointing out the strengths and limitations of
    both in a manner that anticipates the
    audiences knowledge level and concerns.

    Artistic behavior and time management


    The sculpture should have at least 6 planes.
    The sculpture should be big enough to use up the entire wire hanger
    Part 2:
    Day 1:
    Students will be introduced to customary and contemporary costumery through examples of Columbian,
    Haitian and Venetian Festival traditions as well as through contemporary artists and iconic figures including
    Frederik Van Simaey, Lady Gaga, Bjork and David Bowie. Students will be divided into groups of ? and will draw
    from a hat a culture that uses paper mache techniques in its customary traditions as well as a contemporary
    icon that uses extravagant costumery. They will spend the last half of this class and the first half of day 2s class
    to go to the computer lab where each of them will research and print out a reliable source (i.e. no Wikipedia,
    Tumblr or Facebook) regarding their designated cultures event. The article must contain information about
    common traits of the cultural events visual styles and themes that may be represented in their project. They
    must also pick out and print off two images of their designated contemporary icon in which they are wearing
    especially extravagant and intriguing outfits.
    Day 2:
    Students will spend the first half of class continuing their research in the computer lab. With the second half
    of class, students will reconvene with their groups and collectively discuss their findings and choose which
    primary visual attributes they will want to include from their customary and contemporary references.
    Days 3-5:
    Students will have the last three days of the first week to come up with sketches for their final piece. Their
    final piece must be able to be worn on the shoulders by everyone in theirr group and must be at least 3 feet in
    one direction. It must also allow the person wearing it to see out of it.
    Days 6-10:
    Students will spend the entire second weed of this project constructing and paper macheing their groups
    piece. They will use the same paper mache technique they did for the last project, but for this project, their
    understructure can also be made up of found materials such as boxes, balloons, paper towel tubes, Pringles
    tubes, or anything that can be found to create mass.
    Days 11-14:
    Students will spend the first four days of the third week on this project painting and decorating their final
    piece. The detail they include in this painting should be greatly detailed and influenced by both their customary
    and contemporary examples.
    Day 15:
    Students will present to the class what culture and contemporary example their group worked with, as well as
    the influences from both them that are in their pieces.
    Cultures: The Carnival of the Devil (Columbia), Haitian Carneval, Venetian Carnavale, Dia de los Muertos,
    Chinese new year festival, Carnival of Massafra (Apulia)
    Icons: Lady Gaga, Bjork, David Bowie, Die Antwoord, Katy Perry, Sia

    Middle Years Programme Unit planner

    Page 3 of 8

    Students will also complete a DW assignment each week:


    DW#24 Due Monday, April 20th
    1. Tear off a sheet of clear plastic of the type used for wrapping food. Smooth it onto a window that looks out on
    a street scene. Using a felt-tip marker, draw a grid on a plastic with lines about two inches apart.
    2. Standing at arm's length from the window, close one eye and regard the scene from a single point of view do not move your head. Now, with the marker, trace outlines of the street, buildings, automobiles, trees-the
    whole scene- on the plastic sheet.
    3. Your completed drawing is a perspective drawing. Carefully remove the plastic from the window and lay it
    down on a light surface so that you can see the lines clearly. In your DW, very lightly draw a second grid exactly
    the same size as the first. Now, copy the drawing from the plastic onto the drawing paper.
    4. Take the drawing in your DW back to the same spot you stood at the window and check to see that the
    angles are accurate.
    DW #23
    Spring is in the air (we hope!) Spend some time outside and draw the signs of spring. This can be a landscape,
    flowers, people outside, or other natural images. Because you also have spring break to finish this, make sure
    you are spending at least 30 minutes outside drawing. You should have TWO FULL pages of spring. This can be
    many images or just two, but the pages should be filled up, and it should be evident that you spent at least 30
    minutes drawing. Below, for some ideas, are some examples of my first drawings of spring many many years
    ago.

    DW #22
    On a museum website, find a Cubist sculpture and create a full page drawing of it. This might require a bit of
    research. Choose a piece that will take you 25 minutes or more to draw. Due Monday.
    DW #21
    Draw a persons face from 4 different angles. You will create 4 full page portraits (DO NOT USE BOTH SIDES OF
    THE PAPER- we will be cutting these) of the same person from any of the following angles: Straight front, left

    Middle Years Programme Unit planner

    Page 4 of 8

    side front, left side back, right side front, and right side back, below, and above (below and above could also be
    from an angle.)

    Middle Years Programme Unit planner

    Page 5 of 8

    DW #20 - Due March 16th


    1. Take one of your previous drawings and redraw it in rhythmic lines. Do now use outlines. Let your curving
    parallel lines describe the forms by bending around them. Your lines should converge near the edges and widen
    apart in the central regions.
    2. Do a second rhythmic line drawing of an object, but do this one from direct observation. This should take
    thirty minutes and it should take up an entire page in your DW. Think Big.

    DW#19 - Due March 9th


    Take an object from your home and draw it at least three times from three different angles. Each drawing should

    Middle Years Programme Unit planner

    Page 6 of 8

    take at least ten minutes. Choose an object that will be interesting from many angles. Pay attention to contour
    lines in each. Then, fill in values. Take up the entire page with as much positive space as possible.

    Students will also complete digital sketchbooks on a biweekly basis.


    Teaching strategies
    Students will turn in their projects in stages. For instance, they will be assessed on their ability to replicate a
    shoe, create a piece of cubism, and form a piece of three dimensional art to resemble their two dimensional
    image. Also, students have smaller projects along the way that they will be given feedback on.
    Task

    Summarize the attributes and characteristics of Cubism

    April

    11
    Saturday

    9:00 AM
    Task
    April

    Research a Cubist piece of art and analyze it for elements and principles,
    reflecting on the artists' intention for meaning

    11
    9:00 AM

    Middle Years Programme Unit planner

    Page 7 of 8

    Task
    April

    Draw sketches of human heads in different perspectives, which will connect the
    Cubism style.

    11
    Saturday

    9:00 AM
    Task
    April

    Explore with the new medium of wire plaster to transform the 2d drawings into a 3
    d sculpture.

    11
    Saturday

    9:00 AM
    Task
    April

    Paint the sculpture created with a color scheme and reflecting sketches and idea
    of Cubism.

    11
    Saturday

    9:00 AM
    Describe how you will differentiate teaching & learning for this unit?
    Learner Profile
    Thinkers: Students will need to use critical thinking skills to apply knowledge they learned to their own artwork.
    Risk takers: This is a new art form students are starting to work with, so they will need to step out of their comfort zone.
    Reflection: Considering the planning, process and impact of the inquiry
    Prior to teaching the unit

    Middle Years Programme Unit planner

    During teaching

    After teaching the unit

    Page 8 of 8

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