Unit Plan Title: - Length: - 8 Weeks - Polaris Service Learning 2nd-3rd Grade

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Unit Plan

Course Name

Title:_Exploring Identity Through Everyday Art___________________________

Grade Level

Polaris Service Learning

Standards
1. Observe and Learn to Comprehend

Length:_________8 weeks____________________
2nd-3rd Grade

Grade Level Expectations (List all GLEs for grade level)


a. The identification of characteristics and expressive features in works of art and design
help to determine artistic intent and purpose
i.
I can use art features to make art that has meaning
b. Artists make choices that communicate ideas in works of art
i.
I can choose what I want my art to say
a. Artists, viewers, and patrons use the language of art to respond to their own art and the

2. Envision and Critique to Reflect


art of others

i.
I can talk about my art and your art with art words
b. Artists, viewers, and patrons make connections among the characteristics, expressive
features, and purposes of art and design
i.
I can connect ideas in art
3. Invent and Discover to Create

a. Use familiar symbols and basic media to identify and demonstrate characteristics and
expressive ideas of art and design
i.
I can use symbols and art materials to express ideas
b. Demonstrate basic studio skills
i.
I can work appropriately in an art classroom

4. Relate and Connect to Transfer

Colorado 21st Century Skills


Critical Thinking and Reasoning: Think Deep, Think Different
Information Literacy: Untangling the Web
Collaboration: Working Together, Learning Together
Self-Direction: Owning Your Learning
Invention: Creating Solutions

a. Works of art connect individual ideas to make meaning


i.
I can connect ideas to make meaning through art
b. Historical and cultural ideas are evident in works of art
i.
I can connect art to the world around me

Creative Process in Visual Art

Studio Thinking
Develop Craft: Learning to use materials, tools and techniques
Engage and Persist: Learning to embrace problems and not give up
Envision: Imagine the possible next steps; see what is not there
Express: Convey an idea, feeling, personal meaning
Observe: Seeing things that otherwise might not be seen
Reflect: think, talk and evaluate your work and the work of others
Stretch and Explore: Reach beyond ones perceived capacities
Understand Art World: Learn about contemporary and past art(ist)

Lesson Titles and Description


Identity Portraits: In this lesson students will start by writing in their sketchbook. The students will
explore aspects of their identity and what it means to be themselves. Once the students have explored their
identity they will take those ideas and make a painting that represents who they are and what they like.
They will then use their imagination to paint another self portrait of what they think they will look like
when they are older. We will provide examples of self portraits from art history and our own personal
paintings as motivation for the students.
Clothing design/fibers: In the second lesson students will take a field trip to a local T-Shirt/Merchandise
print shop and will see their paintings from the last lesson printed onto the back of t-shirts so that they can
explore the process of how clothes are made. After our field trip the students will take their t-shirts and use
demod techniques to decorate the front of their shirt with fabric paints in order to further express their
ideas of their identity. We will use the field trip experience and the merchandise in the shop as our
motivation for the students to build understanding of techniques. Demos will also serve as motivation.
Pottery: In our third lesson, students will create a series of functional and nonfunctional ceramic objects.
These could include: bowls, plates, cups, mugs, spoons, etc. Students will explore the idea of functional
objects and brainstorm how to make them more interesting as motivation. Students will explore function,
design, and inspiration in this lesson. Their ceramic objects will be inspired by their personal identity by
making each object specifically for their favorite food/meal/drink. Students will also explore nonfunctional objects by building a creature sculpture that lives in a world completely created by the students
imagination.
Invitation (Technology Days): For our final lesson, the students will be introduced to technology as a
form of art. The students will have the option to design an electronic art invitation as well as photo
invitation or a video invitation. These invitations will showcase the student and the art they have created in
past lessons and will serve as a way to make their families aware of the student art exhibition that will be
coming up in the coming week. The students will be displaying their identity through their art that they
have created in past lessons, and through these invitations will be exploring new forms of art through
technology.

Lesson Length
1

Sequence
1

Unit: Focusing Lens/Lenses:


Timeless, Transferrable and
Universal (I.E. Beliefs/Values,

Identity

Unit: Prepared
Graduate
Competencies

Identity, Relationships.
Tension/Conflict, Freedom, Design,
Aesthetic, Patterns, Origins,
Transformation, Change, Influence,
Collaboration, Intention,
Play/Exploration, Synergy/Flow,
Choices, Balance, Inspiration,
System, Structure/Function, Reform)

Unit: Standards
and Grade Level
Expectations
(Unit must have all
standards; NOT all
GLEs.)

Observe and Comprehend: Recognize, articulate, and debate that


the visual arts are a means for expression
Observe and Comprehend: Explain, demonstrate, and interpret a
range of purposes of art and design, recognizing that the making and study of
art and design can be approached from a variety of viewpoints, intelligences,
and perspectives
Envision and Critique to Reflect: Recognize, demonstrate, and
debate the place of art and design in history and culture
Envision and Critique to Reflect: Use specific criteria to discuss
and evaluate works of art
Invent and Discover to Create: Create works of art that articulate
more sophisticated ideas, feelings, emotions, and points of view about art
and design through an expanded use of media and technologies
Invent and Discover to Create: Recognize, interpret, and validate
that the creative process builds on the development of ideas through a
process of inquiry, discovery, and research
Relate and Connect to Transfer: Identify, compare and justify that
the visual arts are a way to acknowledge, exhibit and learn about the
diversity of peoples, cultures and ideas
Relate and Connect to Transfer: Explain, compare and justify that
the visual arts are connected to other disciplines, the other art forms, social
activities, mass media, and careers in art and non-art related arenas

(Visual Arts Standard Name and appropriate GLEs for each standard)

Observe and Learn to Comprehend:


The identification of characteristics and expressive features in works of art and design help to determine artistic intent and
purpose
ii.
I can use art features to make art that has meaning
Artists make choices that communicate ideas in works of art
iii.
I can choose what I want my art to say
Envision and Critique to Reflect:
Artists, viewers, and patrons use the language of art to respond to their own art and the art of others
ii.
I can talk about my art and your art with art words
Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and
design

iii.
I can connect ideas in art
Invent and Discover to Create:
Use familiar symbols and basic media to identify and demonstrate characteristics and expressive ideas of art and design
ii.
I can use symbols and art materials to express ideas
Demonstrate basic studio skills
iii.
I can work appropriately in an art classroom
Relate and Connect to Transfer:
Works of art connect individual ideas to make meaning
ii.
I can connect ideas to make meaning through art
Historical and cultural ideas are evident in works of art
iii.
I can connect art to the world around me
Unit: Inquiry
Questions

(3-5 big questions; pertinent to all lessons)

(Engaging-Debatable:
In art, what does it
mean when something is
beautiful? How can
something be so ugly it
is beautiful?)

Can Art be found everywhere around us?


What do the items we wear/use/make say about us?
Can art reflect who you are?
Can art materials reflect your identity?

Unit Strands

Comprehend/Reflect/Create/Transfer

Unit: Concepts:
Timeless,
Transferrable and
Universal (I.E.

Identity, communication, expression, meaning, connection, creation, discussion, analyzation, defense, function

Composition, Patterns,
Technique, Rhythm,
Paradox, Influence,
Style, Force, Culture,
Space/Time/Energy,
Line, Law/Rules, Value,
Expressions, Emotions,
Tradition, Symbol,
Movement, Shape,

Improvisation,
Observation)

For each statement you create below align with Standard(s), Prepared Graduate Competencies, and Grade Level Expectations. Refer to Standards: Inquiry Questions, Relevance and
Application and Nature of Statement when writing understandings.

Enduring Understandings: My students will UNDERSTAND...


(Timeless, Transferrable and Universal. Shows a relationship between two
or more concepts.)

Conceptual Guiding Questions

Factual Guiding Questions

Artists use materials and art concepts to express ideas and create
meaning in art

How do artists use


understanding of material to
influence the meaning/ideas of
their work?
How do artists give their
work a function?

What are some ways


to use materials?
What is the proper
way to handle materials?

Artists can connect art and their identity

Why would artists want


to connect their art to their
identity?
How does art build
connections to show features of
your identity

What kind of things


about you can your artwork
show?
Does all art have to
show identity?

Artists can plan, analyze, and defend their artwork and the artwork of
others

Why would an artist feel


the need to defend their art?
Why would artists want
to defend other artists pieces of
art?
How can an artist intend
for their art to express ideas?

What skills can you


utilize while analyzing a piece
of art?
Why is it important to
talk about art?
Why is it important to
have intent and purpose?

Critical Content: My students will KNOW...


(NOT Timeless, Transferrable and Universal. Factual information in the unit
[topics] that students must know.)

Key Skills: What my students will be able to DO...


(Timeless, Transferrable and Universal. What students will do AND be able to
transfer to new learning experiences as a result of learning the unit.)

1. Art materials and art features can be used to express ideas


2. Artists intend to express ideas or communicate through
their art
3. Your identity can influence the way you make art/ the way
your art communicates
4. Studio rules
5. Art is able to serve a purpose/function in society or
everyday life
6. Art can be critiqued and analyzed for improvement
7. Vocab: Identity, screen printing, composition, fibers,
pottery, ceramics, glaze, video, digital art, photography, reflection

1.
2.
3.
4.

Identify characteristics
Make connections
Explore their interests
Analyze and defend their work

Vocabulary

Identity, composition, fibers, screenprinting, pottery, ceramics, glaze, video, digital art, photography, reflection

Literacy Integration

Artist Statement, Critique

Numeracy Integration

Measurements

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