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DECONSTRUCTION

Primary (Early Elementary Benchmarks), National K-4 Achievement Standards


Third Grade As a result of their schooling, students will be able to: Goal 25: Know the language of the arts. Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. Learning Objective: Student will look at images of animals and correctly identify all animals as herbivores, carnivores, or omnivores. Student will identify at least two basic shapes seen in an animals body, and correctly identify those shapes as geometric or organic. (K-4) 2b, AC, C2 Learning Activity: Teacher will begin the activity by asking students to mentally embody their favorite animal. Each student will state their animal, make a noise that describes the animal, and say one thing that it eats. The class will compile a list of those animals, and separate them into two categories: symmetrical or asymmetrical. After introducing geometric and organic shapes, the teacher will use their hand as an example of how to spot them in forms. Looking at a collection of animal images, students will identify organic and geometric shapes seen in the animal and their habitat. Assessment: (Observation) Teacher checklist: Did students identify symmetry and shape correctly. Learning Standard B. Understand the similarities, distinctions and connections in and among the arts. Benchmark 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood). Learning Objective: Students will produce a dance that represents an animal; orally stating one reason their dance portrays the animal as predator or prey. Students will write a paragraph explaining how the animal they chose portrays their personality. (K-4)3a, AC, C3 Learning Activity: Students will be shown a video clip from The Lion King on Broadway, and watch how predators and preys are depicted. Students will look at how fluid and stiff body movement conveys different meanings. Students will create a dance for their animal, sharing or describing it to the class. After learning about animals on the National Geographic website (habitat, eating preferences, etc), students will discuss how animal characteristics can be related to themselves, in small groups. Students will write a short paragraph explaining how the characteristics of the animal they chose are similar to their personality. Assessment: (Teacher Checklist) Participation: Did students share/describe their dance, labeling it as predator or prey? Did students write a paragraph explaining their connection to their animal? Goal 26. Through creating and performing, understand how works of art are produced. Learning Standard A. Understand processes, traditional tools and modern technologies used in the arts. Benchmark 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. Learning Objective: Students will correctly demonstrate the proper way to use scissors in the classroom. (K-4)1a, AP, C3 Learning Activity: Students will cut animal stencils out of paper plates in a safe and responsible manner. Teacher will send home a personality survey that will relate their child to an animal(s): their eating habits, their personality, physical characteristics. Assessment: (Teacher Observation) Checklist: Did students safely use scissors? Learning Standard B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

Benchmark 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. Learning Objective: Students will draw three sketches of an imaginary animal (made up of at least two animals in nature) portraying a similar personality as their own. Students will create one symmetrical or asymmetrical animal stencil using scissors and a paper plate. Students will create at least two watercolor and ink settings (for two animal stencil prints), that incorporates their imagined eating habits, and verbally explain one reason they chose the imagery they did. (K4)3b, AP, C5 Learning Activity: Students will participate in a matching game, labeling images of mammals as herbivores, carnivores, or omnivores. Students will create a setting for their animal using watercolors and ink that communicates to the viewer what their imaginary animal eats. Students will draw three sketches of their animal, keeping in mind symmetry and asymmetry. A final sketch will be selected and drawn onto a paper plate. Students will cut out on the contour lines, and use the plate as a stencil in their two settings. Students will use oil pastels to create their animal over their setting. Assessment: (Rubric) Did students correctly label animals as herbivores, carnivores, or omnivores? Did students create a setting that communicates the eating habits of their animal? Did students complete three sketches incorporating a form of symmetry? Did students produce at least one clear stencil? Goal 27. Understand the role of the arts in civilizations, past and present. Learning Standard A. Analyze how the arts function in history, society and everyday life. Benchmark 27.A.1a Identify the distinctive roles of artists and audiences. Learning Objective: After hearing about the Houston, TX street artist Coolidge, students will orally describe at least one way the artist and audience impact each other. In small groups students will appraise Collidges work in writing, stating how they believe the reaction of the audience would change if he lived in the early 1900s. (k-4)4c, AH, C6 Learning Activity: Students will look at the online gallery of the stencil street artist Collidge. The teacher will read comments made by the audience (community), and the artists responses. Students will decide whether his work can be classified as fine art. Students will formulate their own opinion of his work in writing. Then mentally assess the work as if the artist was stenciling during the early 1900s. Students will pretend to be residents of the time, and critique the work as residents. (How will lack of technology impact artist/audience communication?) Students will choose a spot in the school to hang their work, using the building like Coolidge uses Houston. Assessment: (Teacher Checklist) Did students make an oral response to the impact of Coolidges art on the viewer; audiences impact on his work? Did students take a stance on whether Collidges art is fine art? Did students make an observation of how history impacts art. Learning Standard B. Understand how the arts shape and reflect history, society, and everyday life. Benchmark 27.B.1: Know how images, sounds, and movement convey stories about people, places, and times. Learning Objective: Students will orally state one way the setting impacts the viewers interpretation of artwork. Students will then critique a peers stencil, after installation, and list a minimum of 10 experiences or observations they have, and one way it influenced their opinion of the art. Learning Activity: After looking at Coolidges work, Students will install their stencil(s) withing the school building. Students will write about a peers artwork. Ask students to take note of what they see and hear: sounds, what the stencil is located byetc) Assessment: (Teacher Checklist) Participation: one way the setting impacts how you see an artwork, list of ten observations while looking at installation (street) art.

DECONSTRUCTION
Kindergarten (Early Elementary Benchmarks), National K-4 Achievement Standards
As a result of their schooling, students will be able to: Goal 25: Know the language of the arts. Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. Learning Objective: In small groups, students will take turns orally identifying moods and emotions seen in images of cartoon characters, giving one reason for their response. Students will also take turns demonstrating one facial expression correctly. (K-4) 2b, AC, (C3) Learning Activity: As a class, look at images of how facial features have been portrayed in cartoons (e.g. Disney characters, Mr. Potato Head, Fosters Home for Imaginary Friends) and how certain facial arrangements can create certain moods. Students will identify facial expressions from unseen cartoon characters. As a class, compile a list of emotions, enough so every student has their own to practice.. Assessment: (Teacher Observation) checklist. Students will take turns identifying facial expressions seen in Disney characters, and will each demonstrate one facial expression from the list of emotions. Learning Standard B. Understand the similarities, distinctions and connections in and among the arts. Benchmark 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood). Learning Objective: Orally identify similarities and differences of how music, theater, and the visual arts express emotions and how different materials, techniques and processes can cause different responses. After looking at video clips, students will categorize them into an emotion giving one reason for how the material used caused them to believe it fit that emotion. Students will then pick a song from a playlist that they like, and associate it with a facial expression that relates to them, stating one reason why they chose it. (K-4) 1b, AE, (C4, C2) Learning Activity: As a class listen to a video clip of Oh Danny Boy performed by BYU Vocal Point, Watch Oh Danny Boy performed by the Muppets, and look at Picassos Three Musicians - explain the story behind the painting. Students will categorize these examples by which emotions they match best with. Students will each orally explain one reason why they think the different materials used in these examples cause different responses- like emotions. Students will then be played music clips from different genres, and be asked to pick one they like. Students will then associate it to one facial expression, stating one reason why they like the song and one reason why they think it relates to the expression they chose. Assessment: (Teacher Observation) Checklist for student participation: did they explain one reason why different materials cause different responses; did students categorize the examples to emotions they best match? Did the students give a reason they liked the song they chose, and did they give one reason it related to the expression they chose? Goal 26. Through creating and performing, understand how works of art are produced. Learning Standard A. Understand processes, traditional tools, and modern technologies used in the arts. Benchmark 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when

painting, drawing and constructing. Learning Objective: After making an exploratory collaborative mural, students will identify the three mediums used by labeling their specific location on the paper with 100% accuracy, using post-its. (K-4) 1a, AC, (C1) Learning Activity: Each student will be given an opportunity to manipulate crayons, construction paper, and watercolors. The teacher will explain the qualities of each medium. Each student will draw imagery that is associated with their school using each medium, showing one emotion they have towards school. The separate works will be taped together into a long mural for the hallway. Assessment: (Teacher Observation) correctly label mediums seen in the mural by matching post-it notes that have the correlating name. Learning Standard B. Apply skills and knowledge necessary to create and perform in one or more of the arts. Benchmark 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. Learning Objective: Students will produce one self- portrait that manipulates two of three media: crayon, construction paper, or markers. Students will then assemble fragments of a self-photograph into a deconstructed self-portrait that expresses one emotion. (K-4) 1c, AP, (C3, C5) Learning Activity: Teacher will send students home with note requesting a photograph of their child showing an emotion that best represents them. Have parents e-mail the photo. The teacher will then print off a black and white version for each student. Teacher will use Mr. Potato Head to explain how a face can be deconstructed by placing pieces not anatomically correct into place. Students will create a self-portrait with two mediums (construction paper, watercolors, or crayon) on white paper. Students will also draw shapes that represent their emotion on the back of their printed out photograph, cut those shapes out, and assemble them onto their drawn portrait- photograph side up. Assessment: (Teacher Observation) checklist: Did they use two mediums and fragments of their photograph? Did they convey an emotion? Goal 27. Understand the role of the arts in civilizations, past and present. Learning Standard A. Analyze how the arts function in history, society and everyday life. Benchmark 27.A.1a Identify the distinctive roles of artists and audiences. Learning Objective: After learning about the painting students will orally describe one way the artist or audiences bring new meaning to art. (k-4) 3a, AH, (C2) Learning Activity: The teacher will show a PowerPoint containing Picassos Three Musicians series. Students will identify emotions they see, and elements of deconstruction in the painting. After learning about some background knowledge: how Picasso was influenced, and how the audience reacted to the painting, students will discuss as a class how art and society can be influenced by each other. Teacher will record responses to share with parents. Assessment: (Teacher Observation) Checklist: Did the students explain how artists and audiences can influence each other, or bring new meaning to each other? Teacher will record student responses.

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DECONSTRUCTION
Intermediate (Late Elementary Benchmarks), National K-4 or 5-8 Achievement Standards
6th Grade As a result of their schooling, students will be able to: Goal 25: Know the language of the arts. Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.2d Identify and describe the elements of 2-and 3-dimensional space, figure/ground, value and form; the principles of rhythm, size, proportion, and composition; and the expressive qualities of symbol and story. Learning Objective: Looking at Frank Gehrys work, students will identify and describe three differences between an object depicted in 2D and 3D. In small groups, students will orally justify one reason they think the media, techniques and processes Frank Gehry uses make his work successful/unsuccessful in communicating his concept. (5-8)1a, AE, C2, C6 Learning Activity: Teacher should explain the difference between 2D and 3D form using an object in the classroom (chair). Students will identify/describe differences between 2D and 3D. Teacher will show a Prezi of Gehrys more well know works, and the Youtube video Starchitect: Frank Gehry Documentary by Tyler Stephen Brown (edit for swear words). Students will break into small groups and debate one reason why Gehry was or was not successful in communicating his concepts. Assessment: (Anecdotal Observation) Checklist: identify, justify Gehrys success/ failure Learning Standard B. Understand the similarities, distinctions and connections in and among the arts. Benchmark 25.B.2 Understand how elements and principles combine within an art form to express ideas. Learning Objective: Students will listen to samples of the song Que Sera (Sera) by two different artists, and orally make one comparison between the way music artists sample from each other and the way visual artists sample each other. (5-8)2b, AC, C6 Learning Activity: The teacher will play Wax Tailors Que Sera and Que Sera Sera sung by Doris Day. Students should make comparisons between the sample work done in Wax Tailors song, and the way Gerhys architecture contrasts traditional architecture, like Sullivan. Students will make a list of the aspects they like/dislike about Gehry and Dohertys work. Assessment: (Teacher Observation) Checklist: compare and contrast artists, and list likes/dislikes Goal 26. Through creating and performing, understand how works of art are produced. Learning Standard A. Understand processes, traditional tools and modern technologies used in the arts. Benchmark 26.A.2e Describe the relationships among media, tools.technology, and processes. Learning Objective: Students will make three sketches, and one 6x6x6 geometric and organic model, using marshmallows and tooth picks, that communicates their likes/dislikes of Frank Gehry and Patrick Dohertys work. Students will orally determine their beliefs on the media, tools, techniques, and processes they used to construct their form; stating three reasons why they did or did not think the model activity benefited their design. (5-8)2c, AP, C3, C6 Learning Activity: Using the lists students previously made of the reasons Gehrys and Dohertys works were successful/ unsuccessful, students will make three sketches of a form that is organic and geometric in shape. From that sketch, students will construct a 6x6x6 marshmallow and toothpick model. After completing the model, students will discuss the media, tools, techniques, and processes they used to construct their form in a Socratic circle. Students must speak at least three times, stating why (why not) they think the activity benefited their design. The teacher should send home a letter to parents requesting twigs, leaves, and small rocks for their final sculpture. Assessment: (Teacher Observation) Checklist: three sketches, one model, three comments

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Learning Standard B. Apply skills and knowledge necessary to create and perform in one or more of the arts. Benchmark 26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching, and constructing. Learning Objective: Using their marshmallow and toothpick model and the criticism they formed through making the model, students will construct one sturdy architectural form from found natural objects that communicates their idea of home. (5-8)3b, AP, C5 Learning Activity: Teacher will discuss the idea of home. What makes their house a home? Students can use their actual home, or dream home as inspiration. Using their models and criticism, students will construct a 6x6x6 to 10x10x10 architectural sculpture from found natural objects (brought in by parents and collected by students outside). Teacher will show images of construction sites, so students can see how walls and roves can be adapted. Assessment: (Rubric) use model and criticism to construct sculpture, sturdy, correct size, idea of home Goal 27. Understand the role of the arts in civilizations, past and present. Learning Standard A. Analyze how the arts function in history, society and everyday life. Benchmark 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theater, gallery). Learning Objective: Looking at Frank Gehry and Patrick Dohertys work, students will determine one reason how changing the setting and purpose of their work could change its meaning. Students will choose a location for their finished sculpture, and orally justify one reason they think it helps describe their idea of home. (5-8)5a, AE, C6 Learning Activity: . After discussing, students will write one reason how changing the setting and purpose of their work could change its meaning. Students will choose a location for their finished sculpture anywhere in the classroom (or outside if possible). Students should also orally justify one reason they think it helps describe their idea of home. Assessment: (Anecdotal Observation) Checklist: how they would change artists work, and how that would change the meaning, choose a location for their sculpture and justify its placement. Learning Standard B. Understand how the arts shape an reflect history, society, and everyday life. Benchmark 27.B.2: Identify and describe how the arts communicate the similarities and differences among various people, places, and times. Learning Objective: In writing, students will list two comparisons and two contrasts of elements/ principles, subject matter, environment, or concepts between the artists Frank Gehrys architecture an d Patrick Doughertys twig sculptures. Looking at the two works without background knowledge, students will make two assumptions about why the work was made, and one comparison/contrast between the facts.(5-8)5a, AC. Learning Activity: Students will read the article Bernheim Forests latest addition: a huge free-form twig sculpture by Susan Smith-Durisek, and compare and contrast information learned about Doherty to information learned about Gehry in the documentary video. The comparisons and contrasts they make should include elements, principles, and ideas the artists used. Looking at images of Frank Gehry and Patrick Dohertys work, students will discuss with a partner how the setting the works are placed in affects their ideas of what the works are trying to convey. Does their location tell the viewer anything about the artwork? Assessment: (Teacher Observation) Checklist: Two comparisons/contrasts between the artists; two assumptions, and one comparison/contrast with the facts

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