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KEHINDE WILEY

Stephanie Pary

FALL 2015
8TH GRADE GRAPHIC DESIGN
5 week unit

Table of Contents
CONTEXT ANALYSIS

Narrative Paper
Rationale

1
2

CONTENT ANALYSIS

Standards
Generalizations & focus questions
List of key concepts
Facts
Content Outline
Concept Map

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3
4
4
5
7

OBJECTIVES/OUTCOMES

PRE-UNIT ANALYSIS

10

Key Objectives
Pre-assessment test & answer keys
Description of scoring system
Assessment Analysis
4-column Pre-assessment Planning For Instruction Sheets
Graph representing pre-assessment results
Paragraph describing students of special concern
Paragraph describing one student of special concern

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10
17
18
20
23
23
24

UNIT FRAMEWORK
LESSONS

25
27

STUDENT LEARNING ANALYSIS

50

Post assessment test


Description of scoring system
Student Summary List with columns for recording Post Assessment 'scores' for each objective
3-Column Group Summary Chart of Student Learning
Graph representing Post Assessment results for the group
Summary Statement
Analysis of individual student learning
Individual Student Samples

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51
52
56
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57
59

REFLECTION

60

TEACHING MATERIALS

62

REFERNECES

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Context Analysis
School District
Clague Middle School is located in Ann Arbor, Michigan. The school contains 6th through 8th grade. Ann
Arbor is a community of approximately 114,000 people and is the 6th largest city in Michigan. Many of
the adults work in the professional or technical fields. The children attending Ann Arbor Public Schools
are primarily Caucasian. Other ethnicities represented in the schools are Asian (14%), African-American
(13.8%), Hispanic (6.7%), and students of two or more races (9.4%). The total number of students in the
district is around 16,900, with 21.7% of them considered economically disadvantaged.

Classroom Factors
Students in the class sit at shared tables. The tables are designed to seat about 6 students, depending on
class size, to promote cooperative learning. There are cabinets around the perimeter of the room that
contain student storage and various supplies. The current project(s) and expectations are written on the
large white board at the front of the room and there is a smaller white board which tells the students
the questions they are to answer for written reflections, of which there is one for every project. There is
one laptop in the room, but it is for the teacher's use only. If computers are needed, laptops can be
signed out from the media room. There are multiple sinks in the classroom for washing out supplies, as
well as a supply room and kiln room. There is also an attached office which is shared with the teacher of
the music class next door.

Student Characteristics
It is estimated that 10.4% of the students in the district are recognized as special needs students. The
most common special need in the class is lesson differentiation based on language. Although art class is
more hands on and it is easier to instruct these students by visually explaining what we are doing, the
challenge is to keep these students interest, especially during extended periods of instruction. Another
characteristic of the class is that there are a wide variety of needs. There are some students who gifted
and talented in art and there are some students who are learning disabled and/or less interested in art.
It is very important that I differentiate my lessons in order to include all levels of skill and learning so
students are not discouraged but are still appropriately challenged. Another important characteristic to
note is that there are some students with some behavioral issues and they may act out to get attention.
I will need to keep my lessons busy enough so that students are engaged and not trying to bring
attention to themselves to create issues in the class. I will also need to plan my lessons so there will be
enough time to finish even if I have to stop teaching for a minute to address a behavioral issue.

Implications for Instruction


The students who are English Language learners will need the instructions repeated many times. I will
make sure the directions for the activities are clear and that directions and expectations are stated
clearly on the white board for the duration of the lesson. I will also use many visual examples so
students can see both words and pictures together. I will also plan my lessons to accommodate the
advanced students as well as the students who may need some extra help and direction. I will also take

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time to periodically review my expectations with the class as a formative assessment so that I will know
that students understand what they are responsible for.

Rationale
Students
Who are you? What shapes your identity? Is there a specific part of your identity that is the most
important or does your identity change depending on who you are around? In this unit, you will have
the opportunity to explore your identity in many different ways.
Understanding our identities is important because it shapes who we are and how we perceive the world.
Our identities are something we build our entire lives, as we learn and understand more about the
world and people who surround us. In this unit, you will be looking at many different artists that express
their identities in unique ways, as well as creating your own self portrait that expresses your unique
identity.
Teachers
This unit covers identity. It reflects the State of Michigan and Ann Arbor Public School District
Benchmarks. Students will be making personal connections through their art making and discussions and
discussing art from different cultural contexts.
This unit includes many small projects as well as a final project. Students will work in teams as well as
individually to facilitate many different types of learning. Students will also be taking advantage of
available technologies as a resource for planning and research.

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Content Analysis
Michigan Art Standards/Benchmarks:
ART.VA.V.8.4 Effectively demonstrate an understanding of their place in the visual world and develop an
appreciation of how they are part of a global society.
ART.VA.II.8.5 Consistently demonstrate reflective thinking practices when identifying, designing, and
solving creative problems.
ART.VA.II.8.2 Effectively develop and apply critical thinking strategies through the art making process.
ART.VA.I.8.1 Apply understanding of the varying qualities of materials, techniques, media technology,
and processes to the selection of appropriate tools and media to design and solve creative problems and
achieve desired artistic effects.
ART.VA.IV.8.2 Articulate an understanding of the historical, social, and cultural contexts of artwork with
aesthetic sophistication.
ART.VA.I.8.3 Select and apply visual characteristics and organizational principles to communicate
effectively when designing and solving creative problems.
ART.VA.II.8.3 Effectively collaborate, communicate, and work with others to create new ideas.
ART.VA.I.8.5 Effectively produce and exhibit a final product that demonstrates quality craftsmanship and
technique.

Generalizations
-With the globalization of the media, we now have access to see how people from all over the world
celebrate their own culture. The way the media represents certain groups of people through
advertisements, television characters, and other representations can also accurately or inaccurately
portray a group of people to form a stereotype.
Focus Questions: How can the media shape a pe so s ide tit ? Ho a e e k o ledgea le of edia
representation to avoid stereotyping others?
-Identity is a large concept, and often there is one part of our identities that is dominate. This part can
change over time as we mature.
Focus question: What is the most important part of your identity?
- Identity is (partially) composed of self-identity (how you see yourself and facts about yourself, such as
gender or age), group identity (groups you are a part of that shape who you are i.e., social class, race,
ethnicity, sexual orientation, community), interactions with others, and experiences we have in our
lives. These help shape how we see and understand the world around us.
Focus Question: What are some examples of ways you can express your identity (through art)?

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- Toda , a a of e p essi g ide tit is th ough taki g selfies o self-portraits taken for the purpose of
sharing on social media. Selfies are a way to quickly capture your face using a phone or digital camera
and are similar to artistic thumbnails, which are quick sketches artists use to plan out their work.
Focus Question: How can you take advantage of the instantaneous hand held technology smart phones
and tablets offer?
Different cultures have different ways of expressing their identity. In our global society, sometimes
cultures appropriate (borrow or steal) elements from another culture to incorporate into their own art
to better express themselves. Many people today come from a mix of different cultures.
Focus Questions: How is identity expressed in your culture? How does it differ from other cultures?
Although a self-po t ait is t pi all a ealisti e de i g of a pe so s fa e, it does ot ha e to e just
this. Artists use abstraction and symbolism to express thoughts and ideas that could not be present in a
strictly realistic self-portrait.
Focus Question: What are some symbols you could use to express your identity?

Concepts
ide tit
s

olis

selfies/ self po t aits


a t histo
a st a tio
app op iatio
power
alue s ste s
ultu e
ste eot pes

Facts
Ide tit is pa tiall o posed of self-identity (how you see yourself and facts about yourself, such as
gender or age), group identity (groups you are a part of that shape who you are i.e., social class, race,
ethnicity, sexual orientation), interactions with others, and experiences we have in our lives.
Ide tit

ha ges o e ti e.

Ide tit is the o e all ha a te of a pe so o g oup.


The fi st photog aphi self-portrait was taken in 1839 by Robert Cornelius

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A selfie is a e t pe of self-portrait taken with a phone or digital camera with the intention of
sharing on a social media website with friends.
Ma fa ous a tists ha e pai ted thei o self-portraits, such as Vincent Van Gogh, Pablo Picasso,
Rembrandt, Andy Warhol, Frida Kahlo, and Takashi Murakami.
The a tist Kehi de Wile pai ts po t aits of othe s a d hi self i the st le of a o ue po t ait pai te s
like David and other old masters, but changes the context by adding elements of modern culture to his
paintings.
Ma

a tists use s

ols i thei self-portraits to express their identity in a more complex way.

Diffe e t ultu es ha e diffe e t ideas a out ho to e p ess thei ide tities.


A self-portrait can be more than just a picture of a person, it could also be a collection of objects or
s
ols that a e i po ta t to a pe so s ide tit .
The

edia a d popula ultu e a i flue e ide tit .

The edia a d popula ultu e a


identities.

eate ste eot pes a out g oups of people

simplifying their

A ste eot pe is a widely held but fixed and oversimplified image or idea of a particular type of person
or thing.
The i te et a d tele isio ha e helped the o ld to e o e o e glo alized. This ea s e ha e
access to knowledge about different cultures all over the world. This is a recent phenomenon.

olis is the use of s


ols to ep ese t ideas a d ualities. A s
represents an idea, object, action, quality, or belief.

ol a

e a thi g that

A a st a tio is a work dealing with ideas rather than directly representing an object or person.
App op iatio i a t is he a a tist uses p ee isti g a t o ks o i age
ith little o o
transformation applied to them as their own. When an artist uses appropriation they usually put the
e isti g a t o k i to a e o te t, ha gi g its ea i g ithout eati g a e a t o k.

Concept Outline
I.

Identity
A. Identity is the overall character of a person or group.
1. Composed of :
a. Self-identity
1. Individual facts about yourself
2. Interests and Hobbies
b. Group identity
1. Race
2. Gender
3. Sexual Orientation
4. Sports team Affiliations

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c. Interactions with others
d. Experiences

II.

III.

2. Identity can be influenced by the media.


a. Sometimes the media can show a stereotype of a group of people.
1. A stereotype is a widely held but fixed and oversimplified image or
idea of a particular type of person or thing.
a. A stereotype can be true or false on an individual basis but is
usually a false representation of a whole group and should not
be considered a fact.
2. TV shows and advertisements show a certain demographic of people
and can conversely inspire a certain type of people to act a certain way.
b. Globalization can affect identity.
1. Globalization happens when cultures share ideas and take ideas from
others and make it their own.
a. Globalization can affect identity because people now have
a ess to ultu al p a ti es a d ideas that ould t e a essed
previously.
. A pe so s ide tit a ha ge o e ti e.
Symbolism
A. The use of symbols to represent ideas or qualities.
1. Anything that Represents:
a. Idea
b. Action
c. Quality
d. Object
e. Belief
2. Symbolism is a type of abstraction.
a. Abstraction is a work dealing with ideas rather than directly representing an
object or person.
Portraits
A. A self-portrait is an artwork made by the artist about themselves.
1. Artists that are famous for their self-portraits are:
a. Vincent Van Gogh
b. Pablo Picasso
c. Rembrandt
d. Andy Warhol
e. Frida Kahlo
f. Takashi Murakami
2. Today, many people take advantage of smart phone technology to take selfportraits, called selfies.
a. A selfie is a new type of self-portrait taken with a phone or digital camera with
the intention of sharing on a social media website with friends.
b. The fi st selfie o photog aphi self-portrait was taken by Robert Cornelius in
1839.

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B. Many famous people pay to have portraits of themselves painted.
1. Old masters painted royalty. They included:
a. Reynolds
b. Gainsborough
c. Titian
d. Ingres
e. Jacques-Louis David
f. Watteau
g. Many others
2. Today, many people can afford to have their portrait painted.
a. Kehinde Wiley is a portrait painter who has been commissioned to paint
celebrities, paints normal people from the street, and even does self portraits
C. Portraits can be super realistic, naturalistic, abstracted, or a mixture of styles.
1. Super realism is like directly copying a photo.
2. Naturalism is close to real life, with some minor differences
a. Keh ide Wile s o k is o side ed atu alisti .
3. Abstraction is when the figure may or may not be recognizable as a person in the
portrait.
4. When naturalism is combined with abstraction, the artist can use the imagery to
create a narrative, or story, in the piece.

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Objectives
Michigan Art Benchmarks
VA:Cn11.1.8a Distinguish different ways art is
used to represent, establish, reinforce, and
reflect group identity.

VA:Re8.1.8a Interpret art by analyzing how the


interaction of subject matter, characteristics of
form and structure, use of media, art making
approaches, and relevant contextual information
contributes to understanding messages or ideas
and mood conveyed.

VA:Cr2.3.8a Select, organize, and design images


and words to make visually clear and compelling
presentations.

VA:Re9.1.8a Create a convincing and logical

Unit Outcomes: Students will be able to:


Conclude how culture was expressed in
the past compared to today through
discussion with their peers.
Engage others in discussion
constructively and effectively to come to
a o lusio a out Keh ide Wile s
intentions.
Categorize symbols and aspects of their
identities into groups
Discover artworks from different cultures
and times when they research which
image they will be working with.
Evaluate how media influences their
culture by reflecting on the objects they
chose to represent themselves
Discover artworks from different
cultures, such as Baroque Europe and
current works based on American, South
American, and other nonwestern
countries.
Identify key elements of culture, time
frame, and subject matter from art
history by observing and comparing
works from both the baroque period and
the contemporary period.*
Survey contemporary collage artists to
understand the many different types of
collage and how they are used.
Select symbols or ideas that represent
the most important aspects of their
identity.*
Design new symbols based on their own
understandings of their identity and
culture.
apply the element of space
(positive/negative) in their stencil
create a stencil and use it to create a
patterned background
create a composition using the element
of space and the principle of pattern
reconstruct an image from art history
using modern symbols and/or concepts*
explain why their categories for symbols
and identities make sense

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argument to support an evaluation of art.

VA:Re.7.2.8a Compare and contrast contexts and


media in which viewers encounter images that
influence ideas, emotions, and actions.

VA:Cr3.1.8a Apply relevant criteria to examine,


reflect on, and plan revisions for a work of art or
design in progress.

VA:Re. . . a E plai ho a pe so s aestheti


choices are influenced by culture and
environment and impact the visual image that
one conveys to others.

VA:Cr2.1.8a Demonstrate willingness to


experiment, innovate, and take risks to pursue
ideas, forms, and meanings that emerge in the
process of art making or designing.

VA:Cr1.2.8a Collaboratively shape an artistic


investigation of an aspect of present day life
using a contemporary practice of art and design.

VA:Cr2.2.8a Demonstrate awareness of


practices, issues, and ethics of appropriation, fair
use, copyright, open source, and creative
commons as they apply to creating works of art
and design.

understand the nature of symbols and


how they work.
understand that by changing an artwork
from another culture or time, they are
changing the way people interact with
the art and part of its meaning
explain how their symbol design
represents their identity and why
explain their choices for the final selfportrait in a reflection statement
iti ue ea h othe s o ks i a
respectful and constructive fashion
compare graphic design and street art
and understand their basic components*
discuss how street art, graphic art, and
traditional art differ
plan out compositions by using 3 small
sketches
apply photographic techniques with their
smart phone or tablet cameras
use technology as a tool for planning
define what a thumbnail is
to experiment with different collaging
techniques and media
plan a design that must be cut out as one
piece
collaborate with fellow students by
taking photos
plan out compositions by creating
thumbnails
practice using an exacto knife properly by
cutting a shape with many different types
of sides.
discuss how to use photographs safely

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Pre Unit Analysis


Key Objectives

Identify key elements of culture, time frame, and subject matter from art history by observing
and comparing works from both the baroque period and the contemporary period.
Knows basic art vocabulary about pictures, like composition. (A). Can understand how to
find the subject of an artwork and know that an artwork can have multiple meanings.(S)
Select symbols or ideas that represent the most important aspects of their identity
knows what a symbol is, can identify multiple symbols (A) knows what identity is,
Knows examples of symbols and that they have multiple meanings (S)
Reconstruct an image from art history using modern symbols and/or concepts as a self-portrait
collage
Can define what a self-portrait is, can define what a collage is (A)knows that artworks
can have multiple meanings, knows about what a self-portrait and collage is (S)
Compare graphic design and street art and understand their basic components
Can identify different pictures as street art or graphic design (A), can identify tools
graphic artists use(S)

Pre assessment Survey


1. A collage is
A. Using many different materials to make a new whole or drawing into pre-existing imagery
B. An art tool
C. Picking your favorite image, changing the colors or making it black and white, and not changing it at
all
D. A kind of drawing

2. A composition is
A. The arrangement of elements and principles of art in an artwork
B. Planned out ahead of time before starting an artwork
C. A st u tu e to help
D. All of the Above
E. None of the Above

o e a ie e s e e th ough the a t o k

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3. A symbol can have multiple meanings.


A. True
B. False

4. Circle all that are true:


A self-portrait is a picture of the artist by the artist.
Artists can use the expression on the persons face to convey mood.
Artists can decide to take things out of a picture to give a picture new meaning.
Art only has one meaning.
Self-portraits are never done by the artist.
A self-portrait must be a painting.

5. Name at least 3 examples of symbols you see in your life.

________________________

________________________

___________________

___________________

6. What resolution do most designers use when having a design be professionally


printed?

7. What color system do computers use to see color and what do the letters stand for?

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8. What color systems do printers use and what do the letters stand for?

9. What type of program is Photoshop/ what is Photoshop meant for?

10. What art technique does Photoshop mimic?


11. Circle the following items that could influence an artworks meaning:
Colo

the a tists a e

Media What the a tist used to

the size of the artwork

ake the a t o k

the su je t

when the artwork was made

12. What is the subject of an artwork?


A. The subject is what is happening in the picture or who is in the picture.
B. The subject is what the artwork is made of.
C. The subject is the time the artwork was made in.
D. The subject of an artwork is how you feel about it.

13. Circle all that are true.


You can tell what time period an artwork was made in by:
A. Looking at the subject and noticing if there are any people in the picture and what they are
wearing.
B. Knowing who the artist is and when they were alive.
C. Knowing what was happening in popular culture and history at the time.

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D. Knowing what the artwork is made of.

14. Label the example of graphic design and the example of street art.

15. Circle all that are true about Identity:


Identity is your self-image
Your identity can never change.
Identity is flexible.
Identity has nothing to do with where you come from.
Identity can be influenced by your peers
Identity can be influenced by the media
Identity can never be influenced by anyone else.
Identity can be expressed through personal style.

16. What is resolution measured in and what is the abbreviation?

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Pre assessment Key


1. A collage is
A. Using many different materials to make a new whole or drawing into pre-existing imagery
B. An art tool
C. Picking your favorite image, changing the colors or making it black and white, and not changing it at
all
D. A kind of drawing

2. A composition is
A. The arrangement of elements and principles of art in an artwork
B. Planned out ahead of time before starting an artwork
C. A structure to help move a ie e s e e th ough the a t o k
D. All of the Above
E. None of the Above

3. A symbol can have multiple meanings


C. True
D. False

4. Circle all that are true.


A self-portrait is a picture of the artist by the artist.
Artists can use the expression on the persons face to convey mood.
Artists can decide to take things out of a picture to give a picture new meaning.
Art only has one meaning.
Self-portraits are never done by the artist.
A self-portrait must be a painting.

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5. Name at least 3 examples of symbols you see in your life.
There are many different answers, for example:
Stop sign
Cross walk sign
Stop light
Company logos
Religious symbols
Map symbols
Games/ video games

6. What resolution do most designers use when having a design be professionally


printed? 300 ppi
7. What color system do computers use to see color and what do the letters stand for?
Computers use RGB, which stands for Red, Green, Blue.

8. What color systems do printers use and what do the letters stand for?
Printers use CMYK, Which stands for Cyan, Magenta, Yellow, Black

9. What type of program is Photoshop/ what is Photoshop meant for?


Photoshop is an image editing program meant for editing preexisting imagery.

10. What art technique does Photoshop mimic?


Pointillism

11. Circle the following items that could influence an artworks meaning:
Color

the a tists a e

Media (What the artist used to make the artwork)

the size of the artwork

when the artwork was made

12. What is the subject of an artwork?


A. The subject is what is happening in the picture or who is in the picture.
B. The subject is what the artwork is made of.
C. The subject is the time the artwork was made in.
D. The subject of an artwork is how you feel about it.

the subject

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13. Circle all that are true.


You can tell what time period an artwork was made in by:
E. Looking at the subject and noticing if there are any people in the picture and what they are
wearing.
F. Knowing who the artist is and when they were alive.
G. Knowing what was happening in popular culture and history at the time.
H. Knowing what the artwork is made of.

14. Label the example of graphic design and the example of street art and explain how you know which
one is which.

Street art

15. Circle all that are true about Identity:


Identity is your self-image
Your identity can never change.
Identity is flexible
Identity has nothing to do with where you come from
Identity can be influenced by your peers

Graphic Design

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Identity can be influenced by the media
Identity can never be influenced by anyone else.
Identity can be expressed through personal style.

16. What is resolution measured in and what is the abbreviation?


Pixels per inch- ppi

Description of Scoring System


No Evidence of understanding (N)
Cannot complete the unit without extensive teaching on prior knowledge.
Adequate Understanding (A)
You defi itio of Ade uate ?
Can start the unit with some instruction on prior knowledge, has most of the prior knowledge.
What would be evidence of this?

Knows basic art vocabulary about pictures, like composition.


knows what a symbol is, can identify multiple symbols
can identify what a self-portrait is and what a collage is
Can identify different pictures as street art or graphic design

Evidence of Substantial Understanding (S)


You defi itio of su sta tial
Has all prior knowledge (Or more) needed for starting the unit.
What would be evidence of this?

Can understand how to find the subject or time frame of an artwork and know that an artwork
can have multiple meanings
knows what identity is, Knows examples of symbols and that they have multiple meaning
knows that artworks can have multiple meanings, knows about what a self-portrait and collage
is
Can name specific tools used in graphic design in addition to identifying graphic design

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Assessment Analysis
Student
Identification

Objective 1 - Identify
key elements of
culture, time frame,
and subject matter
from art history by
observing and
comparing works
from both the
baroque period and
the contemporary
period

Objective 2 - Select
symbols or ideas
that represent the
most important
aspects of their
identity

Objective 3Reconstruct an
image from art
history using
modern symbols
and/or concepts as a
self-portrait collage

Objective 4Compare graphic


design and street art
and understand
their basic
components

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

A
N
s/a
A
S
A
a/n
s/a
s/a
A
A
a/n
s/a
S
s/a
A
A
A
s/a
a

S
A
S
A
A
S
A
S
A
S
a/n
a/n
a/n
s/a
A
S
A
A
S
A

a/n
N
A
S
S
S
A
S
N
A
S
N
A
A
S
S
S
S
S
A

N
N
N
a/n
a
a/n
N
A
N
N
N
N
N
N
N
N
N
N
a/n
N

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Objective

Pre-Assessment Strategy

Summary of Results

Objective 1 - Identify key


elements of culture, time
frame, and subject
matter from art history
by observing and
comparing works from
both the baroque period
and the contemporary
period

Students were given a


paper and pencil
assessment. Objective 1
had 5 questions on the
test, 3 multiple choice
and 2 circle all that are
true. Students who got all
3 questions right were
given an S. If students got
2 right and had 2/3 (Q4)
or 4/4 (Q15) on the circle
the answer, they were
given s/a.
If students got only 2
right, they were given an
A. If students got one
right and got 2/3 or got
(Q15) wrong on the circle
the answer, they were
given a/n.
If students got 1 or 0 right
they were given an N.

6 students showed
Adequate to Substantial
by getting all 3 questions
almost right. 9 students
showed Adequate
understanding by getting
2 questions right. 2
students showed
substantial understanding
by getting all 3 questions
correct. 2 students
showed Adequate to No
Understanding by getting
2 questions almost right,
and 1 student
demonstrated no
understanding.

Objective

Pre-Assessment Strategy

Summary of Results

Implications for
instruction
More than 50% of the
students have a basic
understanding of how to
find the subject of a
painting and what a selfportrait is, but we will
review it and introduce
vocabulary. I will
introduce these concepts
earlier than I originally
planned and modify my
instruction for lesson 4 so
that there is more
explanation into what a
self-portrait is. I will also
do more review in lesson
1 then I originally planned
with reviewing what
culture, time frame, and
subject matter are and
how they can be found.

Implications for

P a g e | 20

Objective 2 - Select
symbols or ideas that
represent the most
important aspects of their
identity

Students were given a


paper and pencil
assessment. There were 3
questions for Objective 2.
One was multiple choice,
1 was fill in the blank, and
1 was a circle all that is
true. Students who got all
3 right were given an S. If
students got 2 right and
had 3/5 on the circle the
answer, they were given
s/a.
If students got only 2
right, they were given an
A. If students got one
right and got 3/5 on the
circle the answer, they
were given a/n.
If students got 1 or 0 right
they were given an N.

7 students had
substantial understanding
on the concept. 1 student
showed Substantial to
adequate understanding
on the objective. 9
students showed
Adequate understanding
on the objective. 3
students showed
adequate to no
understanding on the
objective.

Objective

Pre-Assessment Strategy

Summary of Results

instruction
About 83% of the
students understood that
symbols could have
multiple meanings, and
most could name at least
3 symbols they see in
their lives. I think lesson 2
will cover this topic
adequately enough so
that everyone
understands by the end,
but I will also make sure I
check for that
understanding.
Most students could
circle aspects of their
identities. I think I will
need to cover identity in
more depth in project 2,
but as it is a complex
subject, I think everyone
is at an acceptable level.

Implications for
instruction

P a g e | 21
Objective 3- Reconstruct
an image from art history
using modern symbols
and/or concepts as a selfportrait collage

Students were given a


paper and pencil
assessment. Objective 3
had 2 questions, one was
a multiple choice and one
was a circle all that were
true. Students who got
both right got an S,
students who got one
right got an A and
students who got both
wrong got an N.

10 students showed
substantial understanding
(S). 6 students showed
Adequate understanding.
4 Students demonstrated
no understanding.

Objective 3 deals with the


final cumulative project.
For most of the class,
understanding the basic
processes involved in the
final project will be easy.
Since we do 5 practice
projects up to the main
project, everyone should
be at an adequate level of
understanding by the
time we get to the final. I
will use the formative
assessments to make
sure the students who
demonstrated no
understanding will
understand by the time
the unit is finished.

Objective

Pre-Assessment Strategy

Summary of Results

Implications for
instruction

P a g e | 22
Objective 4- Compare
graphic design and street
art and understand their
basic components

Students were given a


paper and pencil
assessment. 9 questions
addressed graphic design
and one of these 9 also
addressed street art. 8 of
the graphic design
questions were short
answer and one was
labeling images. Students
were given a N if they
did t get a of the
answers right. Students
were given an A/N if they
got 1-4 right. Students
were given an A if they
got 4 -8 right. Students
who would have gotten 9
right would have gotten a
S.

No Students showed
substantial
understanding. 2
students showed
Adequate understanding
and 3 showed Adequate
to no understanding. 15
students showed no
understanding of the
objective.

My original pretest did


not have such an
emphasis on graphic
design but after I found
out I would be teaching a
Graphic Design class I
added some. From these
results, I am seeing that I
will have to start from the
very basics of graphic
design and teach a lot of
computer vocabulary as
well. I plan on introducing
a lot of these concepts in
project 3 and carrying
them on through the end
of the unit. This is the
first graphic design class
ever offered at Clague so
it makes sense that no
one has a solid
foundation in technical
knowledge. Some
students do have an idea
of what graphic design is
so that is good.

P a g e | 23

Unit Preassessment
Number of Students

16
14
12
10
8
6
4
2
0
1

Objective
N

A/N

S/A

As shown in the above graph, most students have an adequate to substantial understanding of the first
3 objectives and will be ready to start the unit and even be ready for some more challenging material in
those sections. In regards to the fourth objective, the majority of the students demonstrated no
understanding of graphic design. This is appropriate because the class is an introduction to graphic
design class, and their low scores in these areas show an opportunity for student growth.

Students of Special Concern


Of the 20 students in the class, 6 had scores of either N or a/n in more than objective 4. These 6
students will be my students of special concern. Although some of my students scored Adequate and
Substantial on many categories, I am not overly concerned about these students not being challenged
enough by the material because no one scored substantial in the graphic design portion, so I am sure
they will be challenged by that, and I can make the non-computer activities harder if necessary. Two of
these students are ELL students and I am not sure if my pretest analyzed their ability to understand
English or their ability to understand the material. I am concerned of their ability to understand
directions in my class. One of the students is a student with special needs. She is very willing to follow
directions, but I am not sure of her ability to completely comprehend and she will need a lot of attention
as we go. I may need to figure out how to change language or activities so we can meet her at her level
of understanding. One of the students has a high reading score but is also classified as a student with
special needs. Neither I nor Ms. Pentzien have worked with him before, so I want to keep an eye on him
just in case there is a comprehension issue there.

P a g e | 24

Student for Learning Analysis


The student I picked for learning analysis is student number 9. He scored substantial to adequate
understanding in objective one, adequate understanding in objective two, and no understanding in
objective three or four. In class, I have noticed that he likes to read but otherwise displays antisocial
tendencies. He has an IEP, but scored high on the SRI reading test. He appears to be unmotivated and
may present some challenge in getting his work done on time.

P a g e | 25

Unit Framework
Monday
November 9
Classroom
Management
Powerpoint
Preassessment
Monday 16
Personal
Symbolism
*Indirect
DC students

Tuesday November
10
Discussion
*cooperative
*power point

Wednesday
November 11

Tuesday 17
Finish symbol
sketches
*direct
*power point

Monday 23
Photography Intro
*cooperative
*power point
HOMEWORK!
Take Photos over
weekend of
identity stuff,
Research artworks
Monday 30
Get Approval
from Miss Parytake photos

Tuesday 24
Photography
Research artworks

Wednesday 18
Pattern
discussion
About graphic
design vs Street
art
Take pictures of
symbols
everyone
Everyone able to
work in lab by
end of class
Wednesday 25
NO SCHOOL

Monday
December 7
Post assessment
survey

Tuesday December
8
Culminating
Activity Intro
Putting everything
together Photo
Collage
-3 Collages Due to
Miss Pary

Thursday
November 12
8th grade to DC

Friday November
13
8th Grade to DC

Thursday 19
Pattern- work on
patterns in lab

Friday 20
Patterns, work on
patterns in lab

Thursday 26
NO SCHOOL

Friday 27
NO SCHOOL

Thursday 3
Collaging Intro
*direct
*power point
Work on Collage
-Artworks and
Photos Due to
Miss Pary
Thursday
December 10
Culminating
Activity

Friday 4
Work on collage

8th grade to DC

Tuesday 1
Wednesday 2
Take photos, edit in Finish editing
lab
photos in Lab
Patterned
backgrounds due

Wednesday
December 9
Culminating
Activity

Friday December
11
Culminating
Activity

P a g e | 26
Monday 14
Culminating
Activity

Tuesday 13
Culminating
Activity

Wednesday 15
Culminating
Activity

Thursday 16
Reflections

Friday 17
Critique

Culminating Activity: Photocollage


Students will use their previous knowledge and the knowledge learned in the first 3 weeks to create a
photocollage. Students will be given requirements but will complete their projects on their own.
Students will be given a variety of supplies to complete their collages, including Bristol or other board,
glue, glue brushes or something else to apply with, exacto knives, cutting boards, paints, pencil, pens,
stencils, paint brushes, colored pencils, their printed self-portrait, and the stencil they created. Students
will show their pieces in a final critique.
Rubric for Culminating Activity
Students will be graded based on if all the requirements are met for the project. The requirements will
directly reflect the objectives for the lesson.
I can create a composition by using collage techniques, a patterned background, and a photo.
I can reconstruct an image from art history using symbols from my own life. 1 point
I can display my work next to the original artwork they chose to reconstruct. 1 point
I can explain my choices for the final self-portrait in a reflection statement and evaluate influences for
my identity. 1 point
I can critique my peers work in a respectful and constructive fashion. 1 point

Total of 5 points possible. Students may earn extra Credit for going above and beyond assignment.

P a g e | 27

Lesson Plans

P a g e | 28

Topi
Art History discussion on Kehinde Wiley

Duratio
1 class period

Materials
Elmo, scholastic magazine, paper, pencils, powerpoint, computer

Sta dards/ e h arks


Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture, and history
through their interactions with and analysis of art.
VA:Cn11.1.8a Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of
art criticism.
VA:Re8.1.8a Interpret art by analyzing how the interaction of subject matter, characteristics of
form and structure, use of media, art making approaches, and relevant contextual information
contributes to understanding messages or ideas and mood conveyed.

O je ti es
Students will be able to observe artworks from different cultures, such as Baroque Europe and current
works based on American, South American, and other nonwestern countries.
Students will be able to identify key elements of culture, time frame, and subject matter/theme from art
history by looking at works from both the baroque period and now and comparing what is going on.
Students will be able to draw conclusions about how culture was expressed in the past compared to
today through discussion with their peers.

So ial O je ti e
Students will engage others in discussion constructively and effectively to come to a conclusion about
Kehi de Wile s i te tio s i his a t o k.

Purpose
The purpose of this lesson is to introduce students to Kehinde Wiley and to relate to them the
similarities of art history of the past and present while bringing up issues of representation.

P a g e | 29

A ti ipator Set
The teacher will start by using visual thinking strategies. Students will view a work by Wiley, and the
teacher will ask what they think is going on in the piece and what they see that makes them think that.
Students will raise their hands to answer.

I put
After the VTS session, the teacher will go through the rest of the power point and point out the
o pa iso s et ee Kehi de Wile s o k a d the o ks of the aste s he is i itati g.
Students will discuss the following in table groups:
1. What they think Kehinde Wiley is trying to do
2. Why he is trying to do this
3. And if they think he is doing it effectively or not
While discussing, one student will be in charge of asking the questions and starting the discussion, one
student will be in charge of making sure the discussion stays on topic, and one student will take notes on
the discussion and will write down any questions the group has.
After the small group discussion, which will last about 10 minutes, the question taker in the group will
either bring up a point the group thought was interesting or a question the group has. These will be
written down and then the students will then read an article about Wiley in Scholastics magazine.
The class will then discuss their questions and points for about 10 minutes (2 minutes per group) unless
they are losing interest or the discussion needs to go on further, in which case the discussion may go
slightly longer. The large group discussion should be largely facilitated by the students and the teacher
will only interject as needed. The teacher will circle and make sure discussions are happening. If
students have questions in their small groups they will be encouraged to write them down. The teacher
will be able to see if the students are understanding the discussion by the questions and/ or points they
bring up. In the la ge g oup dis ussio , a
uestio s stude t g oups a t a s e ill e a s e ed
the teacher. At this point the teacher will be able to evaluate whether students need to be retaught with
a different strategy.

Modeli g
The teacher can give an example of VTS and group discussion if students do not seem to be able to start
on their own.

Che ki g for u dersta di g


tude ts ill ha e to ite do o e thi g the thought as i te esti g, o e thi g the do t
understand and one thing they learned for closure and turn it in.

Fa e to fa e i tera tio
Tea he

ill fo

stude t g oups of

ta le. tude ts ill ha e a g oup dis ussio o Wile s o ks.

P a g e | 30

I di idual a ou ta ilit
Students will have to write down one thing the thought as i te esti g, o e thi g the do t
understand and one thing they learned for closure and turn it in.

Group a ou ta ilit
Group will have to turn in notes and teacher will also keep track visually of who is participating in the
discussion.

Positi e i terdepe de e
One student will record notes on discussion, one student will write down any questions the group has,
one student will be in charge of keeping the group on topic, one student will serve as the conversations
facilitator.

Closure
tude ts ill ha e to ite do o e thi g the thought as i te esti g, o e thi g the do t
understand and one thing they learned.

I depe de t pra ti e/Assess e t


Students will have a discussion on the works of Wiley. Teacher will bring the group back together and
the lass ill dis uss the uestio s/ ideas the had a out Wile s o k.
The assessment will be formative for this lesson. Students will be given participation points based on the
closure activity and group work.

Adaptatio s/differe tiatio


In this class, there are many students who are English Language Learners. Although I would like students
to be able to choose their own groups, I will most likely have to distribute students based on their
reading comprehension levels so that everyone can complete the assignment.
In addition to this, there are many different children with special needs in my classroom. I have not
received any IEP or 504 plans, so I am not sure as to the severity of these needs. I plan on trying to mix
these students up as well. The reading material from Scholastics is grade level appropriate, and I am
prepared to walk around and help students who are visibly struggling comprehend what is written. I
may decide to read the article out loud or do popcorn reading with my students if it seems like it is
needed.
I am anticipating their being some behavioral problems in this class. I am hoping stating my direct
expectations will minimize problems, however I am a new teacher and they may feel like trying to see
what they can get away with. In this case, I will first try changing the student groups, and then follow
through with my classroom discipline plan. I also plan on providing written discussion points for the
students to use. I am okay with them discussing what they think is important, but I have come to find
with many ELL students, their reading skills are higher than their comprehension skills so I am hoping it
will assist in their understanding.

P a g e | 31

Topi
Personal Symbolism

Duratio
2 class periods Day 1 will be discussion, Day 2 will be sketching and sharing.

Materials
Elmo, Paper, Pencil, PowerPoint

Sta dards/ e h arks


Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape,
enhance, and empower their lives.
VA:Cr2.3.8a Select, organize, and design images and words to make visually clear and compelling
presentations.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: People evaluate art based on various criteria.
VA:Re9.1.8a Create a convincing and logical argument to support an evaluation of art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture, and history
through their interactions with and analysis of art.
VA:Cn11.1.8a Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the natural world, and
constructed environments.
VA:Re.7.2.8a Compare and contrast contexts and media in which viewers encounter images that
influence ideas, emotions, and actions.
Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice and constructive
critique, reflecting on, revising, and refining work over time.
VA:Cr3.1.8a Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or
design in progress.

P a g e | 32

O je ti es
Students will be able to understand the nature of symbols and how they work.
Students will be able to categorize symbols and aspects of their identities into groups.
Students will be able to explain why their categories for symbols and identities make sense.
Students will be able to select symbols or ideas that represent the most important aspects of their
identity.
Students will be able to design new symbols based on their own understandings of their identity and
culture.
Students will be able to explain how their symbol design represents their identity and why.

Purpose
The purpose of this lesson is for students to think about their own identities and to identify symbols that
can represent their identities for the stencil project.

A ti ipator set
Students will be presented with a list of symbols and asked to define them by raising their hands.
Students will have the opportunity to discuss why/ if symbols can have more than one meaning. The
teacher will ask students if they have any ideas as to why some symbols can mean more than one thing.

A opportu it for stude ts to e plore a o ept, fi d patter s, reate


understandings
The teacher will explain that we are going to consider how different symbols have different meanings
and how these meanings are communicated to groups of people. Students will be asked to group
symbols based on the characteristic they think is the most important about that symbol. They will then
have to label their groups based on how they organized them. Student groups will have to draw a
conclusion to explain why the way the categorized their symbols helps them to understand the symbol
meaning better. The class will discuss the different ways they organized their symbol groups.
The teacher will then ask the students if they think artists use symbols in their work and if they can also
mean many things. Students will have to write reasons that symbols could be used in art and why it
might be important.
The teacher will then ask students if they think their identities, or what makes them who they are as a
person, can have many different parts. Students will have to make a list of parts of their identities. They
will then need to categorize these characteristics into groups and label them. They will need to draw a
conclusion about how they can use these categories to identify what are the most important parts of
their identities.
The teacher will then help students connect that artists sometimes use symbols to express ideas or parts
of their identities that are too difficult to explain with words.

P a g e | 33

Meta og itio opportu ities


Co side i g that s
ols a ha e a
ea i gs a d a pe so s ide tit a ha e a pa ts, a d
that artists sometimes create symbols to express the parts of their identity, the students will be
challenged to make at least two different symbols that can symbolize their identities. When they are
done sketching their symbols, students will be given the option to either discuss in groups or write about
what decisions they made when they decided on their symbol design. Students will discuss about their
final symbols and why they chose them.
Students will need to answer what the symbol is, what part of their identity it represents and why, and
why that part of their identity is important or significant to them. Before we have our discussions, we
will talk about how we should respect each other.

Opportu ities to appl lear i g to e situatio s


Students will have an understanding of how to categorize ideas into different groups and explain why
these groups make sense.
Students will be able to better understand symbols when they come across them in real life situations.
Students will be able to understand that other people and cultures have different perspectives and
understandings of what symbols mean.
Students will have a better understanding of their own identity.

Che ki g for u dersta di g


The teacher will facilitate the discussion of symbols and observe if student responses are making sense.
This will prove that students are comprehending the material. After the teacher introduces the
challenge, they will ask if there is any questions and these will be addressed individually. Then the
teacher will circle the classroom while students are discussing their symbol choices and look at their
sketches. The teacher will check for understanding about the general lesson by going around while
students are working and asking them why they think symbols are important in art and in real life.

Assessment
Students will turn in their symbol drawings with an explanation as to why they chose those symbols for
a formative assessment. This project will be worth 4 participation points.

Closure
Students can share their symbol ideas with the whole class on the elmo. Teacher will ask students if they
felt like organizing their ideas into categories helped them to understand them better.

Adaptatio s/differe tiatio


I can statements will be written on the board so students understand the expectations of the lessons.
Students who speak the same first language will sit together so they can translate for each other. The
teacher will walk through the worksheet step by step with students who do not comprehend materials.

P a g e | 34
Students will be sat in the least distractible environment. Students who need to use teachers notes will
be allowed to do so.

P a g e | 35

Topi
Patterned background

Duratio
3 classes

Materials
Computer, camera, image editing program

Sta dards/ e h arks


Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape,
enhance, and empower their lives.
VA:Cr2.3.8a Select, organize, and design images and words to make visually clear and compelling
presentations
Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: Individual aesthetic and empathetic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the natural world, and
constructed environments.
VA:Re. . . a E plai ho a pe so s aestheti hoi es a e i flue ed
environment and impact the visual image that one conveys to others.

ultu e a d

Anchor Standard 2: Organize and develop artistic ideas and work.


Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts,
media, and art-making approaches
VA:Cr2.1.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art making or designing.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative art making goals.
VA:Cr1.2.8a Collaboratively shape an artistic investigation of an aspect of present day life using a
contemporary practice of art and design.

P a g e | 36

O je ti es
Students will be able to select symbols or ideas that represent the most important aspects of their
identities.
Students will be able to plan out compositions by using 3 practice designs.
Students will have to use the principles of pattern and movement to create an interesting image.
Students will be able to compare graphic design and street art and understand their basic components.
Students will be able to discuss how street art, graphic art, and traditional art differ.

Purpose
The purpose of this lesso ill e to o e t the stude ts pe so al s
ol ith the fi al p oje t. I this
project, students will also practice planning and learn basic tools in Photoshop.

A ti ipator Set
The teacher will show a PowerPoint of Kehinde Wiley, Banksy, and Shepherd Fairey. The teacher will
poi t out ho Kehi des patte s si plif his a kg ou ds a d elate ho
e ill e doi g the sa e
ith ou a kg ou ds. Tea he ill also sho ho Ba ks a d Fai e s ste iled o ks. The stude ts
and teacher will have a small discussion about the works, and the similarities between street art and
Graphic Design. (The imagery in both should be clearly recognizable and simple.)This should last about 1
class period. We will look at many artworks and decide if they are graphic design or street art pieces. We
will also talk about what the differences and similarities are and if graffiti can be art.

I put
The teacher will demonstrate all of the steps on a projector using an image editing program and model
them.
The teacher will show many examples of how patterns are created, talk about patterns, motifs,
repetition, rhythm, and movement.
Pattern Repeated Decorative Design
Motif a unit of a pattern
Repetition doing something over and over
Movement - the path the ie e s e e takes through the artwork, often to a focal area. It can be
directed along lines, edges, shapes and color. Movement is closely tied to rhythm.
Rhythm- a movement in which some elements recurs regularly. Like a dance it will have a flow of
objects that will seem to be like the beat of music.

P a g e | 37

Modeli g
The teacher will give these instructions. (Days are estimates)
Day 2
1. Create a plan. Based on the things that symbolize you, pick at least two simple symbols, or
simplify the symbols. We made our symbols in project 2. You will need to make at least 3
practice designs of ways to make your design. Take two or take one and find one image that
represents you. Remember that images used from the internet must be non-copywrited or
modified more than 70%.
Day 3
2. We will create a pattern from these images. There are many ways to create a pattern.
3. Create a two- three color pattered background using 2 symbols. You must create a pattern that
shows movement.
4. Make sure your image is at print quality (270 ppi or higher).
Images ou take o fi d ust al ead e at this ualit . You a t ha ge a lo ualit i age to
a higher quality image, you can just make it print similarly by making the image smaller.
5. You can earn extra credit on this assignment by using physical collage techniques with your
digital collage techniques to make your picture more interesting.

Che ki g for u dersta di g


The teacher will ask students if they have any questions every time a new direction is explained. We will
also do a thumbs up thumbs down quick assessment to see if anyone needs extra help. Students who
eed e t a help ill e sat ea ea h othe so the tea he a
ake su e e e o es uestio s a e
getting answered.

Guided Practice
The teacher will demonstrate how to use Photoshop with the students. Together, everyone will go
through the basic tools used to crop, rotate, resize, and recolor images.

Closure
Students will be allowed to share their final background patterns on the document camera if they would
like. If stude ts ha e t fi ished their patterned background by the 5th day, they will have to set it aside
and work on something else and come in during a free period or after school if possible. Students may
also work from home if they have the equipment.

I depe de t pra ti e/Assess e t


Students will practice making their backgrounds in class independently.

P a g e | 38
Rubric Checklist
I can select symbols that represent the most important parts of my identity. Y 1 Point N 0 Points
I can create 3 sketches of symbols. Y 1 point N 0 points
I can use repetition to create a pattern in my design. Y 1 point N 0 points
I can use variety in my image to create visual excitement by changing the color or the direction of my
objects in the pattern. This will make my design more interesting. Y 1 point No 0 points
I can create and save my image at a print resolution, 270- 300 pixels per inch. Y 1 point No 0 points
Total : 5 points

Adaptatio s/differe tiatio


Students who speak similar languages will sit next to each other so that they can translate the directions
if the do t u de sta d. The tea he ill go th ough the di e tio s fo ea h lesso up stai s the least
distracting environment) and then dismiss the students to the lab. All students will be provided with
written instructions and a rubric so they know what is expected. Students will be given extra individual
help as needed. Students who are unable to complete the assignment because of time restrictions will
be given requirements modified to their skill level.

P a g e | 39

Topi
Digital Photography with a Phone or tablet

Duratio
5 classes

Materials
PowerPoint, Phones or Tablets, (Digital cameras for students without phones), Art History Books

Sta dards/ e h arks


Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative art making goals.
VA:Cr1.2.8a Collaboratively shape an artistic investigation of an aspect of present day life using a
contemporary practice of art and design.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts,
media, and art-making approaches
VA:Cr2.1.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art making or designing.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture, and history
through their interactions with and analysis of art.
VA:Cn11.1.8a Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the natural world, and
constructed environments.
VA:Re.7.2.8a Compare and contrast contexts and media in which viewers encounter images that
influence ideas, emotions, and actions.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers balance experimentation and safety, freedom and
responsibility while developing and creating artworks.

P a g e | 40
VA:Cr2.2.8a Demonstrate awareness of practices, issues, and ethics of appropriation, fair use,
copyright, open source, and creative commons as they apply to creating works of art and design.

O je ti es
Students will be able to discover artworks from different cultures and times when they research which
image they will be working with.
Students will be able to apply photographic techniques with their smart phone or tablet cameras.
Students will be able to use technology as a tool for planning.
Students will be able to collaborate with fellow students by taking photos.
Students will be able to understand that by changing an artwork from another culture or time they are
changing the way people interact with the art and part of its meaning.
Students will be able to discuss how to use photographs safely online.

A so ial o je ti e
Students will be able to collaborate in groups in a respectful, responsible and safe manner to assist each
other in taking photos.

Purpose
The purpose of this lesson is to get a photo that is similar to the composition of a famous painting to use
for the culminating self-portrait collage. It will also introduce students to some basic photography
techniques and principles and address safe online behaviors.

A ti ipator Set
The teacher will start off by asking the students what projects we have done together so far. Students
will raise hands to answer. Teacher will review the culminating project of making a Kehnide Wiley mixed
media collage. We will talk about what steps we have already taken to get to the final collage and the
remaining steps before actually making it. Then the teacher will introduce the photography lesson.
It is possible that if the pattern background lesson is going much longer than anticipated, students will
be broken up into centers, and they may either work on cutting out and printing their stencil or doing
their photos.

I put
Day 1:
The teacher will do a survey of the needed technology to do the project first.
The teacher will show students the PowerPoint of the famous self-portraits from artists. The teacher will
explain to students they need to pick 3 works of art from before 1950 to imitate for their final project.
The teacher will make available art history books and students can do research on their smart phones.
Students can pick paintings in which multiple people are presents and do their photos in groups,
however, students will all need their own photos and will have to complete their own final projects.

P a g e | 41
The teacher will present multiple tips of taking pictures with a phone. Since all phones are different and
have different options it will be a basic overview. We will talk about the rule of thirds, using a tripod,
how to hold a camera, focus, flash, and white balance. The teacher will also ask students if they have
any photo tips to share with the class.
Day 2:
The class will have an open discussion about safe practices of posting images online. We will talk about
getting others permission before posting anything online, your digital image, how images are stored
online, and about websites like twitter, facebook, instagram, and snap chat. We will also talk about
taking images from the internet and practices, issues, and ethics of appropriation, fair use, copyright,
open source, and creative commons as they apply to creating works of art and design. They will be able
to work while we talk.

Modeli g
The teacher will demonstrate how to use a cell phone camera as well as a digital camera.
We will talk about the rule of thirds, using a tripod, how to hold a camera, focus, flash, and white
balance. The teacher will also ask students if they have any photo tips to share with the class.
The tea he ill sho oth a dsl a e a a d its setti gs alo g ith a pho e and its settings and will
demonstrate how to adjust them and explain what they mean. This will be done on the elmo so all the
student can see. The teacher will demonstrate how to set up one type of tripod and how to hold a
camera correctly to the class. The teacher will also show images that conform to the rule of thirds and
show this option on the camera and show images that use unique perspectives.

Che ki g for u dersta di g


Teacher will ask students to volunteer to demonstrate how to take a photo. Students will all have to
take photos. Teacher will ask students what kind of pictures they should be taking and why. Students
should understand they are taking the pictures to match the composition of 3 famous artworks they
have chosen to be part of their final composition. The teacher will ask review questions about these
items to make sure the information is repeated often.

Fa e to fa e i tera tio
Students will take pictures of each other in their groups from the discussion in lesson 1.

Positi e i terdepe dence


Students will all have to take at least one picture of another student. When students email their pictures
to the teacher, the will need to label the photo with their names and the name of the student who took
the picture.

P a g e | 42

I di idual accountability
All students will have to choose 3 works of art to imitate and will have to turn in 3 photos.

Group a ou ta ilit
Groups will be evaluated based on participation- students will not be able to turn in their photos unless
they take them by working together in their group.

Closure
tude ts ill ha e to o plete a e it pass efo e the a
o e o to the e t lesso . Th ill eed
to answer the questions: What did we learn? Why is this important? How can we use this in real life?
The answers will be used in a formative assessment and students will receive participation points for it.

I depe de t pra ti e/Assess e t


Students will work together to take pictures matching the composition of the three works of art they
have chosen. If they use an artwork with multiple people, they need to take a picture with multiple
people or when they are working they will need to come up with objects to be in the places of those
people in their final project.
Students will be told they can continue to take pictures if they would like to use them in their final
collage. Students will be responsible for emailing the teacher their photos. Students must turn in photos
they took and reproductions of original works.
I can find 3 artworks from before 1950 to imitate. Y 1 point N 0 points
I can take pictures in the style of these original artworks. Y 1 point N 0 points
I can use photographic techniques and my electronic device (camera/phone/ tablet) to plan my
compositions. Y 1 point N 0 points
I can work with my peers to take pictures. Y 1 point N 0 points
I can put my 3 photos on google drive and share them with my teacher with the 3 images I am
referencing. Y 1 point N 0 points
5 points total.

Adaptatio s/differe tiatio


tude ts ho do t ha e a s a t pho e, ta let o a ess to a digital a e a ill p a ti e ith the
tea he s a e a. tude ts ho ha e lo E glish skills ill e pai ed ith stude ts ith high E glish
skills of the same language so they can translate for them. Students will be provided with written notes
a d ill e gi e a I a u i so the k o
hat is e pe ted of the . tude ts ho ould p efe to
o k alo e ill e gi e the optio to do a selfie p oje t.

P a g e | 43

Topi
Collaging thumbnails

Duration
2 class periods

Materials
Bristol or other board, glue, glue brushes or something else to apply with, exacto knives, cutting boards,
paints, pencil, pens, stencils, paint brushes, colored pencils, magazines, preexisting photos

Sta dards/ e h arks


Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be
developed.
VA:Cr1.2.8a Collaboratively shape an artistic investigation of an aspect of present day life using a
contemporary practice of art and design.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts,
media, and art-making approaches
VA:Cr2.1.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art making or designing.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of
art criticism.
VA:Re8.1.8a Interpret art by analyzing how the interaction of subject matter, characteristics of
form and structure, use of media, art making approaches, and relevant contextual information
contributes to understanding messages or ideas and mood conveyed.

O je ti es
Students will be able to survey contemporary collage artists to understand the many different types of
collage and how they are used.
Students will be able to define what a thumbnail is.
Students will be able to plan out compositions by creating thumbnails.
Students will be able to experiment with different collaging techniques and media.

P a g e | 44
Students will be able to practice using an exacto knife properly by completing a practice sheet before
starting their final collage.

Purpose
The purpose of this lesson is for students to be exposed too and experience many different collage
techniques.

A ti ipator Set
Students will be asked what they know about collage and if they can name different kinds of collage or
what types of collage they have done in the past. We will also review what steps we have taken so far
a d ho
e ill o i e e e thi g e e do e so fa i to ou fi al p oje t.

I put
The teacher will show different ways of collaging done by different artists in a power point. Artists
include: Picasso, Romare Bearden, Robert Rauschenberg, Mark Bradford, Hannah Hoch, David Hockney,
Amy Sacksteder, and Megan Coyle. These will include artists that use traditional collage, photomontage
ollage, ake pi tu es f o ollage pie es, a d othe ethods that i i the ollage p o ess ut a e t
al a s o side ed ollage D a i g i to a p ee isti g i age, a t pes of i ed edia o k. The
teacher will also explain that these pieces are to work as thumbnails and explorations for their final
piece. The teacher will talk about how the first part of creating a collage is using an exacto knife
properly. All students will have to practice cutting out a practice page that they will combine into a
collage using the methods above.

Modeli g
First the teacher will show a demo of how to properly use an exacto knife.
After the students finish working on the cutting practice sheet, the teacher will:
Show different ways to plan imagery
Show how to find and sort imagery (With photo montage, separate into groups, with making pictures,
separating into colors, ect)
Show how to glue papers down
Explain top coats, water based glue and wrinkling

Che ki g for u dersta ding


After the demos we will do a quick thumbs up thumbs down check and the teacher will ask students if
they have any questions and answer them. The teacher will also circle the centers to make sure
everyone is working well.

P a g e | 45

Closure
The class will complete an exit ticket for the closure activity. We will also review how collage will be
incorporated into our final project.

I depe de t pra ti e/Assess e t


tude ts ill o plete at least s all
o
different techniques tried in each of the 1 collage.

ollage ea h. tude ts ill ha e to de onstrate

Students can finish or complete extra collages at home or after school if desired. Students will need to
turn in 1 collage. Extra credit point may be offered if student does more than three. Students will also
receive points for the closure activity.
All requirements = Yes is 1 point No is 0 points.
I can define what a thumbnail is.
I can identify different types collage.
I can experiment with different collaging techniques and media.
I can create a small collage thumbnail using at least 3 different collaging techniques.
I can use an exacto knife to practice cutting out shapes.
5 points total.

Adaptatio s/differe tiatio


Teacher will have students who speak similar first languages pair together so they can help translate
o ds the do t u de sta d fo ea h othe .
Tea he ill p o ide I a
to use teacher notes.

u i s fo assig

e ts fo stude ts to efe e e. tude ts ill also e a le

Students who are not able to use exacto knives because of fine motor skill ability will be allowed to use
scissors.

P a g e | 46

Topi
Self Portrait Collage
Culmination Lesson

Duratio
9 class periods

Materials
Bristol or other board, glue, glue brushes or something else to apply with, exacto knives, cutting boards,
paints, pencil, pens, paint brushes, colored pencils, their printed self-portrait, and the stencil they
created, sketchbooks

Sta dards/ e h arks


Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape,
enhance, and empower their lives
VA:Cr2.3.8a Select, organize, and design images and words to make visually clear and compelling
presentations.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding.
Enduring Understanding: People develop ideas and understandings of society, culture, and history
through their interactions with and analysis of art.
VA:Cn11.1.8a Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice and constructive
critique, reflecting on, revising, and refining work over time.
VA:Cr3.1.8a Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or
design in progress.

O je ti es
Students will be able to create a composition using collage, a picture, and a pattern.
Students will be able to reconstruct an image from art history using modern symbols and/or concepts.
Students will be able to explain their choices for the final self-portrait in a reflection statement
Students will be able to evaluate how media influences their culture by reflecting on the objects they
chose to represent themselves
Stude ts ill e a le to iti ue ea h othe s o ks i a espe tful a d o st u ti e fashio .

P a g e | 47

Purpose
The purpose of this final lesson is to combine all of the learning done in the previous 5 projects to
produce a final lesson.

A ti ipator Set
The teacher will ask students to think back to the previous lessons. Teacher will explain that all of the
lessons will be combined in this final lesso he e the ill use Wile s ideas to eate thei o
o ks
ased o a fa ous a t o k. Class ill ui kl e ie so e of Wile s o ks a d the the lesso ill e
introduced.

I put
The teacher will explain assignment and write expectations on the board.
Students will have already looked at works and chosen 3 to imitate in lesson 4 (digital photography).
Students will choose one of these works to make into a larger piece. (Students who took pictures in
groups can choose group photos but will all have to make their own collage.) ((Students can request to
choose a new famous artwork to work from if they have a very good reason)). The teacher will print out
these photos on computer paper and hand them out to students.
Teacher will then tell students they must use
-

Their photo
A pattern created by their stencil in the background
At least one collage technique
At least 2 personal symbols of their identity- this can be in the form of clothes, an object, a piece
of technology, it just needs to be something that they identify as important to them and can
help explain who they are.

Teacher will set size guidelines and let students chose the size they would like to work at between 5x7
a d
tude ts ill e gi e da s to o plete thei ollage.
After students complete their collage they will need to complete a reflection and will participate in a
critique. The teacher will explain the critique expectations the day before. The critique will be facilitated
by the instructor. All comments made must be about the piece and may not address the person. All
comments must be constructive (what the student could have done better and how or what the student
did well and why). Teacher will be looking for comments on formal concerns (how space is organized,
how the pattern is done), technique (is it sloppy or neat, is it justified?), what do I think this work
means?

Modeli g
Teacher will help students as needed. All of the lessons have already been practiced as a group so many
students will be able to be more self-driven on this final project.

P a g e | 48

Che ki g for u dersta di g


After introducing the lesson, the teacher will ask the students if there are any questions and will answer
them to the group. We will do a quick thumbs up/ thumbs down exercise.
Teacher will circle the room as students work and answer questions as needed. Students will also write a
reflection at the end of their projects.

Closure
Students will write a reflection on their projects and participate in a class critique.
Reflection Questions: (Write at least one sentence for each question.)
What is the title of your work?
What materials and techniques did you use? Why?
What kind of imagery did you use? Why is it important?
Describe your work using as many elements and principles as possible. (You must use at least 1 element
and 1 principle.)
If you were going to describe what this artwork meant to you in 3 sentences, what you would you say?
How much time and effort did you put into this?
What do you think your strengths and weaknesses were in this assignment?
How could you improve your assignment?
What are the most valuable things you learned from this assignment?

I depe de t pra ti e/Assess e t


Students will be given the expectations for the assignment, which will be written on the board. All
expectations will already have been practiced in the previous 5 lessons. Students may ask questions as
needed.
Rubric:
I can create a composition by using collage techniques, a patterned background, and a photo.
I can reconstruct an image from art history using symbols from my own life.
I can display my work next to the original artwork they chose to reconstruct.
I can explain my choices for the final self-portrait in a reflection statement and evaluate how the media
influences me
I can critique my peers work in a respectful and constructive fashion.
Total of 5 points possible.

P a g e | 49

Adaptatio s/differe tiatio


Teacher will have students who speak similar first languages pair together so they can help translate
o ds the do t u de sta d fo ea h othe .
Teacher ill p o ide I a
to use teacher notes.

u i s fo assig

e ts fo stude ts to efe e e. tude ts ill also e a le

Students who need to will be allowed to use laptops to answer the writing portion of their assignment
and will be given extra help as needed to understand the questions being asked.

P a g e | 50

Student Learning Analysis


Description of Post assessment strategies
For the Post assessment, I decided to repeat the same pen and pencil test with some of the questions
slightly reworded for understanding. I decided this was the best way to measure the growth of my
students because the test would be assessing the same material but would suit their current
understanding of language better.

Description of Scoring System


Survey
No Evidence of understanding (N)
Cannot complete the unit without extensive teaching on prior knowledge.
Adequate Understanding (A)
You defi itio of Ade uate ?
Can start the unit with some instruction on prior knowledge, has most of the prior knowledge.
What would be evidence of this?

Knows basic art vocabulary about pictures, like composition.


knows what a symbol is, can identify multiple symbols
can identify what a self-portrait is and what a collage is
Can identify different pictures as street art or graphic design

Evidence of Substantial Understanding (S)


You defi itio of su sta tial
Has all prior knowledge (Or more) needed for starting the unit.
What would be evidence of this?

Can understand how to find the subject or time frame of an artwork and know that an artwork
can have multiple meanings
knows what identity is, Knows examples of symbols and that they have multiple meaning
knows that artworks can have multiple meanings, knows about what a self-portrait and collage
is
Can name specific tools used in graphic design in addition to identifying graphic design

P a g e | 51

Assessment Analysis
Student
Identification

Objective 1 - Identify key


elements of culture, time
frame, and subject matter
from art history by observing
and comparing works from
both the baroque period and
the contemporary period

Objective 2 Select symbols or


ideas that
represent the
most important
aspects of their
identity

1
S
S
2
A
A
3
S
S
4
S
S
5
S
S
6
S
S
7
A/N
S
8
A
S/A
9
A
S/A
10
A
S
11
S
S
12
S
A
13
S
S
14
S
S
16
S
S
17
S
S
18
S/A
S
19
S
S
20
S
S
*Student number 15 Dropped the class the first week.

Objective 3Reconstruct an
image from art
history using modern
symbols and/or
concepts as a selfportrait collage

Objective 4Compare graphic


design and street
art and understand
their basic
components

S
S/A
S
S/A
S
S
A/N
A
S
S
S
S
S
S/A
S
S
S
S
S

S
A/N
S
S
S/A
A
A/N
S/A
A/N
S/A
S/A
S/A
S
S
S/A
S/A
S/A
S
S

P a g e | 52

Objective
Objective 1 - Identify key elements
of culture, time frame, and subject
matter from art history by observing
and comparing works from both the
baroque period and the
contemporary period

Pre-Assessment Strategy
Students were given a paper and
pencil assessment. Objective 1 had
5 questions on the test, 3 multiple
choice and 2 circle all that are true.
Students who got all 3 questions
right were given an S. If students got
2 right and had 2/3 (Q4) or 4/4
(Q15) on the circle the answer, they
were given s/a.
If students got only 2 right, they
were given an A. If students got one
right and got 2/3 or got (Q13) wrong
on the circle the answer, they were
given a/n.
If students got 1 or 0 right they
were given an N.

Summary of Results
For the post assessment, the class
improved greatly overall, bringing
the number of satisfactory scores up
from 2 to 13. All 19 Students could
at least identify what a collage was.
Only 1 student did not improve on
objective 1 but this student stayed
at the same level. This student
displayed multiple difficulties
processing English. In the future, I
would try working closer with the
ELL instructor to provide this
student with a better testing
method then a paper and pencil test
in English.

P a g e | 53
Objective
Objective 2 - Select symbols or ideas
that represent the most important
aspects of their identity

Post-Assessment Strategy
Students were given a paper and
pencil assessment. There were 3
questions for Objective 2. One was
multiple choice, 1 was fill in the
blank, and 1 was a circle all that is
true. Students who got all 3 right
were given an S. If students got 2
right and had 3/5 on the circle the
answer, they were given s/a.
If students got only 2 right, they
were given an A. If students got one
right and got 3/5 on the circle the
answer, they were given a/n.
If students got 1 or 0 right they
were given an N.

Summary of Results
For the post test, 15 of the students
received an S, demonstrating that
they could identify both symbols
and aspects of identity. All 19
students at least demonstrated the
ability to name symbols, which was
an improvement over the pretest. 1
student received a score 1 step
lower on this part of the test than
before. She could only name
symbols, but could not identify
anything else.

P a g e | 54
Objective
Objective 3- Reconstruct an image
from art history using modern
symbols and/or concepts as a selfportrait collage

Post-Assessment Strategy
Students were given a paper and
pencil assessment. Objective 3 had
2 questions, one was a multiple
choice and one was a i le all that
are true . Students who got both
right got an S, students who got one
right got an A and students who got
both wrong got an N.

Summary of Results
For objective 3, 10 students could
successfully identify what a selfportrait was and the parts of a selfportrait. 2 students received scores
1 step lower than before. 1 was a
student who scored lower overall on
all objectives on the test. I think she
was in a rush to finish the test to get
to choir practice.

P a g e | 55
Objective
Objective 4- Compare graphic
design and street art and
understand their basic components

Post-Assessment Strategy
Students were given a paper and
pencil assessment. 9 questions
addressed graphic design and one of
these 9 also addressed street art. 8
of the graphic design questions
were short answer and one was
labeling images. Students were
gi e a N if the did t get any of
the answers right. Students were
given an A/N if they got 1-4 right.
Students were given an S/A if they
got 4 -5 right. Students who got all
6 questions right they received an S.

Summary of Results
Objective four showed the most
improvement overall in the class.
On the pretest, 75% of students
received an N on objective 4,
showing they knew nothing about
graphic design. On the post test, 0
students received an N, and 7 (35%)
of students showed growth on the
material going from an N or an A/N
to an S. All students showed
improvement in their scores, and all
students were able to identify the
difference between street art and
graphic design. 75 % of students
were also able to identify key
components of graphic design.

P a g e | 56

Post Assessment Graph

Unit Post Assessment


16

Number of Students

14
12
10
8
6
4
2
0
Objective 1

Objective 2
N

A/N

Objective 3
A

S/A

Objective 4

Summary Statement
In all four objectives there was evidence to support an increase of student understanding in these areas.
First, considering objective one, 15 of the students showed at least one step of growth. One student was
already at substantial understanding for this objective and stayed there. 1 student showed no growth at
all and 2 students moved down a half step of growth from S/A to A. The two students who moved down
from S/A to A moved down in learning, but this is due to the fact that they both got frustrated on the
pretest and started guessing half way through and ended up guessing more correct answers. I could tell
that they both applied themselves on this posttest and their development through the participation of
in class discussions of the work testify to their understanding of the interpreting of art than the results
on this posttest. The student who did not improve at all in Objective one was an ELL student who had
difficulty processing the English language and gave up on the test. In the future, I would consider
working closer with her ELL teacher to make a test with more visual examples she could understand
better or reaching out to the community to have someone translate the test into her native language so
I am testing her knowledge of art and not her acquisition of the English Language.
In objective two, many students either stayed at the level of understanding they were already at or
demonstrated growth. 6 out of 8 of the students who did not show growth were already at a substantial
understanding of symbols and identity. The other two students were at adequate understanding of the
topic and stayed there. In the future, I may incorporate more activities that include symbols and logos
and spend more time talking about them. This objective was analyzed by project 2, which was started
right before my students left for Washington DC and that also may have effected their learning. Only
one of the students went down a half level of understanding in this objective. This is the same student
who also went down a half level in the previous objective and also went down a full step in the 3rd

P a g e | 57
objective. Most of the questions she got wrong were not answered. She is very active in choir and is
often late to my class or called out to consult with the choir teacher. I think she rushed to finish the test,
which is why her growth is not showing, as she is one of my most engaged and excited students in the
lass. It is also possi le she does t ha e g eat test taki g skills.
Objective 3 was similar to objective 2 in the fact that while many students stayed at the level they were
at, it was because they were already at substantial understanding. 45% of students showed growth,
some going from an N to an S. This objective is also measured by the final project, so seeing these
growth measurements in both test and project form definitely shows student understanding. However,
in this section, three students went down in their understanding. Two were the previously discussed
students (the student who is in choir and the student who is an ELL student). The other student who
went down in his level of understanding was another student who guessed on the first test and
happened to get many lucky answers and actually applied his understanding on this test.
Finally in the fourth objective, the most growth is seen. This is very exciting for me because it was the
graphic design component of the class and every single student showed improvement. 25% of the
students went from no understanding to substantial understanding, and 30% went from a N to a S/A,
also improving dramatically. I also learned much about graphic design in this class, having almost no
previous experience with it. I think that in the future, I will have better content knowledge in the area
and be able to help my students more, but I think the fact that all students increased in learning in this
area shows that the students learned a lot of new knowledge in this class. I also think that the work itself
shows their mastery of these objectives much more than the assessment, and that anyone looking to
see true student growth should observe the student work.

Individual Student Analysis


Student number 9 is a male student that has special education accommodations but no specified
learning disabilities. When I first observed him in class, he seemed to like to read and displayed
antisocial habits, however, as the class progressed, he has become much more open. At the beginning of
the class for the pretest, He showed Substantial to Adequate understanding for the first objective,
knowing in general what a composition was and the subject of an artwork. For objective two, he showed
adequate understanding, knowing about symbols but not being able to name parts of identity. For
objective 3 and 4 he showed no understanding at all and left the answers blank. I noticed that during the
test afte I told hi I ould t gi e hi the a s e s, he just sta ted filli g e e thi g out as ui kl as
possible without even reading the questions. Following up on the post assessment, he seemed to
actually try on most of the questions. He ended up going down to adequate understanding in objective
one, then increased in objective two to Substantial to adequate understanding and in objective 3 to
substantial understanding. In objective 4, he increased his understanding to Adequate to no
understanding, however, in his IEP it instructs that he is often offered test retakes as he has difficulty
with motivation. He often appeared unmotivated in my class until I gave him specific instruction. I also
learned that he sometimes has difficulty making friends. He did very well with the group work we did
and made some friends in the class.
After working with student 9, I started to create adaptations for him. First, I noticed he was not very
motivated to write out his parts of identity, but I discovered that he was being distracted by the other

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students. I worked on him one on one in a later class to get him caught up on the work and it was
e ide t that he had a lot of ideas fo s
ols a d pa ts of ide tit , ut he did t k ow how to express
them correctly. We spent a lot of time working together one on one during studio time. I also found that
he really has a problem with motivation, so I helped him create a calendar for his assignment due dates
and made sure I checked in to where he should be that day. I also partnered him up with some other
boys he liked in the class that were very motivated, and they helped keep each other on track and tried
a lot of new ideas together. I also printed out all of my power points and notes and gave them to him so
he did t ha e to o a out iti g slo a d ot keepi g up ith the le tu e. I e ded up usi g this
adaptation with the whole class for the last 4 projects because it worked so well for him.
The examples included show evidence of the stude ts p og ess i the lass. The fi st p oje t as
examining symbols of power and identity. We had a discussion on this. The student struggled through
this lesson and I saw that he would need additional assistance. For project 2, students were to sketch
their own identity symbols after filling out a worksheet categorizing symbols and identifying parts of
identity. He got so frustrated with this part of the project he threw out his worksheet and we had to
have a conference about what was going on. The next day he sketched the symbols included without
any prompting on my part. For the third project we turned our symbols into a pattern using the
computer. The student was very excited about this and tried many varieties on his pattern until deciding
to turn in the one attached. He is the only student in the class that attempted to recolor his image in
photoshop and although it is not completely evident from the printed work, I could see him putting
more effort into the project. In project 4, the students took photos of themselves in the pose of a
famous artwork. This project was not included in the examples to protect the students privacy. For our
fifth project, the students made practice collages. Student 9 became very excited to try cutting with the
exacto knife and as evidenced by the project example included ended up being able to cut out complex
shapes such as the house and windows. This project was the first experience many of these students
had with an exacto knife so he made a great amount of progress in project 5. However, getting him to
glue down his cut outs was a different story. My cooperating teacher said this is very typical of students
who are creating artistic collages for the first time as they become very indecisive. I found by giving him
a definite deadline he was able to complete the collage shown, although it did not meet all of the
requirements of the collage project.

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Individual Student Work Examples

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Reflection

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Teaching Materials

Paper
Pencils
Cameras, phones, tablets
Printer
Magazines
Exacto Knives/ Scissors
Glue
Colored Pencils
Board
Various Collaging Materials
Props
Powerpoint
Note Hand outs
Elmo Document Camera
Website resources
Scholastic Magazine
Photoshop

Supplemental materials to follow.

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References
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AAPS Current Demographic Data. Ann Arbor Public Schools District Website. Ann Arbor Public Schools.
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Anderson, Tom. Art for Life: Authentic Instruction in Art. McGraw-Hill. 2004. Print.
Beattie, Donna. Assessment in Art Education. Davis Publications, 1998. Print.
Barrett, Terry. Interpreting Art: Reflecting, Wondering, and Responding. McGraw-Hill, 2002. Print.
Barrett, Terry. Talking about Student Art. Davis Publications, 1997. Print.
Bloo s Ta o o A tio Ve s. fresnostate.edu. Fresno State University. Web. 20 July 2015
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Brooks, Lark. Masters: Collage: Major Works by Leading Artists. Lark Crafts, 2010. Print.
Critical Media Project. USC Annenberg. Web. 10 July 2015.
<http://www.criticalmediaproject.org/about/key-concepts/>
Gaudelius, Yvonne, Speirs, Peg. Contemporary Issues in Art Education. Pearson, 2001. Print.
Hetland, Lois. Studio Thinking. Teachers College Press, 2007. Print.
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MI School Data. Michigan Department of Education. Web. 20 June 2015.
<https://www.mischooldata.org/Legislative/LegislativeDashboard.aspx>
Po t ait a t Toda : potlight o Kehi de Wile . Scholastics art. April/ May 2013: 5-6. Print.
Stewart, Marilyn. Rethinking Curriculum in Art. Davis Publications, 2005. Print.
Wong, Harry. The First Days of School. Mountain View: Harry K Wong Publications, 2009. Print.
Xa to K ife Cutti g P a ti e heets. Karen Kavett. Karen Kavett. Web. 30 November 2015.
<http://karenkavett.com/blog/2115/xacto-knife-cutting-practice-sheets.php>

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