Professional Documents
Culture Documents
Title/Big Idea
Description
Practice
Objectives
communicate
meaning, and
relate each works
cultural and
historical context
to its meaning and
significance.
Students will
choose one of the
focused artists to
do individual
research on.
Students will bring
in another work by
their favorite
author, poet, or
musician to
unpack, find
metaphors in,
locate any places
in the work where
the audience might
disconnected and
find cultural
reasons for it, and
share it with the
class.
2D
Cultural
Subj.
Struct.
4D
PMod
2D
Cultural
Subj.
Struct.
4D
PMod
2D
Cultural
Subj.
Struct.
4D
PMod
Artwork
Artist
Aud.
World
Artwork
Artist
Aud.
World
Artwork
Artist
Aud.
World
National
Standards
Forms
Frames
Conceptual
Framework
Key Artists
Key Artworks
3D
3D
3D
Arthur Rackham
Liang Tao
Tracey Moffatt
Banksy
Katsushika Hokusai
Buff Monster
Gail Wight
Laura Splan
Danie Mellor
Alexis Rockman
Cory Arcangel
Christine dlund
Rene Magritte
Xu Bing
Nina Katchadourian
Adam Farcus
Simryn Gill
1.
2.
3.
Vocabulary
Discipline (Syntax)
Blending, symbols, Kawaii, street art
Academic
metaphor, folklore, fairytale, popular
culture
Language
Modes
Language
Functions
Read
Write
Listen
Speak
Discipline (Syntax)
volume, shading, cross-hatching,
monochromatic, blocking, glazing
Academic
1.
Rene Magritte, Key to
Dreams
How might you read this work? Do
you the artist thought each viewer
would read it the same way, or
differently? After reading the title,
what connection does this work have
to a key?
2.
Xu Bing, Book From
the Ground
Where have you seen these signs
before? Do you think Bing succeeding
in making a book that anyone could
read? Why or why not? How might
this works meaning change in the
future?
3.
Nina Katchadourian,
Primitive Art
How much influence comes from the
book owners, and separately, the
artist, in th0ese works? If you were
organizing a friends books, what else
(besides the books) might you be
thinking about?
4.
Adam Farcus,
Abracadabra
Do you see any metaphors in this
work? Knowing the artists inspiration
(his hometown), and the works
format (a black magic spell), how
might they relate? What do you
picture in your head when you read
this? How does the meaning of each
word change when placed next to
other words?
5.
Simryn Gill, Carbon
Copy (Assimilate)
How does the medium the artist
chose affect the meaning of the
works activism?
Discipline (Syntax)
sign, symbol, context
Academic
Read
Write
Listen
Speak
Formative
Guided notes
check, and
subsequent talk
with individual
students. Halfway
through the unit,
students will selfassess themselves
with a rubric.
Summative
Students will
describe and
interpret a peers
slap sticker.
Students will also
share their stories
in a small group
critique/discussion.
Final Rubric
Common
Core State
Standards
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
study.
Formative
guided notes
check and
subsequent talk
with individual
students.
Halfway through
the unit, students
will self-assess
themselves with
a rubric.
Summative
Students will
present their
research by all
mounting their
artwork at the same
time, then students
all students will walk
around, view the
work, and put colorcoded, categorized
sticky notes by
certain artworks.
Final Rubric
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex
ideas, concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and
reasoning presented.
Illustrative
Artworks
Formative
guided notes
check and
subsequent talk
with individual
students. Halfway
through the unit,
students will selfassess themselves
with a rubric.
Summative
Students will
curate their own
show/critique.
They will display
their own work
depending how
they want a viewer
to receive it.
Students will ask
their peers at least
two questions
about their
artwork. Final
Rubric.
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view,
reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices
concerning how to structure specific parts
of a text (e.g., the choice of where to
begin or end a story, the choice to
provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
B
uff Monster, Mural on Mural Street, NY
^above
^above
50pts