Standard/s: Standard 1: (Connecting)-Student used a variety of resources to investigate and develop artist awareness connecting to another idea.Evidence of this is an evolved art idea that shows continuous growth from stage to stage. Standard 2: (Creating)-Student creates an innovative art worth with the aid of previous learning. Evidence of this is a well planned and executed piece of art that shows elements of the enduring understanding goals. Standard 3: (Presenting)-Student creates a display that enhances the viewers perception of the artwork. Evidence of this is a carefully crafted presentation that shows elements of the enduring understanding goals. Standard 4:(Responding)-Student can explain connections between art, artist, and societal influence.Evidence of this is reflection, discussion, and feedback of art (including theirs and peers)
Essential understanding / Skill:
Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. 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. Enduring Understanding: Visual imagery influences understanding of and responses to the world.
What do we accept as evidence of learning:
What students need to KNOW to be proficient Use verbs from Blooms and DOK as reference in the standard: (rubric descriptors) Standard 1: (Connecting) Illustrated Ideas/ concepts in sketchbook with explanations of why they are making that piece. Yellow Packet steps 3-7 Standard 2: (Creating) Generate ideas and evolve them to create original works. Steps 8-14 on the yellow sheet. Create an original work that shows growth from initial sketches. Steps 16 and 17 on the yellow sheet. Develop and use creative thinking skills. Develop and evolve ideas in sketchbook. Standard3:(Presenting) Discover and demonstrate understanding of how presentation affects art. Create thoughtful displays and explanations of choices for those displays. Step 19 on the yellow sheet. Standard 4:(Responding) Recognize and discuss growth through examining work and questioning development. Participate in critique to analyze work and process. Steps 17 and 21 on the yellow sheet.
How to utilize sketchbook to record ideas.
How to make connections to evolve work. How to create original and meaningful work. How to utilize all materials in the art room. How to use resources to research ideas and make them meaningful. How to create a display that enhances work and not detract from it. How to create and display a gallery show, what the process is. How to work as group and take on group roles. How to manage time efficiently. How to evaluate work and determine progress from original ideas. How to critique a work and series of work.
How will students demonstrate their level
of proficiency? (Common Formative and Summative Assessments aligned to level of Blooms, Differentiated products and DOK) Completing google docs slides for : Gallery Display Critique
Conversations with students
Sketchbooks New Art Rubric to track learning on yellow sheet. Creating artwork display- choosing a theme, the work, how to display each piece. Displaying artwork in the setting. Creating a Reflection statement for the show, Google slides of progression of learning. Self assessment of work and process. Critique of the works in their shows, fill out slips for this.
Learning Experiences: Tasks and activities that we will offer to help students become proficient. (Use verbs from Blooms and DOK to align to CFAs)
Yellow sheet cycle of learning.
In class activities to build understanding. (Four Corners) Learning Logs for reflection. Resources as guides to direct learning and enhance ideas. Hands on application and experimentation of creating a display. Guided questioning to develop creative thinking and higher cognitive development.
Common learning experiences and activities:
-working with many different materials working in groups working independently learning a vocabulary knowledge every cycle learn a skill every cycle safety labs/ cleaning labs daily documentation of learning teacher feedback at junction moments Formative assessments (yellow sheet steps7,10, 12, 15, 18, and 20) checklist to continue moving forward
Differentiated learning experiences
(content, process, product, rate of learning, learning styles, interest) Learning cycle is the same through each rotation, process, content, and product is differentiated. Video instruction allows for individualized progression and student managed learning and discoveries. Students choose their own projects differentiating interest. Self guided learning and studio stations allow for rate of learning to be differentiated.
In class activities to deepen understanding
How will we respond instructionally?
Scaffolds, supports, and extensions will we provide for... Students who already know it These students will progress quickly through the yellow sheet, and demonstrate understanding of key concepts and proficiency with skills. They may struggle with completing the process and want to get started right away on the project or disengage because they do not want to repeat what they know. They will complete the same learning cycle but at a higher level. They will be provided and challenged with more advanced topics and skill challenges. They will be helped to understand the importance of the process for future goals.
Instructional tools and resources needed
Students who need additional support to meet academic and behavioral
mastery These students will progress through the yellow sheets at a slower pace, will struggle with key concepts and skills. Evidence of learning struggles can be identified through sketchbook activities . They will be provided more hands on instruction and opportunities to learn including more time to work on what they can achieve proficiency in. Concepts will be addressed and change if needed for learning needs.
Technology, supplemental materials, support staff, etc.
Instructional videos for how to start the different steps. Instructional videos on different art skills Instructional videos on the different media for the different levels. Direct instruction of techniques and skills as well as application of elements and principals of design. Textbooks and visual aides are provided in the class. One-to-one as well as whole group demonstrations. Group discussion and group work.