UNIT INSTRUCTION PLAN

utilizing the
MU Art Education Lesson Plan Format
Developed by Dr. Kathy Unrath

Name: Alison Caselman

TITLE OF UNIT: Introduction GRADE LEVEL (S):9-12 Grades

NATIONAL VISUAL ARTS STANDARDS

(http://nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20-
%20new%20copyright%20info.pdf):
VA:Cr1.2.Ia VA:Pr4.1.IIa VA:Cn10.1.Ia
VA:Cr2.1.Ia VA:Pr5.1.IIa
VA:Cr3.1.8a VA:Re.7.1.IIa
NETS (http://www.iste.org/standards/standards/standards-for-students):
ISTE 1A ISTE 3B ISTE 5B
ISTE 1B ISTE 4D ISTE 6A
ISTE 2A ISTE 5A

RATIONALE and GOAL(S) FOR THIS UNIT: The rational for this unit is to get my students to
introduce themselves to their peers and to learn that this is more of a community rather than a solitary
class. They will have their first discussion board where they answer questions then respond to peers.
This will help build community the first week of the block. I believe this is important to teach so that
students have a place to share their art where they can get honest feedback. This feedback and
relationships built will be meaningful to the students because when (if) these students meet face to
face, they will already feel like they know one another.

ENDURING BIG IDEA:

The Big Idea is Introduction. It is the first week of the block and it will be more about them, how this
class is set up, and what is expected from the students. Our school can sometimes have a lot of
adding and dropping during the first couple weeks of the block so this gives the student a chance to
see what this class would be like. This first couple weeks have been inspired from my own previous
art education professionals, especially Michelle Livek. This unit has a huge connection to digital
thinking because it is a digital online class where community will be built.

ESSENTIAL QUESTIONS:
Who are you?
What kind of medium/media would you like to focus on this block?
What does your aesthetic of beauty look like?

KNOWLEDGE BASE and KEY CONCEPTS:

Students will know:
 How to create a thread within the discussion board.
How to reply to a peers discussion board.
How to fill out a Venn diagram.
How to submit assignments.
How to express what they believe this class will be about.
How to create an aesthetic inventory.
How to write and artist statement.

OBJECTIVES:
Students will:
Post an answer to at least 4 questions/prompts.
Respond to 3 peers.
Complete and turn in the Venn diagram to help them decided which medium they will be using
for the block.
Create a sketch of what they expect the class to be like.
Create, document, and post their aesthetic Inventory
Turn in artist statement.

UNIT AND LESSON VIGNETTE:

Note: With online education there are no transitions to consider. Our agenda is set up weekly, so Ill
be breaking the unit plan into weeks so it is realistic and applicable for my current teaching situation. I
estimate students spending around 3-5 hours working on their art each week (45-60 minutes per
day). Each weeks structure will look similar because my students work better when they have a
routine that they have already become familiar with. Students are also allowed to work in an
alternative setting if they determine that it better fits their design and after communicating this to me.

WEEK ONE
Try to complete all assignments by Friday.
Week One assignments will not be accepted after midnight Friday of Week Two.

Folder Read Watch Do

Week 1 Lets Get To Post your answers to at least 4 questions/
Know Each prompts.
Other! Respond to at least 3 peers threads
Week 1 Overview of Complete and turn in the worksheet to help
General Art you decide what medium will be best for you.
Week 1 Create a Sketch of what you think this class is
going to be like.
- Your sketch does not have to be on fancy paper, but
should show time dedicated to the piece (at least an hour
or more). It can be realistic, abstract, integrate words, a
collage, almost anything you can think of. Just make it
creative and interesting.
 WEEK TWO
Try to complete all assignments by Friday.
Week Two assignments will not be accepted after midnight Friday of Week Three.

Folder Read Watch Do

The first order of business is to decide what medium you want to use for the block. Please
email (alison.caselman@d11.org) or call/text (719.648.7859) with your name and which one
you choose. If you have questions please ask.
Week 2 Aesthetic Inventory Information Aesthetic Create, Document, and
http://www.artbusiness.com/artstate. Inventory Post your Aesthetic
html Inventory on Beauty
http://www.artquest.org.uk/articles/vi (Discussion Board)
ew/how-to-write-an-artist-s- Respond to at least 3
statement peers post
Turn in your Artist
Statement

STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS:

Differentiate Tools for My Diverse Classroom:
o Text to Speech apps for their readings
o Students using Speech to Text apps for their blogs
o Making sure the materials that students use fit their small and large motor abilities
o Allowing the students to create what has meaning to them and being open to the
unknown outcome.
Keeping Students Engaged:
o By allowing them to create artwork for personal reflection
o By making computer art lessons more hands on with less text to read
o By giving them the ability to make choices and problem solve for themselves.
Challenge Highly Talented Students:
o Ask them to try an unfamiliar medium
o Encourage them to continue to research the Big Idea and to dig deeper into the
content.
When Students Finish Early:
o One great thing about online education is student can finish early without needed busy
work to keep them from bothering others.
o They need to make sure to login each day for attendance
o Work on other work from previous units
o Work on other work from a different class
ASSESSMENT STRATEGIES:
With this class being online, it is hard to really get substantial formative assessments. I am
able to see what they are thinking and the steps students take by reading and responding to their
blogs. How the student receive points is if they hit the word count and stay on topic for their
discussion board writings and explanations of what they did that week and turned in their image(s). If
they do both of these tasks, 100% is awarded to the students.

Examples of Summative Assessment for this Unit:

When student complete their post answering at least four different prompts asked and then
respond to peers.
Students need to think about these three different mediums and how they would best fit their
style and personality to complete artwork throughout the block. Then choosing a medium to focus
with throughout the block to help with art supply expenses.
When students turn in their sketch for what they expect this class to be like.
When students complete the Aesthetic Inventory, they will be graded on if their project followed
the objectives within in the videos and if their blog was on topic and met the word count minimum.
They will also accompany the inventory with an artist statement. Then when they respond to their
peers work.

EXEMPLARS:
Student Examples:
RESOURCES AND LINKS PAGE

Links to videos created specifically for my class and students:

Overview of General Art:
https://www.youtube.com/watch?v=YZ9dW_XRKvo&feature=youtu.be
Aesthetic Inventory: https://www.youtube.com/watch?v=_8s1PF_dsRg&feature=youtu.be

Links to writing an Artist Statement:

http://www.artbusiness.com/artstate.html
https://www.artquest.org.uk/articles/view/how-to-write-an-artist-s-statement