AGENDA Do Now: What is Art? Introductions (Name, School, Years Teaching, Artistic Practice, Why...

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Do Now: What is Art?

Introductions (Name, School, Years Teaching, Artistic Practice, Why teach?)

Mind-Map “What is Art?” as a whole class

1. National Core Arts Standards Annotate w/ a purpose: Read each standard, and after the

standard write “Project” (Standards that can be met within a specific project or “Norm” (Habits to develop)

Small group: Share ideas for meeting each standard w/ a partner & then share out 1-2 best strategies

2. Introduce “Big Ideas” and Backwards Planning Presentation on big ideas & backwards planning Teachers develop Semester 1 Unit topics (essential questions)

and possible projects (Acceptable Evidence)

3. Model Unit Plans• Introduce Model Units and Standards Aligned Unit-Cycle• Teachers have time to plan their first unit

4. Work Time!

NATIO

NAL CORE

ARTS S

TANDARDS

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BACKWARDS P

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CURRICULU

M DESIG

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TRADITIONAL/MATERIAL-BASED ARTS CLASS

INSTRUCTION

What techniques or materials, should I teach my students?

CREATION

What can my students create that will let them apply and

develop that material or technique?

PRESENTATION &

ASSESSMENT

How well does the student’s artwork demonstrate that skill?

STAGES IN THE BACKWARD DESIGN PROCESS

Identify Desired Results

What enduring understandings do I want my students to develop?

Determine Acceptable Evidence

How will my students demonstrate their understanding when the unit

is completed?

Plan Learning

Experiences &

Instruction

How will I ensure that students have the skills and understand the

concepts required on the summative assessment?



What enduring understandings do I want my students to develop?

BIG IDEAS & ENDURING UNDERSTANDI

NG

Determine Acceptable Evidence

How will my students demonstrate their understanding when the unit

is completed?

ARTWORK OR FINAL PRODUCT

Plan Learning

Experiences &

Instruction

How will I ensure that students have the skills and understand the

concepts required for the summative assessment?

PRACTICAL LESSON DESIGN

OBJECTIVE:PLAN DESIRED RESULTS & ACCEPTABLE EVIDENCE FOR FALL SEMESTER UNITS

ESTABLISHING CURRICULAR PRIORITIESCHOOSING OUR DESIRED RESULTS

WORTH BEING

FAMILIAR WITH

IMPORTANT TO KNOW AND DO

ENDURING UNDERSTANDIN

GS


BIG IDEAS…

Does this idea EXTEND BEYOND THE CLASSROOM

?

Does it reside at

the

HEART of the

discipline?

Does this idea offer potential

for ENGAGIN

G students?

FOR EXAMPLE…

E S S E N T I A L Q U E S T I O N S

• What is art?

• Why is art necessary?

• How does art record and communicate the human experience?

• How does art expand and enhance our thinking?

• How does art reflect the past?

• Who is an artist?

B I G I D E A S

• Art can reflect, as well as shape the world.

• Creativity is a process

• Historical and cultural context influence our interpretation of meaning.

• Art & visual culture shape society

• Analysis is a powerful tool for learning across disciplines

HOW D

OES ART

REFL

ECT,

AS WELL

AS S

HAPE T

HE

WORLD

?I N

MY

CL A

SS

RO

OM

, T

HE

ES

SE

NT

I AL Q

UE

ST

I ON

S F

OR

TH

E Y

EA

R A

RE

….

HOW D

OES ART

REFL

ECT,

AS WELL

AS S

HAPE T

HE

SELF?

&

ESTABLISHING CURRICULAR PRIORITIES

WORTH BEING FAMILIAR WITH

IMPORTANT TO KNOW AND DO

ENDURING UNDERSTANDINGS

• “Guernica,” completed in 1937 by Pablo Picasso, is a monumental anti-war painting credited with bringing global attention to the Spanish Civil War.

• Artist’s can manipulate the elements of art in order to evoke a mood in the viewer.

• Art can express opinions.

• Art can reflect, as well as shape the world.



Art can express opinions. Art can reflect, as well as shape the world.

Determine

Acceptable

Evidence

Students will create expressive compositions that communicate their opinions about a contemporary issue

or event. Student writes an artist statement and verbally presents their work in order to educate

classmates about that issue.



Art can express opinions. Art can reflect, as well as shape the world.

Determine

Acceptable

Evidence

Students will create expressive compositions that communicate their opinions about a contemporary

issue or event. Student writes an artist statement and verbally presents their work in order to educate

classmates about that issue.

Plan Learning Experiences & Instruction

Analyze the expressive use of elements of art to convey a

mood.

Students explore and

practice expressive use of the elements of art through

exercises

Students read and annotate

an article about a contemporary

issue.

Demonstrate new materials

and allow students to

experiment and develop skill.

CREATE YOUR CURRICULUM MAP

Time

Big Ideas and Essential Questions

Summative Assessments:Projects or activities to assess understanding

Content: What I want students to know

Skills Acquired:What students should be able to do

Standards

Objective:Plan desired results & Acceptable evidence for fall semester Units

Consult the NAEA Standards while you plan.


Determine

Acceptable

Evidence

CURRICULUM MAP: CONTEMPORARY ART & VISUAL CULTURE ALISHA MERNICK: GERTZ-RESSLER: 5 HOURS/WEEK, GRADE 11: YEAR: 2015FALL SEMESTER ESSENTIAL QUESTION: HOW DOES ART REFLECT AS WELL AS SHAPE THE WORLD?

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UNIT D

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SAMPLE UNIT: IN THE NEWSESSENTIAL QUESTIONS: HOW CAN ART REFLECT AS WELL AS SHAPE THE WORLD?HOW IS MOOD CONVEYED THROUGH ART? HOW CAN WE REPRESENT OUR OPINIONS THROUGH ART?

HookStudents view Guernica & discuss how the colors, shapes,

quality of lines, and values that the artist chose to use effectively convey a mood and communicate the artist’s

opinions about the event depicted.

Learning Experienc

es

Students read and annotate an article about a contemporary event or issue. They discuss their reactions

and choose a ‘mood’ to convey in their work.

Formative Assessme

nt

Students create a ‘mind map’ planning the lines, colors, shapes, and values that would best convey their intended

mood. Students receive formative feedback and adjust their plans before studio time.

Learning Experienc

es

Review & analyze model examples. Students have several days of studio time to create work and receive regular

formative-critique from their teacher and peers.

Summative

Assessment

Students create and present a unique, expressive art piece that communicates their opinions about a contemporary

event.

SAMPLE LESSON: EXPRESSIVE COMPOSITIONESSENTIAL QUESTIONS: HOW IS MOOD CONVEYED THROUGH ART?

HookStudents walk in to the classroom to view an

engaging artwork and the Do Now: Describe the elements of art in this image.

Learning Experienc

es

As a class, review the elements of art and then analyze the expressive use of those elements to

convey mood in a variety of artworks.

Formative Assessme

nt

In small groups, students analyze how a variety of artist’s used the elements of art to convey a

specific mood.

Learning Experienc

es

Review & Analyze model example. Students have 1 hour to create work and receive regular formative-critique from their teacher and peers.

Summative

Assessment

Students create and present a unique art piece that uses the elements of art to convey a mood. Viewers

can interpret the intended mood.

AGENDA Do Now: What is Art? Introductions (Name, School, Years Teaching, Artistic Practice, Why...

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