Guidelines for Unit Planning, Based on Wiggins and McTighe’s Understanding by Design Framework Adapted for Art Education Interns, 2013

Unit Plan Overview Based on the Understanding by Design Planning Framework 2.0

Unit Title: “Birds Up Close” Unit designed by Julia McTighe, Padonia International Elementary, BCPS

Stage  1  Desired  Results  CONCEPTUAL/THEMATIC EMPHASIS OF UNIT: Using observation ESTABLISHED GOALS Select  only  relevant  goals  for  the  unit  that  will  be  assessed. Maryland State Curriculum

1.1b. Represent observed physical qualities of animals and objects in the environment using line and texture.

2.3b. Compare how selected artworks are similar in theme and content

3.1a. Experiment with art media, processes, and techniques and describe ways they can be used to express thoughts and feelings National Core Arts Standards: VA:Cr1.2.1a Use observation and investigation in preparation for making a work of art. VA:Cr2.1.1a Explore uses of materials and tools to create works of art or design.

Transfer (Long Term Goal) Students will be able to independently use their learning to…

- use observation, imagination, and memory to create their own artworks - select and use a variety of art materials to express ideas - respond to a variety of visual images and artworks

Meaning

UNDERSTANDINGS A  generalization  or  important  concept  about  art  that  students  will  come  to  understand  while  studying  this  unit  -­‐  may  be  "revisited"  in  another  unit Students will understand that artists carefully observe objects, animals, people, and environments to record ideas for their artworks

ESSENTIAL QUESTIONS Open-­‐ended  question(s)  related  to  concepts  and  art  that  will  help  students  make  meaning  of  the  ideas  and  processes  in  the  unit    Where do artists get ideas? How do artists record what they see?  

Acquisition Students will know…(Specific  unit  content  and  concepts  to  be  introduced  in  the  unit  

-­‐ Ways  of  developing  observational  skills  by  distinguishing  between  just  looking  and  closely  observing  

-­‐ Background  information  on  Asian  scrolls  and  Asian  brush  painting  

-­‐ Methods  of  working  with  brush  and  ink    

Students will be skilled at…(Specific  unit  skills  and  processes  to  be  introduced  in  the  unit  

-­‐ Discussing  and  responding  to  artworks  and  other  visual  resources  

-­‐ Working  from  observation  -­‐ Using  brush  and  ink  -­‐ Creating  a  personal  seal  

 

 

Guidelines for Unit Planning, Based on Wiggins and McTighe’s Understanding by Design Framework Adapted for Art Education Interns, 2013

Stage 2 - Evidence Evaluative Criteria Assessment Evidence What  will  students  show  you  in  the  final  product  to  determine  how  well  the  students  met  the  goal?  1.1b – Using observation: Did the students: - use observation to draw their birds?

1.1b & 3.1a – Using observation and art media: Did the students: - use observation and properly use ink and brush to paint branches and details on their birds? - create a composition that filled the space of their paper? - create a personal seal inspired by an Asian chops and carefully stamp their artwork to identify their work?

PERFORMANCE TASK(S): What visual problem will students solve? After discussing the concept of observation and ways that artists learn to represent things they see in their environment, students will practice observational drawing by looking at taxidermied birds and make several drawings of different birds. Students will learn about Asian scroll paintings and ways Asian artists observed animals and objects from nature to make brush paintings on scrolls. Inspired by Asian brush paintings, students will use observation and brush and ink to create their own brush painting compositions of birds and natural objects (twigs and branches) and sign it with a personally designed seal.

What  will  students  show  you  in  the  process  of  solving  the  problem  to  determine  how  well  they  are  meeting  the  goal?   2.3b – Comparing artworks: Did students: - discuss similarities and differences in their own and others’ artworks? - talk about how their brush paintings are similar to those of Asian brush paintings?

OTHER EVIDENCE: Participation in discussions about working from observation and Asian scroll paintings On task behavior

 

Stage 3 – Learning Plan - Summary of Key Learning Events and Instruction  

Vocabulary:                    Specific  Unit  Terms  

• Observational drawing: looking closely and recording the subject you are drawing • Asian Scrolls, Asian Brush Painting • Chop: a seal or stamp that serves as the artist’s signature

 

Guidelines for Unit Planning, Based on Wiggins and McTighe’s Understanding by Design Framework Adapted for Art Education Interns, 2013

• Other related terms: line, color, shape, texture, pattern, details, arrange, composition

Materials/  Resources  Instructional  Resources  to  support  the  unit  

Specific  art  materials  needed  for  the  unit  

• Pencils  • Newsprint  • 12x18  white  paper  • taxidermied  (stuffed  birds  borrowed  from  Oregon  Ridge  Nature  Center)  • bird  images  by  John  James  Audubon    • Styrofoam  squares  • black  tempera  paint  mixed  with  water  • red  tempera  paint/red  stamp  pad  • Paint  brushes  

• Exemplars:  

• Teacher example, student examples  •  Asian ink/brush paintings  

Summary of Lesson Sequence

A description of the scope and sequence of lessons in the unit

How will the lessons in the unit be sequenced to enable students to succeed?

Essential Questions for Unit: • Where do artists get ideas? • How do artists record what they see?

Summative Assessment: • Final student artworks

Lesson  1  Learning  Objective:    Today I will know how to use my observation skills in order to draw the contours of different birds.

• Introduce drawing from observation using actual birds • Studio time: students draw different birds from observation (rotate tables) • Reflection: What was similar and different about each bird?

 Lesson  2  Learning  Objective  

 

Guidelines for Unit Planning, Based on Wiggins and McTighe’s Understanding by Design Framework Adapted for Art Education Interns, 2013

Today I will use observation and carefully use ink and a brush to paint birds and branches from real life.    

• Demonstrate using a brush and ink and ways of using space well • Studio time: students paint birds and branches from observation

Lesson  3    Learning  Objective:  Today I will learn about Asian brush paintings and learn how Asian artists sign their artworks in order to create a personal seal inspired by Asian chops.

• Discuss and compare ways Asian brush paintings and brush paintings of birds are similar and different • Discuss ways Asian artists use chops/seals to sign artworks • Identify different types of seals (chops) in Asian artworks

• Demonstrate creating a simple design for a seal and stamping seal on artwork • Studio time: students create seals and stamp them on their artwork

Teacher Reflection (questions and/or procedures addressing the following) A. To what extent was my planning/teaching process effective in helping students meet success? B. How well did students meet the objective(s)? C. How effective was I in managing student behavior? D. What was the quality of work produced?

E. What adjustments would I make if I did this unit again?