Web viewOne person will sit at the front and try to guess the chosen word. ... Michael Buble ....

Courtney MosewichUnit Plan for Visual Art 20

Module 10: Cultural Communities of Canada

Mosewich 1

Index: 2

Detailed Visual Map of Unit: 3

Foundational Objectives, Common Essential Learnings, I Can Statements: 4-5

Essential Question(s): 5-6

Plans for Assessment: 6-10

Materials: 10

Daily Plans Overview: 11-13

Lesson Plans: 14-34

Assignment Handouts with Rubrics: 35-45

Examples of Assignments: 46-47

Theoretical Document: 48-49

Reflective Component: 50-51

Samples of PDP Goals: 52-54

Mosewich 2

The idea of place intertwines through everything we do as educators. It is living in our curriculum and appears in our classroom when we

acknowledge that we are on Treaty 4 land.

Mosewich 3

Unit Plan:

Unit Title: Module 10 Course: Visual Art 20

Foundation Objectives/ Indicators

Foundation Objectives/ Indicators:

Analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences (Cultural/ Historical)

perceive, describe, analyze and interpret art works and make informed judgements using appropriate vocabulary- Class critique and Research Assignment

research to understand the traditional or contemporary visual art of cultures in Canada, past or present, including Aboriginal cultures- Research Assignment

interpret the meaning of different artworks based off research and personal experience- Research Assignment

Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues (Critical/Responsive)

reflect on and analyze the intentions, development and interpretations of their own and their peers' art works in relation to Canadian culture- Artist Statements and Critique

Gather information from their research on Canadian artists and hypothesis possible answers using knowledge they have gained in previous classes and throughout their research.- Research Project

View others art in a low stakes environment and make thoughtful comments- Day 3 Peer Feedback (low stakes- no marks awarded)

Initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art (Creative/ Productive)

reflect on and analyze the intentions, development and interpretations of their own final project- Bob Boyer Assignment and Final Project

translate ideas into physical works of 2D art then reflect on their work- Bob Boyer Assignment and Final Project

Create a piece of artwork individual but as a part of a community, reflect on what the process of creating art as a community is in comparison to art individually – [mis]communipainting assignment

This objective is divided into three areas:• Getting Started: Ideas• Developing Ideas Into Visual Art Works• Personal Reflection Upon Process and Product

Mosewich 4

Learning Objectives in Student Friendly Language:

Examine and ask questions about artwork from a variety of cultures, communities, and societies both historical and from the present day. Decipher what the artwork means in different contexts and decide what it means in relation to the students own experiences and their own expressions.

Use logic, questioning, and curiosity to respond to art and figure out the meaning of the artwork based on the context of it

Develop ideas for creating art, turn the idea into art forms using a variety of different mediums, then reflect on the process and their own work

Common Essential Learnings• develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) • understand and use the vocabulary, structures and forms of expression that characterize visual art (C) • understand prejudice, discrimination, racism, sexism and all other forms of inequality and exploitation, and contribute to their elimination (PSVS) • develop a positive disposition to lifelong learning (IL)

Common Essential Learnings (Student Friendly Language)Develop insightful, imaginative thought and the ability to assess ideas, process of creation, experiences, and art in a meaningful wayUtilize and understand the vocabulary, structures and forms of expression that shape art understand prejudice, discrimination, racism, sexism and all other forms of inequality and mistreatment, and contribute to their eliminationDevelop the attitude to continue learning

“I can” Statements:

Interpret the meaning of different artworks based off research and personal experience Use research to make informed judgements about art works and their meaning Think critically about pieces of art Participate in thoughtful reflection Use my time effectively while working individually Reflect on my own and others intentions in relation to artwork Translate idea about art into physical 2D pieces of art Reflect on my artwork and my process of creation

Essential Question(s):What does it mean to be Canadian to you?

Sub Questions: What does Canada mean/ represent to you?

Mosewich 5

What aspects contribute to our view of Canada?

Terminology Word Bank:• symbolism • stereotypes• art against racism• storytelling• cultural roots

Assessment Evidence (Summative and Formative)

Summative Assessments (Assessment of Learning):

Learning Objectives Being Assessed

Symbolism Assignment based off Bob Boyer - Rubric Provided

/10

• initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual

Research Project

/10

• analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences

• Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues (Critical/Responsive)

Final Project/ Artist Statement - Rubric will be created together

o Possibly prompts for students/ categories for rubric:- Ideas for artwork, planning, execution,

effective use of time, technique, artist statement

*Students will also Self Assess*

/25

Artist Statement- Artist statement-• analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences

Final Project- initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

Mosewich 6

Assignment 1: [mis]communipainting

/5

initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

marked on completion throughout course

Assignment Description: (Reference Handout Section for Further Details)

Assignment #1: The [mis]communipainting Assignment – A response to Ned Bartlett’s Art [mis]communipainting

/5Students will each create an instruction for all of their classmates to follow. Every time the students enter into the class there will be an instruction on the board. Students will complete the instruction in a timely manner. I plan to check on Mondays or Tuesdays (depending where it fits best) to make students are keeping up with this assignment but additional checks will be put in place if students seem to fall behind. This will be an ongoing assignment. This assignment will bring questions about whose artwork their personal assignments are and who’s artwork the whole project is? The questions they must grapple with and try to answer at the end is the following: Who created the art? Would the artwork be different in a different community?

Links: http://nedbartlett.net/projects-miscommunipainting2.html

Information provided by PowerPoint Individual instructions are written on board or PowerPoint

Mosewich 7

http://nedbartlett.net/projects-miscommunipainting2.html

Assignment #2 Symbolism Assignment: Bob Boyer (Adapted from Sydney Wall) /15Students will create a symmetrical piece of artwork using symbols which represent their community using an acceptable medium of their choice.

Instructions for Assignment in point form (first 4 instructions completed together in class with examples provided)

1.Distribute 8.5 x 11 pieces of paper to each student and tell students that this will be for their final copy.

2.On a scrap piece of paper ask students to list 10 things that represent their community (Canada, Regina, Saskatchewan, Miller, etc.)

3.For each descriptive word, draw a symbol that represents it.4.For each symbol, draw another symbol that uses ONLY straight lines. (Curves are allowed, but the

focus should be on straight lines) 5.Now using their straight-lined symbols, tell students to combine them in a way to create artwork

that represents a minimum 5 of them. IMPORTANT: The final product MUST be symmetrical horizontally and vertically

6.Encourage them to do a rough sketch on a scrap piece of paper

Hand out Provided

Assignment #3: Research Assignment /5Students will research a Canadian Artist of their choice and fill out the following questions. They will also have to share this information in a small group and write an exit slip on what they have learned. As I am hoping for students to be diverse in their choices only one student per artist. (No Bob Boyer) /10

1. What artist did you pick? Why? /22. What is a major theme through their art or through a collection they have made? /13. Does the artist use symbolism or stereotypes in their artwork? If so, how? /24. What connections does the artist have to Canada or a specific community? If you cannot find any in their artwork why do you think this is? /25. Pick a specific piece you are drawn to. Try to draw your own conclusions about this piece of art. What does the artwork mean? Why do you think they created it? /26. What is the meaning behind this piece of work according to the artist? /1

Exit Slip: /1Which Artist Stood out to you the most? Why?Did your first impression of an artwork change once you learned more about the piece of the artist who created it?

Booklet Provided

Assignment #4: Final Project /25

Mosewich 8

Students will create a piece of artwork that represents what being a Canadian means to them. They may use any 2D material to create this artwork. Must be a minimum of 8.5”x11” big. Students must use symbolism somewhere in this assignment. This assignment will also include an artist statement. Rubric will be created together in class and provided to students.

Booklet Provided

Formative Assessments (Assessment for Learning):

Work Periods: Informal Observation- Checklist and Jot NotesStudents will be given class time to work within groups, independently, and in collaboration with others to achieve various small tasks. During this time, it will be my responsibility to monitor and make notes of student’s understanding and progress, and watch how students are using their time.

Informal Observations of Critique•perceive, describe, analyze and interpret art works and make informed judgements using appropriate vocabulary• reflect on and analyze the intentions, development and interpretations of their own and their peers' art works

Process- Brainstorming/ Their Plan/ Experimenting with materials or techniques Booklet provided for final project (5/50 marks for process of final project)Bob Boyer – students notes of their process (being steps of process completed together)

Exit SlipsExit slips will periodically be given to students in order to indicate understanding or engagement during a lesson. These cards will be given approximately one per week (or when there is time) and will ask students some various question which requires them to reflect on their own learning.

Check List: Assignment #1: The [mis]communipainting Assignment – A response to Ned Bartlett’s Art [mis]communipainting-“Low Stakes” ArtStudents will be expected to have completed each task on time. This will be checked every few days. Students will be aware of checks in advance. Eg: “I will be checking on Wednesday that you are up to date with your assignment”

5 Sentence Artist Statement for Bob Boyer Symbolism AssignmentPractice for writing an artist statement- also increases my understanding of the artwork

Materials

Computers

Mosewich 9

Music (for work periods)/ iPadsWorksheetsA variety of art supplies and paperSlide showRubricsAssignment descriptions

Learning Plan Resources/ Extra Notes/ Questions

1 M

Introduction to Unit (25 minutes)Hook: Symbolism Game

Set up [mis]communipainting Assignment (15 minutes)

(See lesson Plan)

-What words/ ideas do we associate with Canada?

Mosewich 10

2T

First 5 minutes: [mis]communipainting

Bob Boyer- Lecture basedIntroduce Assignment #2: Bob Boyer Inspired Assignment

Start Bob Boyer Symbolism assignment(See lesson Plan)- Start all together, then work individually

What contributes to our sense of community? – [mis]communipaintingWhat does Canada represent to you?

Students choose their own community

3W


Work on Bob Boyer Symbolism Assignment

Teacher will be walking around and observing and giving verbal feedback though out lesson

(See lesson Plan)

Rubric, worksheet, art materials, paper precut

4R

Work Period on the Bob Boyer Assignment

Low stakes- pair critique- students will think, pair, and share (See lesson plan)

Missing an over half the students

5F Research artist project (should take approximately 45 minutes)

Can finish Bob Boyer Symbolism Project when they are done

(See lesson plan)

Book Computers

6M First 10 minutes: [mis]communipainting

Students share their Research projects in groups of 4- students will teach each other

Exit Slip: Did your first impression of an artwork change once you learned more about the piece or the artist who created it?Which artist from the ones who were shared stood out to you the most? Why? (Attached to Research Project Work Book)

*When done work on Bob Boyer Assignment #2(See lesson plan)

Research Project due (have had about 1 hour to work on this in class on Friday)

7T


[mis] communipainting check in Introduce Final Project in depth Create rubric together

Homework Due : [mis]communipainting up to instruction 9

Mosewich 11

o Possibly prompts for students/ categories for rubric:- Ideas for artwork, planning, execution, effective use of time,

technique, artist statement

Start brainstorming for final project

Fill out plan booklet

Depending on time start brainstorming today or tomorrow (See lesson plan)

What does being Canadian mean to you?

8W

First 5 minutes: [mis]communipainting Miscommunicating Brainstorm for final project Come up with a plan fill out plan Finish Plan Have conversation with students to make sure plan is on

track

WORK PERIOD (See lesson plan)

Homework Due: Research Project: Assignment 2 Due for those who were absent Monday

9R

First 5 minutes: [mis]communipainting Finish Plan Have conversation with teacher to make sure plan is on track Start project

WORK PERIOD(See lesson plan)

Homework Due: Bob Boyer (Assignment #2) Due

10F


WORK PERIOD(See lesson plan)

11M

First 10 minutes: [mis]communipainting WORK PERIOD

(See lesson plan)

12T

First 5 minutes: [mis]communipainting – Students will have to answer the following question: Who created the art? Why do you think this is?

Vocab Mini Lesson – this will be in preparation for the artist critique and artist statement

WORK PERIOD

Mosewich 12

Exit Slip: To be determined possibly: Pick one image you are representing and tell me why you chose this image

(The small exit slips should help as short reflections- also should make final “artist statements” easier to write/ less stressful”)(See lesson plan)

13W

First 5-10 minutes: [mis]communipainting

WORK PERIOD

15 minutes into class students will share their work in pairsPrompts: What is your first impression? What is one thing that stands out to you about their work? Ask one question.

(See lesson plan)14R

First 5 minutes: [mis]communipaintingExit Slip: Would the artwork be different in a different community? Why do you think this is?

WORK PERIOD

Hand in Project Plan/ Artist Statement (See lesson plan)

15F Artist Critique

Hand in [mis]communipainting Assignment (See lesson plan)

Instructional Plan for Lesson #1

Course: Visual Art 20

Key Inquiry Question: What words/ ideas do we associate with Canada?

Required Resources and Materials: -Game sheet- slips of paper for [mis]communipainting

Mosewich 13

- paper for [mis]communipainting -candy (extrinsic motivation goes against my teaching philosophy)

Learning Objectives and Indicators: initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of

media, and reflect upon their processes and their completed works within the contexts of visual art

translate ideas into physical works of 2D art then reflect on their work Create a piece of artwork as an individual but as a part of a community, reflect on what the

process of creating art as a community is in comparison to art individually

Pre-requisite learning: None

Plans for Assessment: Formative Assessment: Did students participate in game?Did students contribute to [mis]communicating?

Classroom Management StrategiesI am hoping that [mis]communipainting is going to help settle everyone in at the beginning of classes normally while I take attendance. This will help gage my students’ punctuality and absence/presence.

Planned Learning Activities / Timeline: (1st half of class 40 minutes)Introduce myself, class, and classroom procedures (15 minutes)Introduction to Unit (25 minutes)Hook for unit: Play Canadian Symbolism Game (Described below)

(Second half of class 20 minutes)Introduce [mis]communipainting Assignment (See below)Show students examples of instructions Have all students write one idea alone (5 minutes)Students will get out supplies and complete 1 of my instructions on the sheet

(4 minutes to clean up)

Assignment #1: The [mis]communipainting Assignment – A response to Ned Bartlett’s Art [mis]communipainting

Students will each create an instruction for all of their classmates to follow. Every time the students enter into the class there will be an instruction on the board. Students will complete the instruction in a timely manner. I plan to check on Mondays to make students are keeping up with this assignment. Can be completed with any of the following materials: maker, pen, pencil, pencil crayon, or sharpie (nothing that will make a mess). This assignment will bring questions about whose artwork their personal assignments are and who’s artwork the whole project is? The questions they must grapple with and try to answer at the end is the following: Who created the

Mosewich 14

art? Would the artwork be different in a different community?


Game description:

Canadian Symbolism Game/ StereotypesBased off the idea of the game “20 Questions” students will be split into two teams and will compete against each other. One person will sit at the front and try to guess the chosen word. Their team will answer yes or no to the questions. (EG: Is it Animal? NO Is it Vegetable? NO Is it Mineral? NO Is it Other? YES) This will be timed (2 5 minute rounds and 2 2 minute rounds) Teams will get 1 point for every answer guessed correctly.http://www.20q.net/

Canadian SymbolismThe beaver – The beaver was given official status as an emblem of Canada when “An Act to provide for the recognition of the Beaver (Castor canadensis) as a symbol of the sovereignty of Canada” received royal assent on March 24, 1975.The maple tree- Although the maple leaf is closely associated with Canada, the maple tree was not officially recognized as Canada's arboreal emblem until 1996.Ice Hockey - The Parliament of Canada declared ice hockey as the national winter when it passed the National Sports of Canada Act on May 12, 1994.Lacrosse- - The Parliament of Canada lacrosse as the national summer sport when it passed the National Sports of Canada Act on May 12, 1994.

Some Famous CanadiansJustin BieberCeline Dion Michael Buble Leonard CohenDrake Shania Twain

Canadian FoodsKetchup ChipsMaple SyrupPoutine

Stereotypical ThingsSorry“Eh”

Sources: http://canada.pch.gc.ca/eng/1444070816842

Mosewich 15

http://www.20q.net/



Key Inquiry Question(s):What contributes to our sense of community?- [mis]communipaintingWhat does Canada represent to you?

Mosewich 16

Required Resources and Materials: Slides Paper and variety of mediums

Learning Objectives and Indicators:Initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

reflect on and analyze the intentions, development and interpretations of their own final project

translate ideas into physical works of 2D art then reflect on their work

Plans for Assessment: Observational during lectureSummative: Rubric Provided for Assignment #2: Bob Boyer Assignment

Check List: Miscommunicating Assignment-“Low Stakes” ArtStudents will be expected to have completed Miscommunicating Assignment

Bob Boyer Symbolism Assignment:Summative assessment- rubric provided

Formative Assessment- Work Periods: Informal Observation

Planned Learning Activities / Timeline: 5 minutes of [mis]communipainting assignment Set: Introduce Bob Boyer

o Who, Where, What, When, Why?o Show artworko Quick Think, Pair, share

What do you think these images represent Colonization, Smallpox

Introduce Assignment (Description below) Development: Work on assignment Closure: Clean up 3:15

Assignment #2 Symbolism Assignment: Bob Boyer (Adapted from Sydney Wall)

Mosewich 17

Students will create a symmetrical piece of artwork using symbols which represent their community using a media of their choice.

Instructions for Assignment in point form

- Distribute 8.5 x 11 pieces of paper to each student and tell students that this will be for their final copy.

- On a scrap piece of paper ask students to list 10 things that represent their community (Canada, Regina, Saskatchewan, Miller, etc.)

- For each descriptive word, draw a symbol that represents it.- For each symbol, draw another symbol that uses straight lines. (Curves are allowed, but the focus

should be on straight lines) - Now using their straight-lined symbols, tell students to combine them in a way to create artwork

that represents a minimum 5 of them. IMPORTANT: The final product MUST be symmetrical horizontally and vertically

- Encourage them to do a rough sketch on a scrap piece of paper first

Rubric for Assignment #2 /25Criteria 5/5 4/5 3/5 2/5 1/5A minimum of 6 symbols are thoughtfully represented

The artist has thoughtfully represented six symbols

There are six symbols depicted with some though put into them

There are five symbols depicted- some though has been put into them

There are four or less symbols depicted- artwork has little to no thought

There is one or less symbol depicted- no though into artwork

Mosewich 18

Drawing is symmetrical both horizontally and vertically


N/A Art is symmetrical horizontally or vertically

N/A Not Symmetrical

Quality of application of the medium

The quality of the application of the medium surpasses expectations and but student demonstrates an understanding of the medium

The quality of the application of the medium meets expectations and but student demonstrates an understanding of the medium

The quality of the application of the medium could use minor work but student demonstrates an understanding of the medium

The quality of the application of the medium needs improvement and does not meet all expectations

The quality of the application of the medium does not demonstrate any understanding of the medium

Use of full space and colours

Space is filled fully in a meaningful way. Colours are used in a meaningful way

Space is filled in fully in a meaningful way. No blank spaces. Some consideration of the use of colours

Majority of space is filled in a meaningful way. Colours may be used in a meaningful way

Majority of space is filled in

Minority of the space is filled in. Space is not used in a meaningful way.

Artist has written a 5 sentence artist statement that gives context to their work

Artist has written thoughtful statement which gives context to their work. Artist describes what all symbols represent.

Statement provides context and describes what the majority of symbols represent

Statement provides some context

Statement provides little context and leaves the reader confused

No thought goes into statement


Mosewich 19


Key Inquiry Question(s):What does your community represent to you?

Required Resources and Materials: Music Paper and variety of mediums

Learning Objectives and Indicators:Initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art



Plans for Assessment: Observational during lectureSummative: Rubric Provided for Assignment #2: Bob Boyer Assignment

Check List: Miscommunicating Assignment-“Low Stakes” ArtStudents will be expected to have completed Miscommunicating Assignment

Bob Boyer Symbolism Assignment:Summative assessment- rubric provided

Formative Assessment- Work Periods: Informal Observation

Classroom Management Strategies:Play musicLay our clear expectation

Planned Learning Activities / Timeline: 5 minutes of [mis]communipainting assignment Set: Quick introduction of day plan, reiterate, remind students of expectations Development: Work on assignment Closure: Clean up 3:15


Mosewich 20

Key Inquiry Question: What does Canada represent to you?Required Resources and Materials:

Paper and materials Music

Learning Objectives and Indicators:Main- initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual



Other- Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues (Critical/Responsive)• View others art in a low stakes environment and make thoughtful comments- Day 3 Peer Feedback (low stakes- no marks awarded)

Pre-requisite learning: Symbolism Introduction to assignment

Pre-Assessments: Check-in with students to see where they are at Check if students understand concept of assignment

Plans for Assessment: Formative Assessment- Work Periods: Informal Observation Bob Boyer Symbolism Assignment: Summative assessment- rubric provided Peer feedback can be given to students who are willing to show their work\ Teacher will be walking around and observing and giving verbal feedback though out lesson

Classroom Management Strategies Play music Lay out expectations

Planned Learning Activities / Timeline: [mis] communipainting instruction(5 minutes)*Fire Drill*Work Period(30minutes)Student feedback in pairs- low stakes (5-10 minutes) and return to working when completed.One students speaks openly about art. Topics the may want to cover art- colour, shape, materials, symbols, symmetry. The other student will ask a question such as What colours will “this” be? What materials are you planning to use? What will you do with “this” space? Can make comments or suggestions.

Mosewich 21

Mosewich 22


Key Inquiry Question: What aspects contribute to our view of Canada? How do Canadian artists view Canada?

Required Resources and Materials: Computer room

Learning Objectives and Indicators:analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences

research to understand the traditional or contemporary visual art of cultures in Canada, past or present, including Aboriginal cultures

interpret the meaning of different artworks based off research and personal experience

Plans for Assessment:Assessed mostly on completion

Classroom Management Strategies:Circulate room

Planned Learning Activities / Timeline: •Set :Introduce Research Project (15 minutes) Students will be given a written description of the assignment and there will be a vocal description given by teacher- this will take place in the classroom Assignment #3: Research Assignment

You will research a Canadian Artist of your choice and fill out the following questions. On Monday you will also have to share this information in a small group and write an exit slip on what you have learned. The intent is for each of you to have a different artist. You can pick artists that are not on the list but please check with your teacher to make sure they are suitable for the assignment./10

Suggested Resources: https://www.artistsincanada.com/ http://www.sknac.ca/index.php?page=Artists

1. Which artist did you pick? Why? /12. Does the artist use symbolism or stereotypes in their artwork? If so, how? /23. What connections does the artist have to Canada or a specific community? If you cannot find any in their artwork why do you think this is? /2

Pick one piece of art from your chosen artist for questions 4-6. 4. Try to draw your own conclusions about this piece of art. What does the artwork mean? Why do you think they created it? /25. What is the meaning behind this piece of work according to the artist? /16. Pick one of the elements of art that is present in the artwork and describe how the artist used it in their artwork. /1Exit Slip: /1 Which artist from the ones who were shared stood out to you the most? Why?Did your first impression of an artwork change once you learned more about the piece or the artist who created it?


Key Inquiry Question: What aspects contribute to our view of Canada? How do Canadian artists view Canada?

Required Resources and Materials: -iPads- Information from last day/ Research assignment worksheet (includes exit slip)

Learning Objectives and Indicators:Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues (Critical/Responsive)

Gather information from their research on Canadian artists and hypothesis possible answers using knowledge they have gained in previous classes and throughout their research

analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and

Mosewich 23

life experiences research to understand the traditional or contemporary visual art of cultures in Canada, past

or present, including Aboriginal cultures interpret the meaning of different artworks based off research and personal experience

Plans for Assessment:Assessed mostly on completion

Exit Slip: Did your first impression of an artwork change once you learned more about the piece or the artist who created it?Which artist from the ones who were shared stood out to you the most? Why?

Classroom Management Strategies:Circulate room, musicClear expectations

Planned Learning Activities / Timeline: Group work is students led so timing may vary. Hopefully they will be done the 1st half of class in 40 minutes. They can then work on Assignment 2(Bob Boyer) or (for those who weren’t here) Assignment 3 (Research)

[mis]communicating (5 minutes)- during attendance•Set: Explain how students will each be sharing in groups. There will be 4 students (who were here Friday) in each group. The remaining 6 students who were not here will join groups and listen. (5 minutes)•Development: Students will share their “research assignment” with their group, They will be able to show the image they selected on the iPad. This is a low stakes presenting environment. (20 minutes)•Closure: When sharing is completed students will fill out their exit sheet. They will then hand this in. (5 minutes)

If they finish early they will work on their Bob Boyer Assignment #2 ****The students who missed last class can work on the Research project once their group finishes or Bob Boyer Assignment

Mosewich 24


Key Inquiry Question: What does being Canadian mean to you?

Required Resources and Materials: -Final project work package

Learning Objectives:Initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art (Creative/ Productive)

Plans for Assessment:Informal- Who is on task?

Planned Learning Activities / Timeline:

5 minutes [mis]communipainting

Mosewich 25

Set: Introduce Final Project in depth Create rubric together

o Possibly prompts for students/ categories for rubric:- Ideas for artwork, planning, execution, effective use of time, technique, artist statement

Talk about appropriation and cultural appropriation – think, pair, share and lectureDevelopment: Start brainstorming for final project Fill out plan sheet Closure: Have conversation with teacher to make sure plan is on track

Work Time (if time is left)

Reiterate expectations/ timeline/ what is for homework


Key Inquiry Question: What does being Canadian mean to you?Required Resources and Materials:

Paper and materials Worksheets- Bob Boyer, and Final Project [mis]communipainting Music

Learning Objectives and Indicators: initiate and develop ideas for artmaking, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual



Pre-requisite learning:

Mosewich 26

Understanding of final project, and Bob Boyer project

Pre-Assessments: Check-in with students to see where they are at Check if students understand concept of final assignment

Plans for Assessment: Formative Assessment- Work Periods: Informal Observation Bob Boyer Symbolism Assignment: Summative assessment- rubric provided (Due 2017-03-

30) Teacher will be walking around and observing and giving verbal feedback though out lesson

and individually conference

Classroom Management Strategies Play music Lay out expectations

Planned Learning Activities / Timeline: Hand back assignments [mis]communipainting Work Period Clean up Remind students about expectations



Paper and materials Worksheets- Bob Boyer, and Final Project Rubric [mis]communipainting Music




Mosewich 27

Pre-requisite learning: Understanding of final project, and Bob Boyer project


Plans for Assessment: Formative Assessment- Work Periods: Informal Observation Bob Boyer Symbolism Assignment: Summative assessment- rubric provided (Due 2017-03-

30) Teacher will be walking around and observing and giving verbal feedback though out lesson

and individually conference

Planned Learning Activities / Timeline: [mis]communipainting Go over rubric Work Period Clean up Remind students about expectations Have students hand in work- Bob Boyer Assignment and Research Assignment



Paper and materials Final Project/ rubric (they have) [mis]communipainting Music




Pre-requisite learning:

Mosewich 28

Understanding of final project


Plans for Assessment: Formative Assessment- Work Periods: Informal Observation Teacher will be walking around and observing and giving verbal feedback though out

lesson and individually conference Rubric provided for Final Assignment

Planned Learning Activities / Timeline: [mis]communipainting – 5 minutes Check in with students- no assignments in after April 12, 2017- homework reminder Work Period (on final project) Clean up Remind students about expectations for tomorrow – remind students about homework







Pre-requisite learning: Understanding of final project

Mosewich 29












Mosewich 30





Instructional Plan for Lesson #13 2017-04-05







Mosewich 31




Planned Learning Activities / Timeline: Hand back [mis]communipainting [mis]communicating – 5 minutes-

(Draw a square in the middle of the page. Add circles both left and right of the square. Draw a rectangle around the square and circle. Add a quote that you want. Done.(April 5, 2017)Draw a shape of your choice in the middle. Draw something important to you on the right side. Trace your hand (one of them) on the left side. Put a catch phrase in it. (April 5, 2017))

Check in with students- no assignments in after April 12, 2017- homework reminder Work Period (on final project) Clean up Hand in exit slip from yesterday, hand in any missing assignments Remind students about expectations for tomorrow (Artist Statement Talk next class)








Pre-Assessments:

Mosewich 32

Check-in with students to see where they are at Check if students understand concept of final assignment



Planned Learning Activities / Timeline: [Mis] communicating – 5 minutes- Draw a face in the middle of the paper and shade

the inside black or grey (with pencil). Create a cloud sign at the right top of the shaded face and fill in with quotes. (April 6, 2017)

Artist Statement Talk Check in with students- no assignments in after April 12, 2017- homework reminder Work Period (on final project) Clean up Remind students about expectations for tomorrow



Paper and materials Final Project/ rubric (they have) [mis]communipainting Music Sticky notes Cupcakes




Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues (Critical/Responsive)

reflect on and analyze the intentions, development and interpretations of their own and

Mosewich 33

their peers' art works in relation to Canadian culture





Planned Learning Activities / Timeline: Students will settle in/ attendance Informal critique using post it notes- question, comment or suggestion- examples will

be provided (http://onecrayolashort.blogspot.ca/2012/05/writing-in-art.html) Check in with students- no assignments in after April 12, 2017- homework reminder Work Period (on final project) Clean up Remind students about expectations for tomorrow

Assignment #1: The [mis]communipainting Assignment – A response to Ned Bartlett’s Art [mis]communipainting /5

Students will each create an instruction for all of their classmates to follow. Every time the students enter into the class there will be an instruction on the board. Students will complete the instruction in a timely manner. I plan to check on Mondays or Tuesdays (depending where it fits best) to make students are keeping up with this assignment but additional checks will be put in place if students seem to fall behind. This will be an ongoing assignment. This assignment will bring questions about whose artwork their personal assignments are and who’s artwork the whole project is? The questions they must grapple with and try to answer at the end is the following: Who created the art? Would the artwork be different in a different community?

Mosewich 34


Assignment #2 Symbolism Assignment: Bob Boyer /10You will create a symmetrical piece of artwork using symbols which represent your community using a media of your choice (no paint).

Instructions for Assignment in point form

- On a scrap piece of paper list 10 things that represent your community (Canada, Regina, Saskatchewan, Miller, etc.)

- For each descriptive word, draw a symbol that represents it.- For each symbol, draw another simplified symbol that uses straight lines. (Curves are allowed, but the

focus should be on straight lines) - Now using your straight-lined symbols, you will combine them in a way to create artwork that

represents a minimum 5 of them. IMPORTANT: The final product MUST be symmetrical horizontally and vertically

Mosewich 35

http://nedbartlett.net/projects-miscommunipainting2.html

Rubric for Assignment #2 /25Criteria 5/5 4/5 3/5 2/5 1/5A minimum of 6 symbols are thoughtfully represented

The artist has thoughtfully represented six symbols

There are six symbols depicted with some thought put into them

There are five symbols depicted- some thought has been put into them

There are four or less symbols depicted- artwork has little to no thought

There is one or less symbol depicted- no thought into artwork



N/A Art is symmetrical horizontally or vertically

N/A Not Symmetrical

Quality of application of the medium

The quality of the application of the medium surpasses expectations and student demonstrates an understanding of the medium

The quality of the application of the medium meets expectations and student demonstrates an understanding of the medium

The quality of the application of the medium could use minor work but student demonstrates an understanding of the medium

The quality of the application of the medium needs improvement and does not meet all expectations

The quality of the application of the medium does not demonstrate any understanding of the medium

Use of full space and colours

Space is filled fully in a meaningful way. Colours are used in a meaningful way

Space is filled in fully in a meaningful way. No blank spaces. Some consideration of the use of colours

Majority of space is filled in a meaningful way. Colours may be used in a meaningful way

Majority of space is filled in

Minority of the space is filled in. Space is not used in a meaningful way.

Artist has written a 5 sentence artist statement that gives context to

Artist has written thoughtful statement which gives context to their work. Artist

Statement provides context and describes what the majority of symbols represent

Statement provides some context

Statement provides little context and leaves the reader confused

No thought goes into statement

Mosewich 36

their work describes what all symbols represent.

Assignment #3: Research Assignment /10You will research a Canadian Artist of your choice and fill out the following questions. On Monday you will also have to share this information in a small group and write an exit slip on what you have learned. The intent is for each of you to have a different artist. You can pick artists that are not on the list but please check with your teacher to make sure they are suitable for the assignment.

Suggested Resources: https://www.artistsincanada.com/ http://www.sknac.ca/index.php?page=Artists

Suggested Artists: Vanessa Hyggen Joe Fafard

Katherine Boyer Leah Marie Dorion

Bob Pitzel Jane A. Evans

Mosewich 37

Fran Zerr Darlene Gate Elissa Anthony Valerie Crisp Jaime Black Wilf Perreault Christian Bergeron Allen Sapp

Trish Collins Terrill Welch Deborah Czernecky David Garneau Joi T. Arcand Edward Poitras Belinda Harrow Heather M. Cline

Tim Fisher Jackson Beardy Eddy Cobiness Alex Janvier Norval Morrisseau Daphne Odjig Carl Ray Joseph Sanchez

Mosewich 38

1. Which artist did you pick? Why? /1________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Does the artist use symbolism or stereotypes in their artwork? If so, how? /2________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What connections does the artist have to Canada or a specific community? If you cannot find any in their artwork why do you think this is? /2______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pick one piece of art from your chosen artist for questions 4-6. 4. Try to draw your own conclusions about this piece of art. What does the artwork mean? Why do you think they created it? /2_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is the meaning behind this piece of work according to the artist? /1

Mosewich 39

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Pick one of the elements of art that is present in the artwork and describe how the artist used it in their artwork. /1________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exit Slip: /1 2017-03-27Which artist from the ones who were shared stood out to you the most? Why?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did your first impression of an artwork change once you learned more about the piece or the artist who created it?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assignment #4: Final Project /25Mosewich 40

Your artwork will be a response to the question: “What does being Canadian mean to you?”

You will create a piece of artwork that represents what being a Canadian means to you. Be mindful between the differences of appropriation and inspiration in Canadian cultures. You may use any 2D material to create this artwork. You may also use multiple mediums if you please. The project must be a minimum of 8.5”x8.5”. You must use symbolism somewhere in this assignment. This assignment will also include an artist statement. Keep in mind that you will have approximately seven hours of class time to work on this. The final artwork must be fully completed to your highest quality of work.

List of possible mediums: Pencil Marker Sharpie Charcoal

Conte or coloured conte

Oil Pastel Paint

Collage Pencil crayon Crayon

Let me know if you are wanting to use a medium not listed above.

Expectation Check list: Completed Final Project Plan Sheet Responds to the question “what does being Canadian mean to you?” Uses symbolism in the artwork Minimum size of 8.5”x8.5” Completed Final Reflection sheet Completed an artist statement

The rubric will be created together in class.Suggested categories for rubric: Ideas for artwork, planning, execution, effective use of time, technique/ use of medium, artist statement, use of space, completion, design, content

Mosewich 41

What size do you plan to make your art?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

What materials do you plan on using?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How do you plan to represent the central theme in your artwork?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How do you plan to use symbolism in your artwork? ____________________________________________________________________________________________________________________________________________________________________________________

What do you think will be your biggest challenge?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mosewich 42

Final Reflection

Title of Artwork: ____________________________________ Artist:__________________________

Is there anything you would like me to know about your artwork or process?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Description of physical artwork:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Artist Statement:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mosewich 43

Mosewich 44

CriteriaExemplary90-100%

Proficient 70-89%

Emerging50-69%

LimitedLess than 50%

Content

/10

Ideas are expressed thoughtfully. The images go beyond answering the question “What does being Canadian mean to you?”. There is more than what meets the eye. The artist uses symbolism in a thoughtful way in their artwork.

Ideas are portrayed thoughtfully. The question “What does being Canadian mean to you?” is answered. Artist uses symbolism in their artwork.

The art addresses the topic “What does being Canadian mean to you?”.

The art does not represent the prompt “What does being Canadian mean to you?” No symbolism is represented.

Composition

/10

All space is used thoughtfully. Placement of image(s) is thoughtful and enhances the content. Uses negative and positive space thoughtfully and effectively.

All space is used. Placement of image(s) is thoughtful. Uses negative and positive space thoughtfully.

The space is not fully used. Placement of images appears random. Uses negative and positive space.

The space of the artwork is not properly addressed. No though given to placement of images. Limited amount of space being used within either negative and positive space.

Completion /10

Artwork is polished and complete. Not much could be done to improve the artwork.

Artwork appears to be completed.

Artwork could use more work but is near completion.

Artwork is not near completion.

Quality of Application of the medium or materials /5

Demonstrates exceptional use of materials or mediums

Demonstrates an effective use of materials or mediums.

Art materials or mediums are used in simplified ways but would be improved through further exploration.

Little evidence of effective use of materials or mediums. Would benefit greatly from further practice with materials.

Process

/5

Worksheets are filled out thoughtfully. Evidence of process are provided. (E.G. brainstorming, sketches, rough, original photos, inspirations, etc.) Time in class is fully utilized.

Worksheets are fully complete. There is some evidence of process provided (brainstorming, sketches, rough drafts, original photos, inspirations etc.) Majority of class time is utilized.

Worksheets are mostly completed but could use improvement. There little evidence of process provided (brainstorming, sketches, rough drafts, original photos, inspirations etc.). Some of the class time is utilized.

There is little to no evidence of process provided. There is little to no evidence of process provided (brainstorming, sketches, rough drafts, original photos, inspirations etc.). Students are rarely using their class time.

Artist Statement

Your statement is thoughtful and offers in depth explanations of content or meaning of work. The viewer better understands

Your statement supports your artwork. The viewer better understands your work through the artist statement.

Your artist statement offers a glimpse into your artwork. The viewer may understand your artwork better as a result of your artist

Your artist statement does not offer enough information or is not relevant to artwork.

Assignment #1: [mis]communipainting

Mosewich 45

Mosewich 46

Examples of Assignment #2: Bob Boyer Inspired Art

Mosewich47

The Theoretical Document

This unit is related to place through the connection of community. It addressed place

through the physical space of a community such as Canada or Saskatchewan as well as

addressing place as an idea of who surrounds an individual. Throughout the unit the class spoke

about communities and their relation to place and location. The first assignment,

“[mis]communipainting” (Mr. Lang’s Class) challenged students to question the effects their

place and community has on their artwork. Many students came to the conclusion that place

48

plays a large role in our artwork and if we were in a different environment or country our

artwork would look quite different.

The next assignment, The Symbolism Assignment: Bob Boyer, focused on Bob Boyer an

artist who is a Métis artist. Before starting the assignment, students learned about Bob Boyer, his

artwork, and colonization. Through the lecture given on Bob Boyer students were taught about

his links to place as well as communities in Canada. In this assignment students explored a

community of their choice that they are a part of. Some choice a community that was determined

by place and others by people. For this assignment students first wrote down words they related

with their chosen community, they then turned them into pictures, then symbols. The students

made these symbols into artwork and reflected through words on this project. Through this

project students used transmediation to come to a deeper understanding of their chosen

community and why they included specific symbols.

In the third assignment students researched a Canadian artist of their choice. This allows

for the students to choose their artist, learn about it through research, and teach classmates about

the artist. The next assignment that was introduced to the students was a final project that was a

visual response to the question “What does being Canadian mean to you?”. Many students

related this to the physical place of Canada by creating landscapes and others chose to represent

Canada through people and items. This assignments challenged students to demonstrate the

effects that Canada as a community and a place have on its citizens.

Through the process and execution of this unit place played a large role. The unit would

have been planned and carried out differently if I was in a different community. In addition,

Indigenous content may not have been taught if this unit was for a different place, it may not

have related to Canada and if it did students would have a much different relationship with the

49

place of focus. With an exit slip one of my students expressed it better than I could have hoped

when they wrote the following in a response to the question of if artwork would be different in a

different community: “We are drawing things based on what we know and what we have

experienced. If we lived elsewhere where things weren’t the same [as] ours we would have a

different interpretation”.

Reflective Component

The past few weeks at Miller Comprehensive Catholic High School have allowed me to

grow in both my professional development and bring my teaching philosophies into my practise.

Through this unit I wanted to empower my students by allowing them control of their own

artwork, allowing them choice, and connecting the curriculum to students to make the

curriculum appear relevant to them. In many ways I was surprised with my pre-internship and

50

the challenges I faced within it. My cooperating teacher left me with a lot of freedom to do as I

wished and allowed me to hold the power in the classroom. Instead of telling me what I may

have problems with in my units he allowed me to teach them, experience the result, and reflect

on them. Through this approach my cooperating teaching taught us through inquiry-based

learning. From the very beginning the teacher demonstrated to the students how important

respect was.

My first challenge was finding my teacher voice and presence in the classroom. I am soft

spoken and thought this would be my biggest challenge but after feedback from my cooperating

teacher, advisor, and peer I believe that I grew in terms of presence and voice. This is something

that needed to be improved upon to allow for me to be an overarching presence in the classroom

during work periods which my teacher advised a minimum of seven over the course of fifteen

hours. My largest challenge I am still working on is balancing time management with making

sure my students have time to develop their projects to their fullest potential. Time and

attendance were the two things that made the biggest difference in my planned unit and my lived

unit. Also students were more engaged with some assignments then I originally anticipated so we

spent more time on assignments students were working hard on. Many students exceeded my

expectations with the Symbolism: Bob Boyer Assignment. Due to attendance being such an issue

many students fell behind for the [mis]communipainting assignment. On feedback I asked

students to give me two said they did not like this project and felt it took time up that could have

been used for other assignments. Through the quality for all was not where I had hoped it I

valued the process over the product. I also was extremely impressed that students connected

[mis]communipainting to the unit theme on their own.

51

One thing I am proud of myself for was my own personal time management when it came

to planning and correcting. I used a variety of assessment tools including checklists,

observational, rubrics, low stake critiques, self-assessments, exit slips, and competition checks.

I also used a variety of different teaching strategies. My lessons from my field placement last

semester were also delivered through lecture. This semester I had students research to find

information about an artist they chose, work independently, think, pair, and share, lead student

led critiques, make rubrics as a class, learn through experimentation, and teach each other. This

experience allowed me to feel that I truly belong as an educator and that the past four years have

moved me closer to where I want to be.

Samples of PDP Goals

52

Web viewOne person will sit at the front and try to guess the chosen word. ... Michael Buble ....

Documents

Transcript of Web viewOne person will sit at the front and try to guess the chosen word. ... Michael Buble ....