Strand Big Idea A. Drawing Product/Performance Select and Apply Two-Dimensional Media, Techniques, and Processes to Communicate Ideas and Solve Challenging Visual Art Problems Concept Learning Targets 1. Use a variety of media such as pencil, pastels, color sticks, and/or markers to create simulated/implied texture Draw a still life from direct observation Alignments: CCSS: 6-8.RST.4 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.1.A NETS: N/A DOK: 4 Instructional Strategies Shading Seashells Still Life: The teacher will model how (to): draw the contour lines of objects in a still life use the four shading techniques various shading techniques create texture determine where shading is needed in the drawing Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Quiz/written reflection over shading techniques and vocabulary 1
Sample Assessment Questions Illustrate and label each shading technique Anchor chart Instructional Resources/Tools Literacy Connections Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics Cross Curricular Connections Math: Students will be required to use spatial reasoning to convert a two-dimensional plane into a three-dimensional drawing Science: Students must make observations to determine refracted light from objects 2
Strand Big Idea B. Painting Alignments: CCSS: 6-8.RST.4 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.1.B NETS: 4d DOK: 4 Product/Performance Select and Apply Two-Dimensional Media, Techniques, and Processes to Communicate Ideas and Solve Challenging Visual Art Problems Concept Learning Targets Instructional Strategies 2. Use a variety of brush strokes to create various textures Shading Seashells Still Life Painting: Teacher demonstration of how to: mix shades and tints to create value apply paint to create texture After students create a drawing of a still life, they will repeat the drawing and use paint to create value and texture Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Quiz/written reflection comparing the creation of value and texture between painting and pencil drawing techniques Sample Assessment Questions Create a graphic organizer to compare and contrast the creation of: value between painting and pencil drawing techniques texture between painting and pencil drawing techniques 3
Instructional Resources/Tools Anchor chart for teacher demonstrations Literacy Connections Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics Cross Curricular Connections Math: Students will be required to use spatial reasoning to convert a two-dimensional plane into a three-dimensional drawing Science: Students must make observations to determine refracted light from objects 4
Strand Big Idea C. Digital/computer Alignments: CCSS: 6-8.RST.3 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.1.C NETS: 1b DOK: 4 Product/Performance Select and Apply Two-Dimensional Media, Techniques, and Processes to Communicate Ideas and Solve Challenging Visual Art Problems Concept Learning Targets Instructional Strategies 3. Create different types of shapes using general software * General software refers to a program like Microsoft Word, which has paint tools Teacher demonstration on how to use technology for creating art elements, such as: line color form shape texture space value Assessments/Evaluations Teacher observation Exit ticket to evaluate student understanding of how to use technology in art Sample Assessment Questions How can technology help you in your creation of artwork? 5
Instructional Resources/Tools Computers with general software Literacy Connections Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks Cross Curricular Connections Technology applications for Art 6
Strand Big Idea D. Other media Product/Performance Select and Apply Two-Dimensional Media, Techniques, and Processes to Communicate Ideas and Solve Challenging Visual Art Problems Concept Learning Targets 4. Demonstrate a type of relief block printmaking Demonstrate the process used in one type of fiber arts (e.g., weaving, jewelry-making, knotting, paper-making, batik, quilt, appliqué, book arts) Alignments: CCSS: 6-8.RST.5 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.1.D NETS: 1b; 3b DOK: 4 Instructional Strategies Bead for Life Jewelry Making: The teacher will facilitate a class discussion about what they know about extreme poverty Using the packet that can be downloaded on the Bead for Life website, students will read and compare the lives of Ugandan beaders using a comparison chart Show the How to Roll a Bead video on YouTube so that students may see the Ugandan beaders in action Demonstrate how to make a paper bead and allow students to use the process to create a piece of jewelry Japanese Friendship Bracelet: Students will research the cultural significance of the Kumihimo The teacher will demonstrate how to use a weaving template to create a bracelet Students will create their bracelet with guided instruction 7
Assessments/Evaluations Bead for Life Jewelry Making and Friendship Bracelet: Checklist and self-evaluation Teacher observation Critiques Written reflection over the topic of how art can impact society Sample Assessment Questions Bead for Life Jewelry Making: How can art economically impact a society? Japanese Friendship Bracelet: After researching the Kumihimo, what significance does it communicate about Japanese culture? Instructional Resources/Tools Bead for Life Jewelry Making: www.beadforlife.org YouTube Internet resources Japanese Friendship Bracelet: Internet resources Literacy Connections Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic 8
Cross Curricular Connections Bead for Life Jewelry Making: Social Studies: Global awareness ELA: Comparisons Character Education: Compassion Japanese Friendship Bracelet: Character Education: Compassion Social Studies: Japanese culture 9
Strand Big Idea Product/Performance Select and Apply Three-Dimensional Media, Techniques, and Processes to Communicate Ideas and Solve Challenging Visual Art Problems Concept Learning Targets E. Sculpture, ceramics, other media Alignments: CCSS: 6-8.RST.5 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.2.A NETS: 6a DOK: 4 Instructional Strategies 1. Create an in-the-round artwork by joining two or more surfaces using a layering material (e.g., papier mache, paper, plastercraft, cardboard, fibers) Bead for Life Jewelry Making: The teacher will facilitate a class discussion about what they know about extreme poverty Using the packet that can be downloaded on the Bead for Life website, students will read and compare the lives of Ugandan beaders using a comparison chart Show the How to Roll a Bead video on YouTube so that students may see the Ugandan beaders in action Demonstrate how to make a paper bead and allow students to use the process to create a piece of jewelry Friendship Bracelet: Teacher will demonstrate how to use a weaving template to create a bracelet Students will create their bracelet with guided instruction Assessments/Evaluations Bead for Life Jewelry Making and Friendship Bracelet: Checklist and self-evaluation Teacher observation Critiques Written reflection over the topic of how art can impact society 10
Sample Assessment Questions Bead for Life Jewelry Making: How can art economically impact a society? Friendship Bracelet: How can art impact relationships? Bead for Life Jewelry Making: www.beadforlife.org YouTube Internet Resources Instructional Resources/Tools Literacy Connections Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic Cross Curricular Connections Bead for Life Jewelry Making: Social Studies: Global awareness ELA: Comparisons Character Education: Compassion Friendship Bracelet: Character Education: Compassion 11
Strand Big Idea Product/Performance Communicate Ideas about Subject Matter and Themes in Artworks Created for Various Purposes Concept Learning Targets F. Subject matter: fine art Alignments: CCSS: 6-8.RST.4 Performance: 2.5 Knowledge: (FA) 1 VAGLE: PP.3.A NETS: N/A DOK: 4 Instructional Strategies 1. Create original artwork using the following subjects: human figure still life from observation Manga Mania: Guide students through the practice packets allowing students to practice illustrating the face and body of Manga characters After the guided practice, students will complete a Manga super hero complete with a character name and catch phrase Shading Seashells Still Life: The teacher will model how (to): draw the contour lines of objects in a still life use the four shading techniques various shading techniques create texture determine where shading is needed in the drawing Assessments/Evaluations Manga Mania: Checklist and self-evaluation Teacher observation Critiques Written reflection 12
Shading Seashells Still Life: Checklist and self-evaluation Teacher observation Critiques Quiz/written reflection over shading techniques and vocabulary Sample Assessment Questions Manga Mania: Describe how the technique of Manga helps to create a proportional drawing of a human Shading Seashells Still Life: Illustrate and label the shading techniques Instructional Resources/Tools Manga Mania: Teacher created Manga packet Shading Seashells Still Life: Anchor chart Literacy Connections Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics Cross Curricular Connections Manga Mania: ELA: Creative writing Shading Seashells Still Life: Math: Students will be required to use spatial reasoning to convert a two-dimensional plane into a three-dimensional drawing Science: Students must make observations to determine refracted light from objects 13
Strand Big Idea G. Theme Alignments: CCSS: 6-8.RH.2 Performance: 2.4 Knowledge: (FA) 1 VAGLE: PP.3.C NETS: N/A DOK: 4 Product/Performance Communicate Ideas about Subject Matter and Themes in Artworks Created for Various Purposes Concept Learning Targets Instructional Strategies 3. Create an original artwork that communicates ideas about the following themes: Group Identity Nature Anti-Bullying Poster: Read aloud, such as Mr. Peabody s Apples, to discuss the use of symbolism in literature Show Norman Rockwell s Moving In and discuss the symbolism in art Students will create a poster using symbolism to show the effects of bullying Assessments/Evaluations Anti-Bullying Poster: Checklist and self-evaluation Teacher observation Critiques Sample Assessment Questions How does your drawing symbolize the effects of bullying? 14
Instructional Resources/Tools Read aloud stories with strong symbolism, such as Mr. Peabody s Apples Painting with strong symbolism, such as Moving In by Norman Rockwell Literacy Connections Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Cross Curricular Connections ELA: Reading Symbolism Health: Bullying 15
Strand Big Idea H. Line Alignments: CCSS: 6-8.RH.5 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.A NETS: 6a DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 1. Identify and use rhythmic lines Op Art Elements: Read aloud an article about Op Art and discuss its key characteristics Show examples of Op Art and the use of rhythmic lines/shapes to create an illusion of movement Students will create an Op Art style to use to create a background for their Op Art Elements project Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections Sample Assessment Questions How is line/shape used in Op Art? What illusion does this create? Instructional Resources/Tools Article about Op Art and its key characteristics (can be found by searching Google) Op Art examples 16
Literacy Connections Describe how a text presents information (e.g., sequentially, comparatively, causally) Cross Curricular Connections Math: Repetitive patterns Geometry 17
Strand Big Idea I. Shapes Alignments: CCSS: 6-8.RH.5 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.B NETS: 6a DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 2. Identify and use rhythmic shapes Op Art Elements: Read aloud an article about Op Art and discuss its key characteristics Show examples of Op Art and the use of rhythmic lines/shapes to create an illusion of movement Students will create an Op Art style to use to create a background for their Op Art Elements project Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections How is line/shape used in Op Art? What illusion does this create? Sample Assessment Questions Instructional Resources/Tools Article about Op Art and its key characteristics (can be found by searching Google) Op Art examples 18
Literacy Connections Describe how a text presents information (e.g., sequentially, comparatively, causally) Cross Curricular Connections Math: Repetitive patterns and geometry 19
Strand Big Idea J. Form Alignments: CCSS: 6-8.RH.5 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.C NETS: 2a DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 3. Differentiate between and demonstrate high and low relief Illustrate the four basic forms (cone, sphere, cube, and cylinder) Op Art Elements: After discussing the learning targets of creating rhythmic lines and shapes, model how to illustrate each form correctly as students follow along by practicing Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections Elements of Art test Sample Assessment Questions Matching or multiple choice questions identifying the correct element of art for each description Instructional Resources/Tools Document camera and projector or anchor chart for teaching modeling 20
Literacy Connections Describe how a text presents information (e.g., sequentially, comparatively, causally) Cross Curricular Connections Math: Geometry 21
Strand Big Idea K. Texture Alignments: CCSS: 6-8.RST.4 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.D NETS: N/A DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 4. Identify and use implied or simulated texture Shading Seashells Still Life: The teacher will model how (to): draw the contour lines of objects in a still life use the four shading techniques various shading techniques create texture determine where shading is needed in the drawing Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Quiz/written reflection over shading techniques and vocabulary Sample Assessment Questions Illustrate and label each shading technique Instructional Resources/Tools Anchor chart 22
Literacy Connections Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics Cross Curricular Connections Math: Students will be required to use spatial reasoning to convert a two-dimensional plane into a three-dimensional drawing Science: Students must make observations to determine refracted light from objects 23
Strand Big Idea L. Color Alignments: CCSS: 6-8.WHST.4 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.E NETS: 6b DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 5. Identify and use analogous colors Analogous Cubist Self-Portraits: Review and anchor chart color schemes, focusing on analogous colors Show BrainPop clip about Cubism Model how to break up the picture plane to create the broken glass appearance of the Cubist style Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Quiz/written reflection over shading techniques and vocabulary Sample Assessment Questions Describe the meaning of an analogous color scheme Instructional Resources/Tools Color wheels BrainPop subscription 24
Literacy Connections Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Cross Curricular Connections History of Art 25
Strand Big Idea M. Space Alignments: CCSS: 6-8.RH.5 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.1.G NETS: 2a DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 6. Identify and use positive and negative forms in twodimensional or three-dimensional work Op Art Elements: After discussing the learning targets of creating rhythmic lines and shapes and illustrating each form, discuss positive and negative space The Op Art design creates the negative space while the forms create the positive space. Discuss how form also creates the illusion of depth Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections Elements of Art test Sample Assessment Questions Matching or multiple choice identifying the correct element of art for each description 26
Instructional Resources/Tools Document camera and projector or anchor chart for teaching modeling Literacy Connections Describe how a text presents information (e.g., sequentially, comparatively, causally) Cross Curricular Connections Math: Geometry 27
Strand Big Idea N. Balance Alignments: CCSS: 6-8.RST.3 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.2.A NETS: 6b DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 1. Identify and use radial balance Symbiotic Radial Designs: Students will create a radial design illustrating a symbiotic relationship Using BrainPop, show a short video on the meaning of symbiosis Anchor chart symbiotic relationships (e.g., bees eating the nectar from flowers and then transferring pollen to other flowers) Model how to use transferring techniques to create radial balance and discuss the meaning Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections Sample Assessment Questions Symbiotic Radial Designs: Describe the symbiotic relationship you illustrated in your radial design What is the meaning of radial balance? Instructional Resources/Tools Subscription to BrainPop 28
Literacy Connections Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks Cross Curricular Connections Science: Symbiosis Math: Radial symmetry 29
Strand Big Idea O. Emphasis Alignments: CCSS: 6-8.RST.3 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.2.B NETS: N/A DOK: 4 Elements and Principles Select and Use Elements of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 2. Identify and use center of interest (focal point) One Point Perspective: Teacher demonstration of using vanishing point to create a focal interest in drawing of: cityscapes lettering forms etc. Students practice using a vanishing point to create drawing with guided instruction Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections Sample Assessment Questions How does the use of one-point perspective create a center of interest or emphasis in your artwork? 30
Instructional Resources/Tools Anchor chart for teacher demonstrations Literacy Connections Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks Cross Curricular Connections Math: Spatial relationships 31
Strand Big Idea P. Rhythm/repetition Alignments: CCSS: 6-8.RH.5 Performance: 2.5 Knowledge: (FA) 2 VAGLE: EP.2.D NETS: 6a DOK: 4 Elements and Principles Select and Use Principles of Art for Their Effect in Communicating Ideas through Artwork Concept Learning Targets Instructional Strategies 3. Identify and use regular rhythm Op Art Elements: Read aloud an article about Op Art and discuss its key characteristics Show examples of Op Art and the use of rhythmic lines/shapes to create an illusion of movement Students will create an Op Art style to use to create a background for their Op Art Elements project Assessments/Evaluations Checklist and self-evaluation Teacher observation Critiques Written reflections How is line/shape used in Op Art? What illusion does this create? Sample Assessment Questions Instructional Resources/Tools Article about Op Art and its key characteristics (can be found by searching Google) Op Art examples 32
Literacy Connections Describe how a text presents information (e.g., sequentially, comparatively, causally) Cross Curricular Connections Math: Repetitive patterns Geometry 33
Strand Big Idea Q. Aesthetics Artistic Perceptions Investigate the Nature of Art and Discuss Responses to Artworks Concept Learning Targets 1. Discuss and develop answers to questions about art: What is art? Should art look real? Should art be beautiful? Compare and contrast responses of class members to realistic, abstract, and non-objective artworks Alignments: CCSS: 6-8.WHST.4 Performance: 2.3 Knowledge: (FA) 3 VAGLE: AP.1.A NETS: N/A DOK: 3 Instructional Strategies Art Categorization Activity: In small groups, students will sort examples of artwork into categories and decide which category they feel is art Individually, students will respond to the following questions: What is art? Should art look real? Should art be beautiful? Compare student responses in small groups Assessments/Evaluations Student responses 34
Sample Assessment Questions What is art? Should art look real? Should art be beautiful? Why did you categorize the art samples the way you did? Instructional Resources/Tools Various art samples from different styles/movements Literacy Connections Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Cross Curricular Connections Social Studies: Taking and defending a point of view 35
Strand Big Idea Art Artistic Perceptions Analyze and Evaluate Art Using Art Vocabulary Concept Learning Targets R. Art criticism 1. Describe the artwork and subject matter Describe elements (line, form, shape, color, value, texture, space) and principles (balance, emphasis, contrast, rhythm) as they are used in artworks Interpret the subject and theme, supporting them with the artist s use of elements and principles Select an aesthetic theory and explain why it best fits the artwork: Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism) Alignments: CCSS: 6-8.WHST.4 Performance: 2.4 Knowledge: (FA) 3 VAGLE: AP.2.A NETS: N/A DOK: 4 Instructional Strategies Art Categorization Activity: After categorizing artwork, students will pick one to critique The teacher will model how to complete an art critique through a shared writing using a sample of artwork Students will complete the critique individually or with their small groups 36
Assessments/Evaluations Student completed art critique Sample Assessment Questions Description: Describe what you see in the artwork, such as the subject matter or theme Analysis: Gather information about how the artist used the elements of art Interpretation: What message did the artist communicate in the artwork? Evaluation: What do you think of the artwork? Was the artist successful? Why or why not? Instructional Resources/Tools Document camera and projector or anchor chart for the shared writing Art samples Teacher created art critique form Literacy Connections Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Cross Curricular Connections ELA: Writing with support 37
Strand Big Idea Interdisciplinary Connections Explain Connections Between Visual Art and Performing Arts Concept Learning Targets S. Connecting visual and performing arts Alignments: CCSS: 6-8.RH.2 Performance: 2.3 Knowledge: (FA) 4 VAGLE: IC.1.A NETS: 3c,d DOK: 4 Instructional Strategies 1. Explain how art is used in designing sets in film, television, or live theater Art Career Research: Demonstrate how to use the website, http://lanadawson927.wix.com/artcareers, in order for students to research an art career After student research, students will create a presentation using software to communicate what they learned Assessments/Evaluations Student presentations Scoring guides: Teacher- Self- Peercreated Sample Assessment Questions Presentation should communicate how art is an essential skill in various career paths Instructional Resources/Tools http://lanadawson927.wix.com/artcareers Computer lab 38
Literacy Connections Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Cross Curricular Connections Technology applications and research ELA: Research presentations 39
Strand Big Idea Interdisciplinary Connections Explain the Connections between Visual Art and Communication Arts, Math, Science or Social Studies Concept Learning Targets T. Connecting art and non-art subjects Alignments: CCSS: 6-8.RH.2 Performance: 2.3 Knowledge: (FA) 4 VAGLE: IC.2.A NETS: N/A DOK: 4 Instructional Strategies 1. Explain the relationship between illustration and written text Anti-Bullying Poster: Read aloud stories, such as Mr. Peabody s Apples, to discuss the use of symbolism in literature Show Norman Rockwell s Moving In and discuss the symbolism in art Students will create a poster using symbolism to show the effects of bullying Assessments/Evaluations Anti-Bullying Poster: Checklist and self-evaluation Teacher observation Critiques Sample Assessment Questions How does your drawing symbolize the effects of bullying? Instructional Resources/Tools Read aloud stories with strong symbolism, such as Mr. Peabody s Apples Painting with strong symbolism, such as Moving In by Norman Rockwell 40
Literacy Connections Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Cross Curricular Connections ELA: Reading Symbolism Health: Bullying 41
Strand Big Idea Historical and Cultural Contexts Compare and Contrast Artworks from Different Historical Time Periods and/or Cultures Concept Learning Targets U. Historical period or culture 1. Identify works of art from: Europe (Real, Abstract, Non-Objective) United States (Real, Abstract, Non-Objective) Research how an art movement began, the key characteristics of the art style, and the important artists of the movement Alignments: CCSS: 6-8.RH.2; 6-8.WHST.4 Performance: 2.7 Knowledge: (FA) 5 VAGLE: HCC.1.A NETS: 3b DOK: 4 Instructional Strategies Art Movement Research: Using the art samples from the Art Categorization activity, students will use the art style they critiqued to conduct research answering the following questions: Why did the movement begin? What are the key characteristics of the style? Who were the important artists of the movement? Complete a shared: reading to show how to determine the important facts writing to show how to use the school s media center research notes and how to cite resources correctly 42
Assessments/Evaluations Teacher observations Media Center: notes citations Research Findings graphic organizer Sample Assessment Questions Why did the movement begin? What are the key characteristics of the style? Who were the important artists of the movement? Instructional Resources/Tools Document camera and projector for shared readings and writings Media Center Computers with Internet Literacy Connections Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Cross Curricular Connections Research processes: Social Studies ELA 43
Strand Big Idea Historical and Cultural Contexts Compare and Contrast Artworks from Different Historical Time Periods and/or Cultures Concept Learning Targets V. Characteristics of artworks Alignments: CCSS: 6-8.WHST.4 Performance: 2.4 Knowledge: (FA) 5 VAGLE: HCC.1.B NETS: N/A DOK: 3 Instructional Strategies 2. Compare and contrast two artworks on: Time Place Subject matter Theme Characteristics Cultural context Art Categorization Activity: In small groups, students will sort examples of artwork into categories and decide which category they feel is art Individually, they will respond to the following questions: What is art? Should art look real? Should art be beautiful? Compare student responses in small groups Assessments/Evaluations Student responses 44
Sample Assessment Questions What is art? Should art look real? Should art be beautiful? Why did you categorize the art samples the way you did? Instructional Resources/Tools Various art samples from different styles/movements Literacy Connections Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Cross Curricular Connections Social Studies: Taking and defending a point of view 45