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left: Maira Kalman, Self-Portrait (with Pete), 2004-5 right: Pascale Marthine Tayou, Plastic Bags, 2001 bottom: Xavier Cortada, Our Community Mural, 2000

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Table of Contents

What is Art?
5/6th
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Curriculum Overview Philosophy...........................................................................4 Curriculum Rationale...........................................................4 Enduring Understandings....................................................4 Essential Questions.............................................................4 Full Year Curriculum Web....................................................5

Unit 1: Art is Personal Unit Overview......................................................................7 Unit Map..............................................................................9 Lesson 1: Brand Me!...........................................................10 Lesson 2: All About Me.......................................................11 Lesson 3: Altered Journals..................................................12 Rubric..................................................................................13

Unit 2: Art is...Community Unit Overview......................................................................15 Unit Map..............................................................................17 Lesson 1: Quilting Together.................................................18 Lesson 2: Beautify My School.............................................19 Lesson 3: Community Mural................................................20 Rubric..................................................................................21

Unit 3: Art is...Informative Unit Overview......................................................................23 Unit Map..............................................................................25 Lesson 1: Talking Trash........................................................26 Lesson 2: Post This.............................................................27 Lesson 3: Zines...................................................................28 Rubric..................................................................................29 Curriculum Review Scope and Sequence Chart................................................30 Art Program Assessment.....................................................31

Appendix Glossary...............................................................................33 Massachusetts Arts Curriculum Frameworks......................34 National Visual Arts Standards............................................35 Bibliography.........................................................................36

What is Art?

Enduring Understandings:

5/6th Grade Year Long Curriculum Art Education Philosophy:

Art Education is an important part of human development and the human condition. Students use art to process and make sense of their experiences and observations of the world around them. Art provides students with problems and solutions that they do not find in other academic classes and increases a students ability to think critically and creatively problem solve. The inclusion of the arts into the school curriculum has positive effects on student performance in other areas of their academics and provides an outlet for students as they process and understand the world around them.

yy Artists use art for self-reflection. yy Artists use art to celebrate community. yy Artists use art to raise awareness.

Essential Questions:

yy How do artists use their artwork for self-reflection? yy How is art used to celebrate communities? yy How is art used to raise awareness?

Curriculum Rationale:.

As students move toward the end of the elementary art experience and into the middle school they begin to discover the many ways in which art enriches their lives. Through this curriculum the students will explore different reasons why artists create their artwork and how that impacts the viewer. At the end of the year the students will have a greater understanding of how art is used for self-reflection, enriching community, and informing the viewer. Through this investigative process the students will discover of how they as individuals can use art to gain to better understanding of themselves, their community, and their world. yy yy yy

The Two Fridas, Frida Kahlo, 1939

Laura Baring-Gould, Vlapp Pear, 2007

Curriculum Goals:

To cultivate critical thinking and creative problem solving To encourage self-reflection and discovery. To promote understanding of the many roles of art and the artist.

MSLK, 2663 Urban Tumbleweeds, 2008

Jenny Holzer, Projections: Chicago, 2008

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5/6th Grade Year Long Curriculum Exploring Self

Art is...Personal

Unit One

Lesson One: Brand Me! Lesson Two: All About Me Lesson Three: Altered Journals

top: Erin Clark, Working Photo, 2012 bottom: Shauna Palmer, Untitled (altered book), 2005 right: Frida Kahlo, The Two Fridas, 1939

Art is...Personal

5/6th Grade Year Long Curriculum

Stage 1: Desired Results

Unit Rationale:
Entering middle school is the beginning of a new chapter in a students life. They make new friends, experience new things, and begin to grow-up. This unit is designed to engage students in self reflection and how they translate that into works of art. The three lessons in this unit have the student examine their interests, personalities, and life experience and think about how they can represent themselves visually

develop personal logos. yy Lesson 2: All About Me: Students will use their knowledge of narrative self-portraits to create self-portraits that draw on their heritage, personality, and life to tell their story. yy Lesson 3: Altered Journals: Students will gain knowledge of how artists use altered books to create journals. Students will use that knowledge to create their own journals to tell about themselves, their world, and their place in it. yy Overarching: Students will demonstrate knowledge of how artists use their artwork to tell about themselves. Students will use that knowledge to create artwork that reveals something about themselves and their lives.

Enduring Understanding:

yy Artists use their work to share about themselves. yy Artists are often inspired by their own life when creating works of art. yy Artists use their art for self-reflection.

Essential Questions:

yy How do artists use art to tell about themselves? yy How does an artists life inspire works of art? yy How do artists use self-reflection when creating art?

State Standards Addressed:

yy Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. yy Standard 2: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design. yy Standard 3: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. yy Standard 4: Drafting, Revising, and Exhibiting: Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. yy Standard 5: Critical Response: Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

Unit Objectives:

yy Lesson 1: Brand Me!: Students will understand what logos are and how they are used. Students will use that knowledge to
Marc Chagall, I and the Village, 1911

Stage 2: Assessment Evidence

Evidence:
yy Lesson 1: Brand Me!: Logos that use symbols to express something about the students personality, background, or other characteristics that he/she feels are most defining of who they are. Logos are hand drawn and painted using tempera paint. yy Lesson 2: All About Me: Narrative self-portraits that contain a likeness of the student as well as elements that tell something about his/her heritage, personality, and life. Portraits are drawn using chalk pastel. yy Lesson 3: Altered Journals: Altered books that the students use as journals in which they will use both imagery and text to tell about themselves, respond to prompts, and respond to their world. Altered journals are mixed media.

Stage 3: Learning Plan

Rubric: Sample Rubric Enclosed

Scope and Sequence of Lessons:

yy Lesson 1: Brand Me!: In this lesson, the students will develop logos that create personal narratives that they feel are defining of who they are. The students will then use their logos throughout the year as their signature on their work. yy Lesson 2: All About Me: In this lesson, the students will create narrative self-portraits. Students will include imagery and symbols that reflect on their heritage, personality, and life. The self- portraits will give students an opportunity to create work that is personal and meaningful. yy Lesson 3: Altered Journals: In this lesson, the students will create altered book journals. The altered book journals will be an opportunity for the students to journal about themselves and their world using both imagery and written word.

Monica Zuniga, Untitled (Altered Book), 2012

Create personal logo reflective of you.

Brainstorm personal logo ideas.

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Use imagery and text for journal entries.

Look at and discuss altered journals.

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Lesson 1: Brand Me!

In this lesson, students will develop personal logos. The students will draw from their own lives, experiences, and heritage to create symbols that they feel represent who they are. They will use planning time to brainstorm ideas then begin to develop visual representations of their traits. Students will create final pieces on white 8.5x11 inch card stock and will use tempera paint to add color. Students will then use their hand drawn piece to create a stamp of their logo to be used as their signature on future work. This lesson will take 3-4 classes to complete. Differentiation: Students with limited fine motor skills will be given the option to use stencils and/or pre-cut letters.

keys-to-great-logo-design.html Johnson, Ben (March 22, 2010). Mythology behind Nikes Logo [blog post]. Retrieved from http://www.logoinn.net/history-mythology- nike-logo/ So, Who is the Siren? (n.d.). Starbucks Website [blog post]. Retrieved from http://www.starbucks.com/blog/so-who-is-the-siren

Art Materials:

yy pencils yy sketch paper yy rulers yy tracing paper yy tempera paint yy 8.5x11 inch card stock yy other supplies as needed Stamp Making: yy E-Z Cut yy carving tools yy small wood scraps

Resources & Exemplars:

Milman, Kelsey (December 8, 2012). Quick Coffee (Blog 7 Make Up) [blog post]. Retrieved from http://agraphicworld2.wordpress. com/2012/12/08/quick-coffeeblog-7- make-up/ Burger King Website [image]. Retrieved from http://www.bk.com/en/us/index.html So, Who is the Siren? (n.d.). Starbucks Website [blog post]. Retrieved from http://www.starbucks.com/blog/so- who-is-the-siren Johnson, Ben (March 22, 2012). Mythology behind Nikes Logo [blog post]. Retrieved from http://www.logoinn. net/history-mythology-nike-logo/ Goan, Ryan (n.d.). Company Logo: 4 Keys to Great Logo Design [blog post]. Retrieved from http://www.flyteblog. com/flyte/2010/10/company-logos-4-

Lesson 2: All About Me

In this lesson, students will create self-portraits. The students will draw on their heritage, personalities, and life experiences to create narratives about themselves. Students will be given mini lessons on how to draw facial proportions as well as how to draw using chalk pastels. The students will then create self-portraits that incorporate a likeness as well as three other symbols or items that tell about themselves. Final portraits will be drawn on 11x17 inch white drawing paper. Students will write an artists statement discussing/explaining their work. This lesson will take 4-5 classes to complete. Differentiation: ELL students will be given the option to first write their artists statements in their native language then translate.
Marc Chagall, I and the Village, 1911

edu/perl/webwn?s=self-portrait PBS.org (2005). The Life and Times of Frida Kahlo: A Film by Amy Stechler [website]. Retrieved from http://www.pbs.org/weta/ fridakahlo/worksofart/index.html Frances, Megan (2010). On Beyond Words & Pictures: Maira Kalman- narrative of wit & whimsy [blogpost]. Retrieved from http://www. onbeyondwordsandpictures.com/2010/11/maira-kalman- narrative-of-wit-whimsy.html Museum of Modern Art Website (n.d.). The Collection: I and the Village, Marc Chagall. Retrieved from http://www.moma.org/ collection/object. php?object_id=78984

Art Materials:

Resources & Exemplars:

yy 11x17 inch drawing paper, 1/student yy chalk pastels, variety of colors

PBS.org (2005). The Life and Times of Frida Kahlo: A film by Amy Stechler [website]. Retrieved from http://www.pbs.org/wets/ fridakahlo/worksofart/index.html Frances, Megan (2010). On Beyond Words & Pictures: Maira Kalman- narrative of wit & whimsy [blog post]. Retrieved from http://www. onbeyondwordsandpictures.com/2012/11/maira-kalman- narrative-of-wit-whimsy.html I and the Village (1911). In Wikipedia [website]. Retrieved from http:// en.wikipedia.org/wiki/I_and_the_Village Author Unknown (n.d.). The Narrative Self-Portrait [website]. Retrieved from http://userpages.umbc.edu/~ivy/selfportrait/narrat.html Princeton University Website (n.d.) WordNet: A lexical database for English [website]. Retrieved from http://wordnetweb.princeton.

top: Maira Kalman, Self-Portrait (with Pete), 2004-5 bottom: Frida Kahlo, The Two Fridas, 1939

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Lesson 3: Altered Journals

In this lesson, students will create altered book journals. The students will be given a list of prompts that they can respond to in their journals. Students will not be limited to the prompts given and are encouraged to create their own. The students will use text, imagery, and a variety of art materials to create each entry. Students will be given 2-3 class periods to get their journals started. The journals will then be an ongoing project. Students will be given opportunities to work in their journals during down Shauna Palmer, Untitled, 2008 times in class and will be expected to work at home. Differentiation: ELL students will be given an option to use their native language when writing in their journals. Students with limited fine motor skills will be given the option to create their entries on other paper and then glue/paste their work into their journal.

Art Materials:

yy used book yy paint yy glue yy Mod Podge yy paint brushes yy sponge brushes yy markers, crayons, pastels (oil or chalk) yy construction paper yy exact-0 knives/scissors yy recycled materials

Resources & Exemplars:

Monica Zuniga, Untitled (Altered Book), 2012

Frank Turek, Canticle, 2008

Zuniga, Monica (2012). Hands and Hearts: Altered Books Gallery [blog post]. Retrieved from http://www,monicazuniga.net/2012/07/ altered-books-gallery.html Palmer, Shauna (2005). Altered Book Cam: February 2005 [blog post]. Retrieved from http://www.art-e-zine.co.uk/alteredbook.html. Turek, Frank (n.d.). AlteredBookArt.com [website] Retrieved from http://www.alteredbookart.com/ Turek, Frank (n.d.). Frank Tureks book assemblage artwork (`997- 2008) [website] Retrieved from http://www.boxedassemblage. com/webgallerytwo.html Wikipedia: The Free Encylclopedia (n.d.). Altered book [website] Retrieved from http://en.wikipedia.org/wiki/Altered_book Vollrath, Lisa (2004). Go Make Something: What Is An Altered Book? [blog post]. Retrieved from http://gomakesomething.com/ ht/thebasics/altered-book/ 11

Rubric: Art is...Personal Lesson Brand Me! Grade: Comments: 4: Amazing

Student went above and beyond the requirements for this assignment. Student created a logo that revealed something about him/herself. He/She brainstormed and created a sketch of logo ideas. Student used tempera paint to add color. Student created stamp of their logo. Student showed superior knowledge/use of materials. Student went above and beyond the requirements for this assignment. Student created a self-portrait that included a likeness and more than 3 additional images/symbols. Student shows superior knowledge of materials. Student completed a well written and thought out artists statement. Student went above and beyond the requirements for this assignment. Student used prompts, and came up with their own, to create journal entries. Student used a variety of techniques. The student used both text and imagery in their entries. He/She showed superior knowledge of techniques and use of materials.

3: Great
Student met all the requirements for this assignment. Student created a logo that revealed something about themselves. He/She brainstormed and created a sketch of the logo. Student used tempera paint to add color. Student created a stamp of their logo. Student used proper techniques and use of materials. Student created a selfportrait that included a likeness as well as 3 images/symbols that represented something about themselves. Student used proper techniques and use of materials. Student completed artists statement.

2: Getting There
Student did not meet all the requirements for this assignment. Student did not create a logo about themselves. He/She did minimal brainstorming and sketching. Student did not create a stamp of their logo. Student did not use proper techniques and use of materials.

1: Keep Working
Student did not meet the requirements for the assignment. Student did not create a logo. He/She did not brainstorm or create a sketch. Student did not use tempera paint. Student did not create a stamp of their logo. Student did not use proper techniques and use of materials.

All About Me Grade: Comments:

Student did not meet all the requirements for this assignment. Student created a self-portrait that included a likeness and less than 3 additional images/symbols. Student did not use proper techniques and use of materials. Artists statement was not well written and contained grammatical/ spelling mistakes. Student did not meet all the requirements for the assignment. Student did not use prompts to create journal entries. Student used a minimal amount of materials and techniques. The student used only text or imagery in their entries. He/She did not use proper techniques and use of materials.

Student did not meet the requirements for the assignment. Student did not create a likeness and did not include at least 3 additional imagery/symbols. Student did not use proper techniques and use of materials. Student did not write an artists statement to accompany their work.

Altered Journals Grade: Comments:

Student met all the requirements for the assignment. Student used prompts to create journal entries. Student used a variety of materials. The student used both text and imagery in their entries. He/ She used proper techniques and use of materials.

Student did not meet the requirements for the assignment. Student did not use prompts to create journal entries. Student did no use a variety of materials and techniques to create their book. The student did not use both text and imagery in their entries. He/She did not use proper techniques and use of materials.

Art is...Personl Unit Grade:

Comments:
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5/6th Grade Year Long Curriculum Exploring Art and Community

Art is...Community

Unit Two

Lesson One: Community Quilt Lesson Two: Beautify My School Lesson Three: Community Mural

top: Xavier Cortada, Our Community Mural, 2000 bottom: Various Artists, Quilts of Connection: 4th grade Community Quilt, 2009 right: Robert Indiana, Love, 1970

13

Art is...Community
Unit Rationale:

State Standards Addressed:

5/6th Grade Year Long Curriculum

Stage 1: Desired Results

In middle school students begin to become more active participants in their school community through the joining of clubs, sports teams, and other activities. As they begin to take part in these activities they become more aware of the larger community around them. This unit is designed to engage students in reflection about their community and their place in it. The three lessons in this unit have the student examine their community and how they can best represent that community visually.

Enduring Understanding:

Essential Questions:

yy Artists collaborate with other artists to create works of art. yy Artists create works of art to beautify public spaces. yy Artists are inspired by their community to create works of art. yy How do artists collaborate with other artists to create works of art? yy How is art used to beautify a public space? yy How do artists use their community as inspiration when creating works of art?

Unit Objectives:

yy Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. yy Standard 2: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design. yy Standard 3: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. yy Standard 6: Purposes of the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. yy Standard 7: Roles of Artists in Communities: Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.

yy Lesson 1:Quilting Together: Students will gain a deeper understanding of their community and their place in it. They will work both individually and collaboratively to create a quilt that they feel best represents themselves and the community that they live in. yy Lesson 2: Beautify My School: Students will gain an understanding of the purpose of public sculpture and why artists create public art. The students will create sketches and a maquette of a public sculpture for a predetermined space in the school. yy Lesson 3: Community Mural: Students will gain an understanding of murals and why artists create them. The students will then work together to plan and paint a mural. yy Overarching: Students will explore how community is used as inspiration when creating works of art. The students will create collaborative works of art that are inspired by and for their school community.

Stage 2: Assessment Evidence

Juana Alicia, Miranda Bergman, Edythe Boone, Susan Kelk Cervantes, Meera Desai, Yvonne Littleton and Irene Perez, and many helpers, Womens Building San Francisco, 1994

yy

Evidence:

Lesson 1:Quilting Together: Individual quilt squares that draw inspiration from the 14

Various Artists, Stitch by Stitch, Binding Together 200 Years of Louisiana History, 2012

community. Squares will be created on fabric squares and put together using sewing and gluing techniques. yy Lesson 2: Beautify My School: Preliminary sketches and clay maquettes of the public sculpture. Prototypes will be created using a 2x2x4 inch piece of clay. yy Lesson 3: Community Mural: Group brainstorming and sketches of mural ideas. Mural will be planned and painted in a predetermined space in the school, or, on mural paper that can be later hung in public space in school.

Stage 3: Learning Plan

Rubric: Sample Rubric Enclosed

Scope and Sequence of Lessons:

yy Lesson 1:Quilting Together: In this lesson, the students will create one square to be included in a community quilt. Students will draw inspiration from their community when creating their square. Squares will be assembled to create a class quilt. yy Lesson 2: Beautify My School: In this lesson, the students will design a public sculpture for a predetermined location at the school. The students will create preliminary sketches of their sculptures then will create prototypes using a 2x2x4 inch piece of clay. yy Lesson 3: Community Mural: In this lesson, the students will work in groups to brainstorm ideas and create a sketch of their group mural idea. The groups will present their ideas and sketches to the class. The class will discuss the mural options and together decide on the final mural design. The mural will then be planned and painted together in the predetermined space.

Jeff Koons, Puppy, 1992

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Squares are sewn together to create one quilt.

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Maquette of sculpture.

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Brainstorm in small groups.

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Lesson 1: Community Quilt

In this lesson, students will collaborate to create a community quilt. Each student will be responsible for an individual square. The students will explore what they feel is important, special, and representative of their community and will use that as inspiration when designing their individual square. They will create preliminary sketches and then will use gluing and sewing techniques to complete their squares. The individual squares will then be sewn together to create one community quilt. This lesson will take 4-5 class periods to complete. Individual squares will be collected and sewn together by the art teacher or volunteer teacher or parent. Differentiation: Students with limited fine motor skills will be given the option to paint or draw on their square using fabric paint/markers.

The Quilt Index (n.d.). Arenzville community history quilt [website]. Retrieved from http://www.quiltindex.org/fulldisplay. php?kid=16-33-107 Richmond, Marianne (2009). Quilts of Connection: 4th Graders Community Quilt [blogpost]. Retrieved from http:// connectwithmarianne.typepad.com/marianne_richmond_blog/ something_to_know_about/ Miller, Robin (2012). The Advocate: Parishes patchwork of experiences forms bicentennial quilt (online article). Retrieved from http://theadvocate.com/entertainment/art/2547170-123/ parishes-patchwork-of-experiences-forms

Art Materials:

Resources & Exemplars:

yy fabric squares (6x6inches) yy needles yy thread yy fabric paint yy tacky glue yy scissors

Minnesota Discovery Center (2012). Findings and Sighting: A blog from inside the Minnesota Discovery Center: Coming up for air... [blog post]. Retrieved from http://minndiscoverycenter.blogspot. com/2012/05/coming-up-for-air.html

left: Various Artists, Arenzville community history quilt, 1977 right: 5th Graders, Roosevelt Elementary School, Community Quilt, 2012

Various Artists, Quilts of Connection: 4th grade Community Quilt, 2009

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Lesson 2: Beautify My School

In this lesson, students will develop prototypes for a public sculpture. The students will engage in a discussion about what public art is and why public art is created. The students will then design a sculpture for a predetermined location in the school. The students will begin with preliminary sketches and then will create their maquette using clay. This lesson will take 3-4 classes to complete. Differentiation: Students with limited fine motor skills will be paired with a partner who will help them to score and attach any elements to their marquette.

Art Materials:

Resources & Exemplars:

yy clay, 2x2x4 inch block per student yy scoring needles yy slip yy other clay tools as needed

Boston.com: New Scultures in Everett Square [online article]. Retrieved from http://www.boston.com/yourtown/boston/ dorchester/gallery/102210_everett_square/ Wikipedia: Th Free Encyclopedia (n.d.). Cloud Gate [website].

Retrieved from http://en.wikipedia.org/wiki/Cloud_Gate. Topix (n.d.). Chicago reflected in the Bean [webiste]. Retrieved from http://www.topix.com/album/detail/chicago/NKFKE10FO7DTSACL Seigel, Randy (2010). Beneath the Ivy: Public Art in New York [blogpost]. Retrieved from http://beneaththeivy.wordpress. com/2010/07/16/public-art-in-new-york/ Association for Public Art (n.d.) What is public art? [website]. Retrieved from http://associationforpublicart.org/public-art- gateway/what-is-public-art/ Keith, Kelsey (2009). Flavorwire: Clearing the Air About Public Art (website). Retrieved from http://flavorwire.com/54578/ clearing-the-air-about-public-art Artinpublicplaces Blog (2012). The rising tide of Charm- bracelet art? Jeff Koonss Puppy versus Serras Tilted Arc (blugpost). Retrieved from http://artinpublicplaces. wordpress.com/2012/11/27 the-rising-tide-of-charm bracelet-art-jeff-koonss puppy-versus-serras-tilted-arc/
Laura Baring-Gould, Vlapp Pear, 2007

Anish Kapoor Cloud Gate, 2004

Robert Indiana, Love, 1970

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Lesson 3: Community Mural

In this lesson, students will create a mural that will be painted in a public space in their school. Students will work in small groups to brainstorm and develop ideas for the mural, drawing inspiration from their school and community. Each group will create a sketch of their mural idea and will present their ideas to the class. The students will then vote to determine which sketch/idea to use as their final mural project. If students are not able to paint on a wall in the school the mural will be painted on mural paper that will then be hung in the predetermined location. Students will work together to plan and paint the mural. This lesson will take 7-8 classes. Differentiation: Students will limited mobility will be paired with a partner and will be assigned areas of the mural that are within their reach.

Art Materials:

Resources & Exemplars:

yy pencils yy sketch paper yy markers or other color materials yy paint yy paint brushes (variety of sizes) yy mural paper yy ladders yy smocks
Caleb Neelon, Tobin School Mural, 2010

Boston Murals (n.d.) Maurice J. Tobin School, Roxbury, MA mural [website]. Retrieved from http://evolvingcritic.tumblr. com/#11251537019 Xavier Cortada (2000). Our Communities Mural [website]. Retrieved from http://www.cortada.com/projects/2000/hsc.htm Rosen-Long, Max (2008). Community Murals in Portland: Very Large mazingness [website]. Retrieved from http://blogs.haverford.edu/ portland/ Lopez, Angelo (2009). Everyday Citizen: Public Murals at the Mission District, San Francisco [website]. Retrieved from http://www. everydaycitizen.com/2009/05/public_murals_ at_the_mission_d.html Demolli Art (n.d.). Murals: Mural Art [website]. Retrieved from http://murals.demolliart.com/

Xavier Cortada, Our Community Mural, 2000

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Rubric: Art is...Community Lesson Community Quilting Grade: Comments: 4: Amazing

Student went above and beyond the requirements for this assignment. Student created a quilt square that was inspired by his/ her community. He/She brainstormed and created a sketch of the square. Student used all techniques and showed superior knowledge/use of materials.

3: Great
Student met all the requirements for this assignment. Student created a quilt square that was inspired by his/ her community. He/She brainstormed and created a sketch of the square. Student used gluing, painting and/or sewing techniques. Student used proper techniques and use of materials. Student met all the requirements for the assignment. Student created a 4x6inch clay maquette of his/her sculpture. He/ She created a sketch of the sculpture. Student took the location of the sculpture into consideration. Student used proper techniques and use of materials.

2: Getting There
Student did not meet all the requirements for this assignment. Student did not create a quilt square that was inspired by his/ her community. He/She did not brainstorm and create a sketch. Student did not use gluing, painting and/or sewing techniques. Student did not use proper techniques and use of materials. Student did not meet all the requirements for this assignment. Student created a 4x6inch clay maquette of his/her sculpture. He/She did not create a sketch of the sculpture. Student did not take the location of the sculpture into consideration. Student did not use proper techniques and use of materials. Student did not meet all the requirements for the assignment. Student worked well in his/her group to brainstorm and sketch mural ideas. Student did not participated in class discussion/decision making about final mural plan. Student did not use proper techniques and use of materials.

1: Keep Working
Student did not meet the requirements for the assignment. Student did not create a quilt square or it was not inspired by his/ her community. He/She did not brainstorm or create a sketch. Student did not use gluing, painting and/or sewing techniques. Student did not use proper techniques and use of materials. Student did not meet the requirements for the assignment. Student did not create a 4x6inch clay maquette of his/her sculpture. He/She did not create a sketch of the sculpture. Student did not take the location of the sculpture into consideration. Student did not use proper techniques and use of materials. Student did not meet the requirements for the assignment. Student did not work well in his/her group to brainstorm and sketch mural ideas. Student did not participated in class discussion/decision making about final mural plan. Student did not use proper techniques and use of materials.

Beautify My School Grade: Comments:

Student went above and beyond the requirements for this assignment. Student created a 4x6inch clay maquette of his/her sculpture. He/She created multiple sketches of the sculpture. Student took the location of the sculpture into consideration. Student showed superior knowledge/ use of materials. Student went above and beyond the requirements for this assignment. Student worked well in his/ her group to brainstorm and sketch mural ideas. Student participated in class discussion/decision making about final mural plan. Student took on leadership roles throughout process. Student showed superior knowledge/use of materials.

Community Mural Grade: Comments:

Student met all the requirements for the assignment. Student worked well in his/her group to brainstorm and sketch mural ideas. Student participated in class discussion/decision making about final mural plan. Student used proper techniques and use of materials.

Art is...Community Unit Grade:

Comments:
20

5/6th Grade Unit Plan Exploring How Art Informs

Art is...Informative

Unit Three

Lesson One: Talking Trash Lesson Two: Post This Lesson Three: Zines

top: Barbara Kruger, Untitled (How dare you not be me?) bottom: Various Artists, US and UK Zine Collection right: Pascale Marthine Tayou, Plastic Bags, 2001

21

Art is...Informative

State Standards Addressed:

5/6th Grade Year Long Curriculum

Stage 1: Desired Results

Unit Rationale:
As kids approach their teen years they begin to develop their own opinions on music, television and larger issues. As students grow and mature they feel as though they do not have a place or a platform where they can voice their opinions on the issues that they feel are important. This unit is designed to give students the opportunity to explore topics that they are interested in and issues they feel are important and present the students with different avenues for expressing their opinions through the fine arts.

Enduring Understanding:

Essential Questions:

yy Artists create art to inform viewers. yy Artists create works of art to express an opinion. yy Artists use public spaces to create works of art. yy How is art used to inform its viewers? yy How do artists use art to express an opinion? yy Why do artists use public spaces to create artwork?

yy Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. yy Standard 6: Purposes of the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. yy Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change: Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. yy Standard 9: Inventions, Technologies and th Arts: Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work.

MSLK, Watershed Eco-Art Installation, 2009

Guerrilla Girls, Whats the difference between a prisoner of war and a homeless person?, 1991

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yy Standard 10: Interdisciplinary Connections: Students will apply their knowledge of he arts to the study of English language arts, foreign languages, health, history, and social science, mathematics, and science and technology/engineering.

Unit Objectives:

yy Lesson 1: Talking Trash: Students will gain a deeper understanding of how trash can be used and re-purposed to create works of art and how those works of art can help to inform the viewer about consumption and waste in our society/community. yy Lesson 2: Post This: Students will gain a deeper understanding of about how the juxtaposing of imagery and text can be used to send a message and how posters can be used to inform the public about an issue in the community. Students will work individually to develop a poster that raises awareness of an issue of their choosing. yy Lesson 3: Zine: Students will learn about how Zines are created and used to share information and express opinions on a particular topic. Students will combine both text and images to teach others about something they are passionate about. yy Overarching: Students will explore how the visual arts can be used to inform, advocate, and express opinions.

newspaper and other media to create their posters. Students will use their posters to advocate/inform the viewer about an issue that they feel passionate about. yy Lesson 3: Zine: In this lesson, students will create Zines on 2, 8.5x11 inch pieces of paper. The students will use both sides of the paper resulting in a minimum of 4 pages.

Stage 2: Assessment Evidence

Evidence:
yy Lesson 1: Talking Trash: Collaborative sculpture that uses recycled materials collected from the school cafeteria. yy Lesson 2: Post This: Posters that use collage, layering and the juxtaposition of imagery and text. yy Lesson 3: Zine: Zines that inform the viewers about a topic of the students choosing. Zines will contain both text and imagery and will be on 2 (front and back) 8.5x11 pieces of paper.

Rubric: Sample Rubric Enclosed

Stage 3: Learning Plan

Scope and Sequence of Lessons:

yy Lesson 1: Talking Trash: In this lesson, students will collaborate to create an installation piece. The students will collect recyclable materials from the school cafeteria. The installation piece will be meant to inform the viewer about consumption and the waste that is produced as a result. yy Lesson 2: Post This: In this lesson, students will create 18x24 inch posters that utilize collage and the juxtaposition of imagery and text. The posters will be completed using an 18x24 inch piece of poster board. The students will use magazines,

Joshua Amberson and Rachel Lee-Carmen, The Prince Zine

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Group Installation

Collect recycled materials.

Le

al

k i n g Tr a

sh

Art is... Informative

1 so n

it 3 n U

Barbara Kruger and the Guerrilla Girls

on ss

2
Issues facing students and community.

Po

Discuss waste and consumerism

What are Zines?

s t T his
Posters that inform.

s es

on 3

Zin es
Choose issue/ interest

Create Zine

Lesson 1: Talking Trash

In this lesson, students will discuss/examine the issue of waste and the environment. They will look at examples of artists who have re-purposed trash/waste to create works of art that inform the viewers about these issues. The students will then collect recyclable materials from the school cafeteria for a week. Using the materials that were collected, the students will collaborate to create and build an installation piece. The piece will be displayed the week of Earth Day to help raise awareness in the school community. This lesson will take 5-6 classes to complete. Differentiation: Students with limited mobility will be paired with other students during the building.

eng/arsenale/img-24.htm MLSK: Reactions (n.d.) Join Us: Watershed Art Picnic, June 13 (blogpost). Retrieved from http://mslk.com/reactions/join-us- watershed-art-picnic-june-13/ MLSK: Reactions (n.d.) Watershed, a New MSLK Eco-Installation (blogpost). Retrieved from http://mslk.com/reactions/watershed- a-new-mslk-eco-installation/ MLSK: Reactions (n.d.) 2663 Urban Tumbleweeds at Burning Man (blogpost). Retrieved from http://mslk.com/reactions/2663-urban- tumbleweeds-atburning-man/

Art Materials:

Resources & Exemplars:

yy recycled Materials yy glue yy string yy other materials as needed

Green Packs: We Care About the Environment (2009). Eco-Art Installations Help Visitors Visualize U.S. Consumption (web article). Retrieve from http://www.greenpacks. org/2009/10/06/eco-art-installations-help-visitors- visualize-u-s-consumption/ Universes in Universe: Worlds of Art (n.d.). 51st Venice Biennal: Pascale Marthine Tayou (website). Retrieved from http://universes-in-universe.de/car/venezia/bien51/

MSLK, Watershed Eco-Art Installation, 2009

MSLK, Watershed Eco-Art Installation, 2009

Pascale Marthine Tayou, Plastic Bags, 2001

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Lesson 2: Post This

In this lesson, students will discuss/examine artists who juxtapose imagery and text to make a statement, or raise awareness about an issue. The students will then discuss/brainstorm issues that they, and other students, face in school, at home, or in the larger community. The students will choose an issue that they feel a personal connection to and will develop a poster that uses text and imagery, taking inspiration from the artists that they learned about to create their posters. Students will have the choice to hand draw or use existing imagery. Finished posters will be 18x24 inches. This lesson will take 4 classes to complete. Students will write a brief statement about their chosen issue, why they chose it, and about their posters. The posters will then be displayed around the school. Differentiation: ELL students will be given the option to use their native language when creating/adding text to their posters.

Resources & Exemplars:

yy paint yy oil pastels yy other media and materials as needed

Art Materials:

yy 18x24 inch paper yy magazines and/or news papers yy parchment/tracing paper yy pencils

Holzer, Jenny (n.d.). Projections: New York (artist website). Retrieved from http:// www.jennyholzer. com/list.php Kruger, Barbara (2003). The Art of Barbara Kruger (artists website). Retrieved Barbara Kruger, Untitled (your body is a battleground), 1989 from http://www. barbarakruger.com/ art.shtml UIC Spiral Art Education (n.d.) I Can Change the World (website). Retrieved from http://www.uic.edu/classes/ad/ad382/sites/ Projects/P008/P008_first.html Guerrilla Girls (n.d.). Reinventing the f word: feminism!: Some of Our Greatest Hits (website). Retrieved from http://www.guerrillagirls. com/posters/index.shtml

Jenny Holzer, Projections: New York, 2008

Barbara Kruger, Untitled (How dare you not be me?)

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Lesson 3: Zines
In this lesson, students will explore a variety of interests and issues that are important to them; that they want to share with the school community. Students will use knowledge about Zines that they gained through classroom discussion and research and will create their own Zine. Students will be required to create Zines that are 2 8.5x11 inch pages (front and back) and they must include text and at least 3 images. Students will make decisions on how they wish to format, layout, and design their pages. This lesson will take 5 classes to complete. Differentiation: ELL students will be given the option to write in their native language. yy 8.5x11 inches white all purpose yy pencils yy pens yy markers yy magazines yy other materials as needed

commons.gc.cuny.edu/what-is-a-zine/ Wikipedia Commons (n.d.) File: UK and US zines.jpg (image). Retrieved from http://commons.wikimedia.org/wiki/File:UK_and_ US_zines.jpg Strong, Kalmia (2012). The University of Iowa: Special Collections & University Archives: Zine Month in Special Collections (blogpost). Retrieved from http://commons.wikimedia.org/wiki/ File:UK_and_US_zines.jpg Skylight Books (n.d.). Zines (website). Retrieved from http://www. skylightbooks.com/zines

Art Materials:

paper

Resources & Exemplars:

Pete Jordan, Dishwasher, 1980s

Wikipedia: The Free Encyclopedia (n.d.). Zine (website). Retrieved from http:// en.wikipedia.org/wiki/Zine Zine World (2010). Zines 101: A Quick Guide to Zines (article). Retrieved from http:// www.undergroundpress.org/ pdf/Zines101.pdf CUNY Academic Commons (n.d.). Zines at the Brooklyn College Library: What is a Zine? (blogpost). Retrieved from https://brooklyncollegezines.

Deborah M. Walsh, Moonbeam 3, 1978

27

Rubric: Art is...Informative Lesson Talking Trash Grade: Comments: 4: Amazing

Student went above and beyond the requirements for the assignment. He/She worked with classmates, and individually, to collect materials. Student worked well in groups to create ideas for installation and took on leadership roles. He/She collaborated with others to build/install piece. Student showed superior knowledge/use of materials. Student went above and beyond the requirements for the assignment. Student created a poster that was 18x24 inches. He/She used layering, collage and other materials and techniques. Student used text and imagery. Student used proper techniques and use of materials. Student showed superior knowledge/ use of materials. Student went above and beyond the requirements for the assignment. Student created a Zine that informs the viewer about a topic. The Zine was more than 4 pages (8.5x11inches front and back). Student included text and more than3 images. Student showed superior knowledge/use of materials.

3: Great
Student met all requirements for the assignment. He/She worked with classmates to collect materials. Student worked well in groups to create ideas for installation. He/She collaborated with others to build/install piece. Student used proper techniques and use of materials.

2: Getting There
Student did not meet all requirements for the assignment. He/She collected minimal materials. Student did not work well in groups to create ideas for installation. He/She collaborated with others to build/install piece. Student did not use proper techniques and use of materials.

1: Keep Working
Student did not meet the requirements for the assignment. He/She did not work with classmates to collect materials. Student did not work well in groups to create ideas for installation. He/She did not collaborate with others to build/install piece. Student did not use proper techniques and use of materials. Student did not meet the requirements for the assignment. Student did not create a poster that was 18x24 inches. He/ She did not use layering, collage or other materials and techniques. Student did not use text and imagery. Student did not use proper techniques and use of materials. Student did not meet the requirements for the assignment. Student did not create a Zine that informs the viewer about a topic. The Zine was not 4 pages, 2 8.5x11inch pages front and back. Student did not include text. Student did not include 3 images. Student did not use proper techniques and use of materials.

Post This Grade: Comments:

Student met all requirements for the assignment. Student created a poster that was 18x24 inches. He/She used layering, collage and other materials and techniques. Student used text and imagery. Student used proper techniques and use of materials.

Student did not meet all requirements for the assignment. Student created a poster that was 18x24 inches. He/She used some layering, collage or other materials and techniques. Student used text or imagery. Student did not use proper techniques and use of materials.

Zines Grade: Comments:

Student met all requirements for the assignment. Student created a Zine that informs the viewer about a topic. The Zine was at least 4 pages, 2 8.5x11inch pages front and back. Student included text and at least 3 images. Student used proper techniques and use of materials.

Student did not meet all requirements for the assignment. Student created a Zine that informs the viewer about a topic. The Zine was not at least4 pages, 2 8.5x11inch pages front and back. Student did not include text. Student included less than 3 images. Student did not use proper techniques and use of materials.

Art is...Informative Unit Grade:

Comments:
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Lesson 2: Beautify My School

Lesson 1: Talking Trash

Lesson 2: All About Me

Lesson 1: Brand Me!

Lesson 2: Post This

What is Art?
r 5/6th G de

Lesson 3: Community Mural

r-l Yea ong

Lesson 1: Quilting Together

rr Cu

iculum

Unit 1: Art is...Personal

Unit 2: Art is...Community

Unit 3: Art is...Informative

Lesson 3: Altered Journals

Scope and Sequence Chart

Standard 1: Methods, Materials, & Techniques Standard 2: Elements and Principles of Design Standard 3: Observation, Abstraction, Invention & Expression Massachusetts Frameworks Standard 4: Drafting, Revising, & Exhibiting Standard 5: Critical Response Standard 6: Purpose of the Arts Standard 7: Roles of Artists in Communities Standard 8: Concepts of Style, Stylistic Influence, & Stylistic Change Standard 9: Inventions, Technologies, and the Arts Standard 10: Interdisciplinary Connections

Lesson 3: Zines
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r-l Yea ong

rr Cu

iculum

What is Art?
r 5/6th G de

Art Program Assessment

Juana Alicia, Miranda Bergman, Edythe Boone, Susan Kelk Cervantes, Meera Desai, Yvonne Littleton and Irene Perez, and many helpers, Womens Building San Francisco, 1994

Purposes of the Assessment:

The year-long assessment plan is meant to assess the students understanding of the individual lesson concepts and skills. Students will also be assessed on their growth through out the year. Each of the lessons utilizes a variety of skills and planning techniques, building upon one another, and becoming increasingly more complex, as the student moves through the year.

project as well as additional notes on classroom behavior, etc...

Scoring or Grading Plan:

Content & Skills to be Assessed:.

Assessment Tools & Strategies:

Throughout this year, the students will learn about the many different reasons artist create art and the ways that the art is created. Students will be assessed on their knowledge and ability to create artwork that addresses each of the concepts that are introduced and discussed in each lesson. Students will work with a variety of media and skills, including, drawing with chalk pastel and pencils, sculpting with clay, painting, as well as mixed media and collage. A students knowledge, skill, and proper techniques and use of these materials, as well as their skill growth will be assessed.

Year-long rubric will be maintained through out the year. Grades and notes for each lesson and unit will be kept. Other related notes will also be kept on the rubric sheet. The grades and notes on the rubric as well as an analysis of the students growth in the art room (has their work improved, has the student gained a better grasp of concepts and skills, has their skill level improved throughout the year?) Numerical values will be used to find the students overall average for the year, while taking growth and improvement into consideration (4=A+, 3=A, 2=B, 1=C, etc...).

See Attached Rubric

Accommodations for Students on IEPs:

Each lesson has the ability to be adapted and differentiated for the many learners that will come through the art room. Students different needs will be addressed and any disabilities will be taken into consideration when assessing individual lessons, units, and the year as a whole.

To assess my students for the entire year I will use a portfolio of the final projects, or if space does not permit photos will be kept on file of the work, along with copies of the rubrics for each unit. I will also keep a year-long rubric that I will make notes regarding each

Reporting Out Plan:

An online system will be used for reporting grades. Grades are inputted by the teacher with a space for a selection of predetermined comments as well as personalized comments. Parents and students are then able to access students grades online.

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Grading Worksheet: What is Art? Unit Art is...Personal Grade: Comments: Lesson 1 Brand Me! Grade: Comments: Lesson 2 All About Me Grade: Comments: Lesson 3 Altered Journals Grade: Comments: Other Comments

Art is...Community Grade: Comments:

Quilting Together Grade: Comments:

Beautify My School Grade: Comments:

Community Mural Grade: Comments:

Art is...Informative Grade: Comments:

Talking Trash Grade: Comments:

Post This Grade: Comments:

Zines Grade: Comments:

What is Art? Grade:

Comments:
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Glossary of Art Terms

yy logo: A symbol or other small design adopted by an organization to identify its products, uniform, vehicles, etc: the Olympic logo. yy symbols: A thing that represents or stands for something else, esp. a material object representing something abstract. yy trait: A distinguishing quality or characteristic, typically one belonging to a person. yy characteristics: A feature or quality belonging typically to a person, place, or thing and serving to identify it. yy representational: Relating to or denoting art that aims to depict the physical appearance of things. yy carving: An object or design cut from a hard material as an artistic work. yy negative space: the space around and between the subject(s) of an image. yy positive space: space that is occupied by an element or a form. yy narrative: a story or account of events, experiences, or the like, whether true or fictitious. yy self portrait: a portrait of yourself created by yourself yy altered book: a form of mixed media artwork that changes a book from its original form into a different form, altering its appearance and/or meaning. yy mixed media: The use of a variety of media. yy prompt: Cause or bring about yy public art: works of art in any media that has been planned and executed with the specific intention of being sited or staged in the physical public domain, usually outside and accessible to all. yy score and slip: Score and slip refers to a method of joining two pieces of clay together. First, score the clay; this means that you make scratches in the surfaces that will be sticking together. Then you slip it; that is you wet the surface with some slip, using it like glue. Next, you press the two pieces together. It is very important to always score and slip clay that is leather hard. If you do not, the pieces will likely pop apart when they are fired. yy clay: A stiff, sticky fine-grained earth, typically yellow, red, or bluish-gray in color and often forming an impermeable layer in the soil yy sculpture: The art of making two- or three-dimensional representative or abstract forms, esp. by carving stone or wood or by casting metal or plaster. yy maquette: a small model or study in three dimensions for either a sculptural or an architectural project. yy mural: A painting or other work of art executed directly on a wall. yy quilting: The making of quilts as an activity. yy quilt: A warm bed covering made of padding enclosed between layers of fabric and kept in place by lines of stitching. yy carving: An object or design cut from a hard material as an artistic work yy collaborate: Work jointly on an activity, esp. to produce or create something. yy prototype: A first or preliminary model of something, esp. a machine, from which other forms are developed or copied. yy installation art: Installation art describes an artistic genre of site-specific, three-dimensional works designed to transform the perception of a space. yy informative: Providing useful or interesting information. yy waste: Use or expend carelessly, extravagantly, or to no purpose. yy consumerism: The preoccupation of society with the acquisition of consumer goods. yy juxtapose: Place or deal with close together for contrasting effect yy zine: an abbreviation of fanzine, or magazine) is most commonly a small circulation self-published work of original and/or appropriated texts and images usually reproduced via photocopier. yy layout: The way in which text or pictures are set out on a page. yy collage: A form of art in which various materials such as photographs and pieces of paper or fabric are arranged and stuck to a backing. yy likeness: The fact or quality of being alike; resemblance yy pastel: an art medium in the form of a stick, consisting of pure powdered pigment and a binder yy artists statement: a brief statement of an artists intention through their work

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National Visual Arts Standards

What Students Should Know and be able to do in the Arts:

The Visual Arts Standards

There are six Content Standards in the National Standards which relate to all four of the arts areas. Individual Achievement Standards have been set at grades K-4, 5-8, and 9-12 for each of the four art disciplines. yy Content Standard 1: Understanding and applying media, techniques, and processes. yy Content Standard functions.

The Content Standards are:

The National Standards for Arts Education are written for all students. The Standards affirm that a future worth having depends on being able to construct a vital relationship with the arts, and that doing so, as with any subject, is a matter of discipline and study. The Standards spell out what every student should know and be able to do in the arts. yy Should be able to communicate at a basic level in the four art disciplines dance, music, theatre, and the visual arts. yy Should be able to communicate proficiently in at least one art form. yyShould be able to develop and present basic analyses of works of art. yy Should have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods yy Should be able to relate various types of arts knowledge and skills within and across the arts disciplines.

The Standards say the students:

2: Using knowledge of structures and

yy Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas. yy Content Standard 4: Understanding the visual arts in relation to history and cultures. yy Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others yy Content Standard 6: Making connections between visual arts and other disciplines.

The National standards for Arts were developed by the Consortium of National Arts Education Associations under the guidance of the National Committee for Standards in the Arts. The Standards were prepared under a grant from the U.S. Department of Education, the National Endowment for the Arts, and the National Endowment for the Humanities.

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Massachusetts Arts Curriculum Frameworks Visual Arts

Visual arts education inspired students to perceive and shape the visual, spatial, and aesthetic characteristics of the world around them. Using a variety of ways to explore, learn, and communicate, students develop their capacity for imaginative and reflective thinking. The field includes the traditional fine arts of drawing, painting, photography, print making, and sculpture; the design fields including industrial, ceramic, textile, furniture, and graphic design; and architecture, landscape design and urban, regional, and rural planning. Visual arts is a continuously evolving field that also explores technologies such as film, holography, video, and other electronic forms of image-making.

The PreK-12 Learning Standards for the Visual Arts:

2. Elements and Principles of Design. Students will 3. Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of
demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

Connections Strand:

1. Methods, Materials, and Techniques. Students will

demonstrate knowledge of the elements and principles of design.

which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. 7. Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. 9. Inventions, Technologies and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. 10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.

6. Purposes of the Arts. Students will describe the purposes for

8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles,

observation, abstraction, invention, and expression in a variety of media, materials, and techniques. 4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. 5. Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

Masssachusetts Arts Curriculum Framework October 1999 34

Bibliography
Sleeter, C. (2005). Un-Standardizing Curriculum: Multicultural Teaching Sakatani, K. & Pistolesi, E. (2009). Personal spaces: students creating meaning through big ideas. Art Education, 62(1), 48-53. in the Standards-based Classroom. NY: Teachers College Press. Stewart, M. & Walker, S. (2005). Rethinking Curriculum in Art. Worcester, MA: Davis Publications, Inc. Wiggins, G. & McTighe, J. (2005). Understanding by Design 2nd ed. Alexandria, VA: ASCD. Dewhurst, M. (2010). An Inevitable Question: Exploring the Defining Features of Social Justice in Art Education. Art Education, 63(5), 6-13. Gude, O. (2004). Postmodern Principles: In Search of a 21st Century Art Education. Art Education, 57(1), 6-13. http://naea.digication. com/omg/Welcome/published

Weinstein, C.S., Tomlinson-Clarke, S. & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.

Gude, O. (2007). PPrinciples of Possibilitiy: Considerations for a 21st Century Art & Culture Curriculum. Art Education, 60(1), 6-15. http://naea.digication.com/omg/Welcome/published Gude, O. (2013). New School Art Styles: The Project of Art Education. Art Education, 66(1), 6-15. Mayer, M. (2008). Considerations for a Contemporary Art Curriculum. Art Education, 61(2), 77-79. Tayor, P., Carpenter, B., Ballengee-Morris, C., Sessions, B. (2006). Ch 2: What Are We Teaching and Why? Interdisciplinary Approaches to Teaching Art in High School (Pp. 19-30). Reston, VA: NAEA. Grant, C. & Sleeter, C. (2011). Doing multicultural education for achievement and equity(2nd Edition). New York: Routledge. Gude, O. (2011). Encountering others. In Young, B. (E). Art, Culture and Ethnicity(2nd ed., pp. 26-36). Reston, VA: NAEA. Heacox, D. (2008). What is differentiation? In Heacox, D. Differentiating Instruction in the Regular Classroom (pp. 5-17). Minneapolis: Free Spirit Publishing. Kerlavage, M.S. (1998). Understanding the learner. In Simpson, J. (E), Creating Meaning Through Art: The Teacher as Choice Maker (pp. 23 -72). Upper Saddle River, NJ: Prentice-Hall Inc. Lopez, V. (2009). The hyphen goes where? Art Education, 62(5),19-24. Morris, C. B. (2011). Powwow: Teaching indigenous arts through the heartbeat of the people. In Young, B. (E). Art, Culture and Ethnicity (2nd ed., pp. 65-71). Reston, VA: NAEA..

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