Unit Overview

Grade/Class: 2nd Grade Concept: Culture Concept Question: Why is culture important to people? As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of culture and Jackson Pollock influence artists and their artmaking. In this unit, students will explore conceptual ideas, technical skills,and the artmaking process. Students will be able to work independently to de elop their personal ! oice" that can be expressed in their con ersation, writing, and artmaking. Stage 1: Desired Results Aesthetics: Endurin Understandin Art can ha e di erse alues, meanings, and definitions. Essential Question #hat are the big issues about art$ !" #nstructional O$%ectives
%.%& The student will explain ways that the art of a culture reflects its people's attitudes and beliefs.

Art Criticism: Endurin Understandin Artworks are ob(ects for interpretation Essential Question )ow do we respond to works of art$ !" #nstructional O$%ectives
%.&* The student will interpret ideas and feelings expressed in personal and others' works of art.

Art &istory: Endurin Understandin Art is a reflection of time, place, and culture. Essential Question )ow does art relate to history and culture$ !" #nstructional O$%ectives
%.&+ The student will recogni,e careers related to the art media used in instruction.

Art 'roduction: Endurin Understandin -eaningful artmaking is about exploration, asking .uestions, problem/sol ing and de eloping a knowledge base. Essential Question )ow and why do we make art$ !" #nstructional O$%ectives
%.% The student will incorporate unanticipated results of art making into works of art.

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Knowledge

U)*E+,-A)*
Meaning

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Skill

Students will know0

Students will understand that0

Students will be able to0

*rip 'aintin .ac/son 'olloc/ A$stract Art/A$stract E0pressionism 1odern Art Colorwheel 'rimary Colors ,econdary Colors Construction 'aper 'aper Weavin 'attern -e0ture ,cissors

Artists can $e inspired $y their culture2 *i33erent cultures can $e a33ected $y art movements2 .ac/son 'olloc/ helped to de3ine a$stract e0pressionism2 'aper weavin can create patterns usin the colorwheel2

*rip paintin in the style o3 .ac/son 'olloc/2 Use scissors to cut construction paper into strips Weave construction paper usin two colors2

Stage 2: Assessment Evidence ,U11A-#!E A,,E,,1E)'er3ormance -as/s 4 'roducts ,tudent 'rocedure (the artmaking/design problem stated) (ey Criteria (what teacher will evaluate) Artma/in *esi n 'roduct: Artma/in / *esi n 'ro$lem: 1ontent2concept 1omposition2formal design2 isual ,tudents will learn a$out modern culture and a$stract organi,ation art 2 -he teacher will introduce .ac/son 'olloc/ and 1raftsmanship2technical skill discuss drip paintin 2 ,tudents will use 'olloc/s5 3riginality2inno ation techni6ue on colored construction paper7 and weave Participation24ffort the pieces o3 paper to ether2 Written/Oral +e3lection/Criti6ue: Written/Oral +e3lection/Criti6ue: 5nderstanding of concept Interpretation2Analysis of artwork 1ommunication of ideas 6eflection on the process
*etailed +u$rics with 8earnin 'lans

9O+1A-#!E A,,E,,1E)Other Evidence

Informal check for understanding

Sketchbook2(ournal check 3ne on one teacher2student #ebbing : Group discussion Thumbnail sketches : E0perimentation Stage 3: Learning Plan

1ollaborati e group work 7rainstorming : Class participation 8erbal criti.ue : Written/oral response7 re3lection7 etc.

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Introduction 4ssential 9earning Plan :uestion; )ow can one's culture reflect the way they approach art$ A. Pre/assessment; The teacher will talk about America, and assess their prior knowledge of America and modern culture. &. The teacher will use a promethean board to discuss what culture we're a part of, #here America lies on a map, and relations to modern art. 7. The teacher will show a ideo on drip paintings and Jackson Pollock. &. The teacher will assess students knowledge of the ideo ia class discussion. a< Jackson Pollock, drip paintings, abstract expressionism. 1. The teacher will show a slide of Jackson Pollock with examples of his artwork, and other artists that make abstract art. =. The teacher will conduct an Acti e 4xpression 7rainteaser to assess the students knowledge of the lesson. &. The students will each ha e a de ice to cast their ote in answering the three .uestions. %. The percentage of student answers will show up on the board to assess learning. 4. The teacher will discuss a brief o er iew of colors using the colorwheel in order to pick colors that go together. Studio Acti ity A. 3ngoing assessment

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U)#- -EAC&E+ +E98EC-#O): =oes the unit address enduring ideas about the human experience$ =oes the unit address enduring ideas about art$ =oes the unit address key concepts and essential .uestions$ =oes the learning plan align with unit ob(ecti es and assessment tasks$ =oes the unit address the knowledge and skills in a logical se.uence to achie e unit ob(ecti es$ =o the enduring ideas, key concepts and essential .uestions pro ide focus and cohesi eness throughout unit$ Are students aware of assessment expectations$ Are enduring ideas, concepts and important skills assessed$ Are the key unit and lesson components included and clearly presented$ Are students gi en opportunities to pro ide e idence of learning$ *#99E+E)-#A-#O) ,-+A-EG#E, > ?lexible grouping 3pen/ended acti ities 4xploration by interests > @egotiated criteria Anchoring24xtension acti ities Independent Tiered acti ities2products Journal prompts -ultiple le els of .uestions Scaffolding 1hoice; 9earner profile, 6eadiness, Interest 2;st CE)-U+< ,(#88, 1ritical thinking > 1reati e2Inno ati e thinking Problem sol ing Information literacy > 9istening > 1ollaboration > 1ommunication

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