Professional Documents
Culture Documents
3 weeks
Language and
Level / Grade
Theme/Topic
Essential Question
How does art help people represent who they are? How is art a reflection of persona and public identities?
Learners will be able to:
Goals
What should learners
know and be able to do by
the end of the unit?
Construct their own opinions on how social rules, expectations, and occurrences affect and
influence art.
Define the characteristics of cubism, futurism, dadaism, romanticism in the visual arts by
comparing art pieces in different countries.
Define in their own words what is art
Justify how art allows us to shape our perspectives on worldly issues like death, life, war, etc.
Recognize and explain specific characteristics and features of cubism, futurism, dadaism,
romanticism.
Establish the similarities and differences between cubism, futurism, dadaism, romanticism by
comparing and contrasting.
Interpretive Mode
Summative
Performance
Assessment
These tasks allow
learners to demonstrate
how well they have met
the goals of the unit.
Appendix I.
They are integrated
throughout the unit.
The template
encourages multiple
interpretive tasks.
The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
The tasks should
incorporate 21st Century
Skills.
Presentational Mode
After attending the Phoenix Art Museum and
gathering all of the information taught in the
classroom, learners will create a presentation
based on an artistic movement of their choice and
create an art piece (photography, painting,
watercolors, oil painting, etc.) that represents an
important aspect of their life or an event in society
that impacted their life and how they perceive it by
utilizing the movements characteristics and
symbolism.
Example: A student may create a photo collage on
how bullying is a major dilemma in todays
generations incorporating cubisms characteristics
Interpersonal Mode
In pairs, learners will analyze two forms of
artwork. First they must identify the artistic
movement; cubism, futurism, dadaism,
impressionism. Afterwards they are to justify their
opinions by using examples (color scheme, shapes,
techniques). The art pieces will be given to them
and they are to engage in a conversation with their
partners.
Gambits that can be utilized as a guide and NOT a
dialogue are:
Yo pienso que. . .
Creo que. . .
Esta obra artstica podra ser parte del movimiento.
..
Appendix I.
Connections
(Sample Evidence)
Comparisons
(Sample Evidence)
Communities
(Sample Evidence)
Product: Art
Practice: Artistic movements cubism, futurism, dadaism, impressionism
Perspective: Multiple interpretations
Making Connections
How can we apply the study of artistic
movements into real-world scenarios? How
can we apply our beliefs and practices to
express our emotions in the arts?
Language Comparisons
Understanding artistic vocabulary
Compare terms and expressions in French
and Spanish. Teacher will provide
comparisons of the languages. Ex:
vocabulary list
School and Global Communities
Inform the community about the artistic
movements and how they relate to
everyday lives. Have a parent night and
have student present their final projects.
Difference culture
Artists background have influenced their ways of thinking
Cultural Comparisons
How is art viewed in different countries by society? Is art a
means of representation in other countries? Exit tickets
Lifelong Learning
Art is a form of expression.
Recognize/differentiate these artistic movements create
images that reflect universal/social concerns. (death, life,
happiness, war, etc.)
Appendix I.
Connections to
Common Core
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made
on all sides of an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
Knowledge of Language:
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013
Appendix I.
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11-12 reading and content, choosing flexibly from a range of strategies.
Toolbox
Vocabulary Expansion
Language Functions
Related Structures / Patterns
Tier 1
Compare artistic features to self identity
Las caractersticas de fotografa,
Basic, everyday words used in daily
pintura, cuadro, etc. reflejan. . .
conversations
Puedo comparar o hacer la
Simbolismo
conexin. . .
Los colores
Creencias
Rutina
Tier 2
Describe characteristics in the artwork
Descriptive words
cubism, futurism, dadaism,
impressionism
Ask and answer questions about artistic movement
Interrogative pronouns and
Qu piensas?
adjectives
Qu opinas?
Express needs, opinions, suggestions regarding
Yo creo que. . .
Sentimientos
analyses of artists work
Siento que. . .
Opiniones
Deberas de. . .
Emociones
Key Learning Activities/Formative Assessments
Key Learning Activity/Formative Assessment
How does this activity
Mode of
Interculturality
(representative samples from beginning to end of unit)
support the unit goals or
Communication
Self
performance tasks?
Community
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013
Appendix I.
Resources
Video on artistic movements
Articles: http://www.monografias.com/trabajos55/movimientosartisticos/movimientos-artisticos.shtml
http://diccionariohistoriadelarte.blogspot.com/2012/10/historia-del-artecronologia-de-los.html
Interpersonal
C, W
Interpersonal,
Presentational,
Interpretive
S, C, W
Interpretive
C, W
Technology Integration
Kahoot, PollEverywhere, Plicker, Prezi, Videos,
Articles, Artwork
http://www.scribd.com/doc/246697274/Los-Principales-MovimientosArtisticos-y-Sus-Caracteristicas#scribd
Artwork: Varies
Museum: http://www.phxart.org/
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013
Appendix I.