Creating Change: Preface Part II

Date: May 6, 2016

Unit Designer: Emily Blase
Concept/Big Idea: Art as Activism
21st Century Skill Focus: Self-Expression & Expressive Writing
Enduring Understandings:
1. Activism provokes thought and promotes change.
2. Activism affects people in different ways, just as art affects people in different
ways.
3. Artists are activists.
4. Everyone has the potential to be an activist through purposeful and intentional
expression.
5. Self-expression empowers us to promote change in ways that are meaningful to
us.
Essential Questions:
1. What is activism? / What is art?
2. What is the connection between art and activism?
3. Does art (activism) affect every person who experiences it in the same way?
4. Does activism (art) always have to be intentional?
5. Can anybody be an activist? Can anybody be an artist?
6. Which factors make a piece of art (activism) powerful or memorable?

Unit Objectives
Cognitive (know/understand):
1. Students will understand that both activism and art can take many different forms
and have many different purposes.
a. Students will know that art can come in visual, written, and performative
mediums, but that these are not the only forms and these are not limiting.
(Day 2)
b. Students will understand that art and activism can overlap in many
different mediums. (Day 2)
c. Students will understand that art can have an activist impact when the
artist uses it as a way to tell his or her own personal story in a meaningful
way. (Day 3)
d. Students will understand that art can have an activist impact when the
artist uses it as a way to shed light on the stories of other people in a
meaningful way. (Day 4)

2. Students will understand that self-expression can lead to activism by empowering

us to provoke thought and promote change that is meaningful to us. (Day 9)
a. Students will understand that expressing their own ideas and feelings can
help them to identify the issues that are important to them. (Day 1, Day 8)
b. Students will understand that they can communicate with the audience of
their art and activism, both through their medium and additional materials
such as artists statements. (Day 5)
c. Students will understand that some of the most famous examples of art as
activism are rooted in personal experience, and their own pieces have the
potential to be as powerful. (Day 6)
d. Students will know that their own distinctive voices and ways of
expressing themselves can add power to their activist messages. (Day 7)
Affective (feel/value) and/or Non-Cognitive:
3. Students will value both their own art and the art of others as powerful examples
of self-expression and activism. (Day 9)
a. Students will value their own expressive writing for the insight it provides
about their own ideas and values. (Day 1)
b. Students will value the contributions of various other artists using different
mediums as powerful examples of art and activism. (Day 2, Day 3, Day 4,
Day 6)
c. Students will value the power of their own personal voices to provoke
thought and promote change through their writing. (Day 7)
4. Students will feel that they can provoke thought and promote change through their
own art as activism. (Day 9)
a. Students will feel that they can effectively communicate with their
audience about their work and what it means to them. (Day 5, Day 8)
b. Students will see their work within a larger continuum of art as activism
and feel that they are making a meaningful contribution with their
projects.(Day 6)
Performative (do):
5. Students will analyze examples of activism and explain how they provoke thought
and promote change.
a. Students will explore the definition of activism and apply this concept as
they analyze different examples of art. (Day 2)
b. Students will compare and contrast the impact of different mediums of
activism. (Day 3)
6. Students will express how art affects them individually. (Day 9)
a. Students will explore the definition of art and use this definition to express
their reactions to different pieces of art. (Day 2)
b. Students will articulate their personal responses to different pieces of art
both orally and in writing. (Day 3, Day 4, Day 6)
7. Students will interpret the connections between art and activism in both their own
work and examples from popular culture. (Day 9)

a. Students will evaluate diverse examples of art for their purpose, target
audience, and potential activist impact. (Day 3, Day 4)
b. Students will articulate the connection between their artistic piece and its
activist impact on the rest of the world. (Day 6, Day 8)
8. Students will create a piece of art as activism. (Day 9)
a. Students will identify an issue of personal importance and expand upon
this issue using expressive writing. (Day 1)
b. Students will write a powerful and personal artists statement that includes
a description of artistic medium, an explanation of the personal connection
to the piece, and an explanation of the activist intent of the piece. (Day 5)
c. Students will identify and refine the elements of personal voice and
expression that they want to highlight in their artistic pieces and artists
statements. (Day 7)
d. Students will finalize and present their unique artistic pieces and artists
statements to an audience. (Day 9)

Assessment Outline
Unit
Diagnostic Assessments
Objective
1
Intro Week: Pre-unit
Survey
Day 2: Do Now [1a, 1b]
Day 3: Anticipation
Guide (Before) [1c]
Day 4: Do Now [1d]

Intro Week: Pre-unit

Survey
Day 6: Do Now [2b]

Formative Assessments

Intro Week: Pre-unit

Survey

Intro Week: Heart Map

Day 5: Do Now [4b]
Day 6: Do Now [4d]

Day 2: Do Now [5a]

Summative Assessments

Day 2: Graffiti Discussion

Sheets [1a, 1b]

Day 2: Exit Card [1a, 1b]

Day 3: Anticipation
Guide (After) [1c]
Day 4: HONY Response
[1d]

Day 9: Artistic Piece

Day 9: Artists Statement
Day 9: Reflection

Day 1: Exit Card [2a]

Day 5: Observation [2c]
Day 6: Responses [2b]
Day 6: Artist Statement
Drafts [2b]
Day 7: Voice Recordings
[2d]
Day 7: Revised Artists
Statements
Day 8: Do Now [2a]

Day 9: Artistic Piece

Day 9: Artists Statement
Day 9: Reflection

Day 3: Venn Diagram

[3b]
Day 4: HONY Response
[3b]
Day 5: Observation [3b]
Day 7: Exit Card [3c]

Day 9: Artists Statement

Day 9: Reflection

Day 1: Exit Card [4a]

Day 6: Artists Statement
Drafts [4d]
Day 8: Station Activities
[4d]

Day 9: Artistic Piece

Day 9: Artists Statement
Day 9: Reflection

Day 2: Graphic Organizer

[5a]
Day 2: Exit Card [5a]
Day 3: Venn Diagram
[5b]

Day 9: Reflection

Day 2: Do Now [6a]

Day 5: Artistic Piece

Planning Sheet [7b]

Intro Week: Heart Map

Day 7: Do Now [8c]

Day 2: Graphic Organizer

[6a]
Day 2: Exit Card [6a]
Day 3: Reaction Sheet
[6b]
Day 4: HONY Response
[6a]
Day 5: Observation [6b]

Day 9: Reflection

Day 3: Reaction Sheet

[7a]
Day 4: HONY Choice
Response [7a]
Day 4: Artistic Piece
Planning Sheet [7b]
Day 5: Impact Action
Plan [7b]
Day 8: Exit Card [7b]

Day 9: Reflection

Day 1: Writing Territory

Expansion [8a]
Day 4: Artistic Piece
Planning Sheet [8a, 8b,
8c]
Day 6: Artists Statement
Drafts [8b]
Day 6: Exit Card [8b]
Day 7: Voice Recordings
[8c]
Day 7: Revised Artists
Statements [8c]
Day 7: Exit Card [8c]

Day 9: Artistic Piece

Day 9: Artists Statement

Unit Plan Grading:

15%: Reflective Journal Responses

o Daily journal entries completed either in response to material that was
presented in class or in anticipation of material that will be covered.
o These journals will be collected and assessed at the end of the unit. (see
checklist below)
25%: In-class assignments
o Graphic organizers, reflection/reaction sheets, project planning
assignments, other work.
o Teacher will assess and provide feedback to work that students turn in
during the unit. (See checklist below)
20%: Discussion & Participation
o Following of class norms during discussions and workshops.
o Actively engaged in class activities and makes most of time during
independent work.
o Assessed by both student self-assessment with a rubric (see below) and
teacher observations.
40%: Art as Activism Project (Rubrics below)
o Student art piece 10%
o Artists statement 15%
o Reflection 15%

Reflective Journal Responses Checklist 15%

(One point for each journal prompt per category one per day of unit)
Points
Earned

Points
Possible

Criteria for Success

Student completed a journal entry for each class period that

one was assigned and turned in the journals when they were
due at the end of the unit.

Student answered each journal prompt fully and responded to

each part of the prompt.

Each journal entry responded thoughtfully to the prompt and

showed evidence of deep personal reflection and engagement
with the prompt.

27

Total Points Earned for Journals

In-Class Assignments Checklist 25%

(Would be used to evaluate individual class assignments as they are turned in)
Points
Earned

Points
Possible

Criteria for Success

Student fully completed in-class assignment and turned it in

on the day it was due.

Student made appropriate references to the days texts,

concepts, and class discussions in the assignment.

Student showed evidence of growing understanding of unit

concepts and objectives in the completion of the in-class
assignment.

10

Total Score for Individual Assignment

Student Discussion Norms Self-Assessment Rubric

Exemplary

Proficient

Developing

Preparation

I felt prepared to
discuss with my
peers today and I
was able to
comfortably talk
about what we were
learning about in
class today.

I felt mostly
prepared to discuss
with my peers
today and I was
able to sometimes
make reference to
what we were
learning about.

I did not feel

prepared to discuss
with my peers
today and I did not
make references to
what we learned
about in class
today.

Contribution

I contributed to
discussion just the
right amount today.
I had a lot to say
about the topic, and
I also responded to
my peers
contributions.

I contributed to
discussion today. I
had something to
say, and I
sometimes
responded to my
peers
contributions.

I could have
contributed more to
discussion today by
saying my own
views or
responding to my
peers
contributions.

Listening

I was an active
listener during
discussion today,
and I feel like I
learned a lot from
what my peers had
to say.

I listened to my
peers during
discussion today,
and I learned
something from
what my peers had
to say.

I listened some to
what my peers had
to say during
discussion, but I
could have learned
more and been
more attentive.

Student Independent Work Self-Assessment Rubric

Exemplary

Proficient

Developing

Use of Time

I used all of my
time to work on my
assignments during
independent work
today.

I used most of my
time to work on my
assignments during
independent work
time today.

I used some of my
time to work on my
assignments during
independent work
time today.

Productivity

I was able to get a

lot of work done
during the work
period today, and I
think I was as
productive with my
work as I could
have been today.

I was able to get

work done during
the independent
work period today
and I was almost as
productive with my
work as I could
have been today.

I was able to get

some work done
during the
independent work
period today, but I
was not as
productive as I
could have been.

Self-Regulation

When I got off

When I got off
When I got off
track or distracted
track or distracted
track or distracted
during independent during independent during independent
work today, I was
work today, I was
work today, I was
always able to
sometimes able to
not always able to
refocus and
refocus and
refocus and
continue working in continue working in continue working in
an acceptable
an acceptable
an acceptable
amount of time.
amount of time.
amount of time.

Final Project Description

Creating Change: Final Project

Now that we have spent several weeks talking about both activism and art, its time for
you to take matters into your own hands and make a creative piece that communicates
something that is meaningful to you that you would like to share with a wider audience.
Project Components:
1. Artistic Piece
You will create a piece of art based on one of the personal topics of importance
we have been brainstorming in your journal entries and in the other exercises we
have done lately. Remember that our definition of art is flexible and there are
many different ways to incorporate activism. Some potential examples of form for
your artistic piece include, but are most certainly not limited to:
Writing: poetry, short story, memoir
Visual: collage, mural, painting, sculpture, photo collection
Performance: song, music video, dance, spoken word
2. Artists Statement
In addition to your artistic piece, you must provide us with an explanation of your
piece, how it relates to activism, and your vision for how it will inspire thought
and provoke change. You will be provided with models of artists statements
from different artists, and you will also have time to revise these and receive
feedback. A more detailed checklist of the components for this artists statement
will be provided later in the unit.
3. Reflection
In addition to thinking about your own piece, you will also have many
opportunities to interact with the work that your peers have been doing on their
own artistic projects. During the artists gallery and celebration at the end of the
unit, we will break into small groups to experience and discuss the artistic
activism that your classmates have been working on. You will be given a journal
prompt to complete
You will demonstrate that you have learned
How to create a piece that displays a connection between art and activism.
The value of your own personal experiences in making change that is meaningful
to you.
How to respond to art and activism created by others.
Project Timeline:
Day 4: Students should have their project topic and medium finalized.
Day 7: Draft of artists statement and project due for peer review.
Day 9: Final project and artists statements due for celebration.

Creating Change Project Rubrics

Artistic Piece 10%

Distinguished

Proficient

Intermediate

Novice

Artistic
intent

The artistic piece

is well-presented
and shows
evidence of a great
deal of effort on
the part of the
artist.

The artistic piece

is well-presented
and shows
evidence of effort
on the part of the
artist.

The artistic piece

is acceptably
presented and
shows evidence of
effort on the part
of the artist.

The artistic piece

is acceptably
presented and
some effort on the
part of the artist is
apparent.

Connection
to activist
issue

The artistic piece

contains a clear
and deep
connection to the
activist issue that,
though it might be
subtle, catches the
attention of the
audience.

The artistic piece

contains a clear
and deep
connection to the
activist issue that
catches the
attention of the
audience.

The artistic piece

contains a
connection to the
activist issue that
is apparent to the
audience.

The artistic pieces

connection to an
activist issue is
unclear.

Thought
and change

The artistic piece

is presented in a
manner that
strongly provokes
thought and
promotes change
for the audience
through both the
medium and the
content.

The artistic piece

is presented in a
manner that
provokes thought
and promotes
change for the
audience through
both the medium
and the content.

The artistic piece

is presented in a
way that could
provoke thought
and promote
change for the
audience through
either the medium
or the content.

The artistic pieces

method of
provoking thought
or promoting
change is unclear.

Artists Statement 15%

Distinguished

Proficient

Intermediate

Novice
Includes a
discussion of the
artistic medium,
but the alignment
with what is
presented in the
artistic piece is
unclear.

Medium

Includes a deep
discussion of the
artistic medium
that aligns with
and strengthens
understanding of
the artistic piece.

Includes a
discussion of the
artistic medium
that aligns with
the artistic piece.

Includes a
discussion of the
artistic medium
that mostly aligns
with what is
presented in the
artistic piece.

Personal
connection

Includes a deep
explanation of the
artists personal
connection to the
work that greatly
enhances the
audiences
experience of the
piece.

Includes an
explanation of the
artists personal
connection to the
work that
enhances the
audiences
experience of the
piece.

Includes an
explanation of the
artists personal
connection to the
work.

Personal
connection to the
work is unclear.

Activist
intent

Includes a
powerful statement
of the artists
activist intent that
aligns with the
activist issue
apparent in the
artistic piece.

Includes a
statement of the
artists activist
intent that aligns
with the activist
issue in the
artistic piece.

Includes a
statement of the
artists activist
intent that mostly
aligns with the
activist issue in
the artistic piece.

Includes a
statement of the
artists activist
intent, but the
connection with
the artistic piece
is unclear.

Conventions
(Personal
Voice)

Statement is
written in a strong
personal and
expressive voice
that consistently
reflects the
intentions of the
artistic piece and
activist issue.

Statement is
written in a
personal and
expressive voice
that reflects the
intentions of the
artistic piece and
activist issue.

Statement is
written in a
personal voice
that mostly
reflects the
intentions of the
artistic piece and
activist issue.

Statement is
written in a voice
with some
personal qualities
and sometimes
reflects the
intentions of the
artistic piece and
activist issue.

Reflection 15%
Distinguished

Proficient
Includes a
narrative of the
artists personal
process during
the project
including a
connection with
personal
experience and a
lesson learned
about the self.

Intermediate
Includes a
narrative of the
artists personal
process during
the project
including a
connection with
personal
experience or a
lesson learned
about the self.

Novice
Includes some
mention of the
artists personal
process, but the
connection with
personal
experience or a
lesson learned
about the self is
unclear.

Personal
process

Includes a deep
narrative of the artists
personal process
during the project,
including the
connection with
personal experience
and multiple lessons
learned about the self.

Challenges

Includes a deep
narrative of several
challenges faced
during the project and
how the artist worked
to overcome them or
how they contributed
to the final project.

Includes a
narrative of
several
challenges faced
by the artist
during the project
and how the artist
worked to
overcome them.

Includes a
description of
several
challenges the
artist faced
during the
project.

Includes some
description of a
challenge that the
artist faced
during the
project.
Connection with
the project might
be unclear.

Includes a reflection
that shows evidence of
deep engagement with
the work of the artists
peers and touches on
all of the following:
Personal reaction to
the work, learning
about other activist
issues, peers personal
experiences in the
projects, and reaction
to peers activist
identities.

Includes a
reflection that
shows evidence
of engagement
with the work of
the artists peers
and touches on
all or most of the
following:
Personal reaction
to the work,
learning about
other activist
issues, peers
personal
experiences in
the projects, and
reaction to peers
activist identities.

Includes a
reflection that
shows evidence
of engagement
with the work of
the artists peers
and might touch
on some of the
following:
Personal reaction
to the work,
learning about
other activist
issues, peers
personal
experiences in
the projects, and
reaction to peers
activist identities.

Shows some
evidence of
engagement with
the work of
artists peers, but
might not touch
on any of the
specific
categories of
response.

Reaction
to peers
work

Activist
Identity

Includes a deep
Includes a deep and
description of the
insightful description
artists own
of the artists own
identity as an
identity as an activist
activist as
as influenced by the
influenced by the
project, as well as a
project as well as
thoughtful prediction
a prediction of
of how this identity
how this identity
might continue (or
might continue
cease) to develop at the
(or cease) to
conclusion of this
develop at the
experience.
conclusion of this
experience.

Includes a
description of the
artists own
identity as an
activist as as well
as how this
identity might
continue (or
cease) to develop
at the conclusion
of this
experience.

Total Score
Artistic Piece Score

Artists Statement Score

Reflection Score

Total Project Score

Includes a
description of the
artists own
identity as an
activist. How this
identity might
continue or cease
to develop might
be absent or
unclear.