Judy Lee EDUC 132 Unit Plan Assignment The unit I have devised for an art history class

setting is called Dada. The rationale of this unit is for students to be aware that despite its surface level of appearance and appreciation, art is created with a purpose for the sake of expression. Because I am teaching this lesson to high school students, there will still be a lack of understanding of as to why certain art was created or is appreciated. My learning goals correlate with the Colorado State Standards; I want the students to know 1) that art and design have purpose and function, 2) that reflective strategies are used to understand the creative process, and 3) how to make fair-minded judgments of visual messages. To achieve these goals, certain procedures must be taken into account in a matter of three weeks. First, for one to understand the emergence of the Dada movement, I will give the students a pre-assessment on their knowledge of World War I. The reasoning behind this is because Dada is a negative reaction to World War I, for the Dadaists believed that reason, logic, and a capitalist society caused the war (thus rejected reason and logic, prizing nonsense, and irrationality and intuition). This pre-assessment will be in the format of an entrance slip/free written response. After students take about five minutes writing to themselves, they will share their responses with a partner to see if their responses match or differ. It will then move to a full class discussion on World War I and I will share the correct answers. After that, the teacher will show a short slide show of works created by Dadaists. It is expected that the students express their belief that what is on the slides are not art. To push this response, I could ask the class would you consider this art? if necessary. This will then move to discussion on what art is. The homework assignment for the following day is to write a written response as to what they think

art is and to bring in a picture of what they think art looks like when they think of it. The next day, the students will share with a partner on what they believe art is. I understand that some students may not have the Internet at home but I will remind the students that they can go to the library during the lunch period to quickly look something up and print it out. I am expecting to see some famous paintings because a realistic painting is a very stereotypical idea of art. After this, the entire class will share their findings. We will then have a discussion on why the art they chose holds the stereotypical stigma of being art. The topic that a famous person created it is bound to come up (if not, then pressed by me). Questions such as, Can you only create art if youre famous? Why didnt you pick [students name]s art for your example? will be ask and then responded to. This will then transition nicely into the TED Talk of Jessica Wachter. Jessica Wachter is an artist from Des Moines who believes that everyone has an inner artist and just needs to find their inner gold. This will then lead into a discussion of as to why people create art and how people uncover their inner gold. The conversation will end with the idea that there is a drive or a reason to create art perhaps a passion or an emotional motive. The class will conclude with an exit slip in response to the video. It would be interesting to read what drives the students not only to gain an understanding of their person but also to see if their drive correlates with their art for future classes. The next day is very important because the students will learn how to formally critique art through modeling. The teacher must tell the students that though critique is opinionated, there is a sense of respect and choice words that must be in order. I will set the guideline early so this isnt an issue during the activity. This will then lead to an activity where students practice critiquing and making judgments. For students that may struggle with this concept, the teacher will write on the board ways to start a negative viewpoint (e.g., I know that its supposed to evoke ________, but I feel that it). After the activity, I inform the class

that this is a concept that they must get familiar with because it will be a part of the test. The next class day will begin with an entrance slip to reinforce the idea of critiquing. After the response, the day is reserved for students to understand that art can be made of any material it all depends on what message the artist is trying to send. There will naturally be a debate that it isnt fair that man-made materials are not fair to use because we didnt make it ourselves. That day will really help students get a better idea of the essential question, How do different mediums impact how we view/perceive art. The following days will be lecture-based, learning about Dada and their famous artists. Warn the class that these will be lecture days so they come prepared to take notes. For those who struggle to take notes, I will offer to the entire class graphic organizers and tell them to take them if they feel that it will be resourceful. During the lectures will be mini critique sessions so the students continue to practice doing it. The class will be informed about the quiz on Week 2, Friday. The quiz is going to be very short (five questions two true/false, two fill in the blank, and one multiple choice). This should be easy for the students if they have paid attention in class. Following the quiz will be the introduction to the Gallery Walk Project. I will explain to the students that students will be put groups of 4 or 5 and will be assigned one Dada artist. Groups will be assigned because I will know best how to create mixed groups that allows for fairness. I will explain that the room will be set up like an art gallery and that every artist will have their own designated spot in the room. Each group is to create an environment that evokes their artist. This includes a short biography/introduction of the artist, some visuals on their work, and a contemporary work created by the group inspired by the artist (e.g, if you were assigned Hannah Hoch, you would talk a lot about photomontages and perhaps create one on your own). On Week 3, Thursday, they will get time to explore each others sections and then give a brief presentation about their artist to the class. Presentation will

be a due the day before the exam so the students will have a final wrap up of the artists that will be on the summative assessment. Bits of the student presentations will be included in the summative assessment. The students will be graded on completion of the project (did they do all that was asked?). The students will also be able to evaluate each other so I can know if everyone in the group did their part. Finally, the exam is pretty self-explanatory. The meat of the exam is on the written critique essays. This will truly test their ability to explain the purpose of a work in relation to the time period, reflect on the creative process, and make judgments on a work they have never seen before. With this, the main learning goals are covered. Naturally, there will be challenges throughout the lesson. I anticipate for awkward silences during the first few attempts of critique. This is just something the students will need to grow more familiar with. There also is the possibility of critiques or discussions getting out of hand or borderline inappropriate (e.g., well, that looks stupid or why is that even real?) This will have to be ironed out by my instruction (e.g., turning the bad comments into teachable moments) and reminders to be respectful. The lectures are going to be dull for the students so it will be my job to make them as entertaining as I can. Another challenge will be making sure the students are utilizing the most of their time on workdays. Because I am only one person, I can only really help one group at a time. The critical thinking aspect could arguably be a challenge. For some students it may come naturally but to others, it might take awhile to grasp. This is where I can partner struggling students with those who really do get it so they can help each other. I believe that this is a successful unit plan. For one, there are many different types of assessment utilized, such as small group discussion, large group discussion, written response, lecture, performance, and formal exam. By the end of this unit, I believe the students would be

able to get a good grasp of the enduring understandings. I anticipate the students gaining a stronger idea of what art is and what it can be.

Unit Title: Dada Grade level: 9-12 (high school) Art History I Length of unit: 3 Weeks Stage 1 Desired Results Meaning Enduring Understandings/Generalizations: Art is the expression or application of human creative skill and imagination, typically in visual form producing works to be appreciated primarily for their beauty or emotional power Art is created with purpose and a message. It is created for a variety of reasons, providing a message words cannot express Art is reflective of the time period it was made there is a relationship to art and society (of the time) Essential Questions: What is art? Why do people create art? How do different mediums impact how we view/perceive art? What are some reasons that are is made?

Knowledge & Skills Acquisition Learning Goals: (e.g., Iowa/Common core standards.) Colorado State Standards Art and design have purpose and function Reflective strategies are used to understand the creative process Make judgments from visual messages Students will be able to Critique a work of art (verbally + in writing) Recognize and debate diverse approaches to creating art across time and culture Discuss and debate how society has come to value some works over others Define Dada and explain how it was a reaction to the moments

Students will know Key terms: ~ Dada ~ Abstraction ~ Expressionism ~ Assemblange ~ Collage / Photomontage

~Surrealism The importance of materials / real made objects of the time Important artists and their works: ~ Marcel Duchamp ~ Hannah Hoch ~ Hugo Ball ~ Tristan Tzara ~ Kurt Schwitters ~ Jean Arp

of time

Resources/Materials: TED Talk / Jessica Wachter: Everyone is an Artist WWI background info. More videos (YouTube, TED Talks) Internet / MoMA / bizarre works Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization) Pre-assessment: Will you use formal or informal pre-assessment methods in this unit? Formal What types of pre-assessment methods/strategies with you use? Have students write their current knowledge of WWI Written response (e.g., Why did it happen? What was the outcome?) After the students take about five minutes writing to themselves, they will share a partner or two their answers and see if their responses match or differ.

Pre-assessment: Will you use formal or informal pre-assessment methods in this unit? Formal What types of pre-assessment methods/strategies with you use? Have students write their current knowledge of WWI Written response (e.g., Why did it happen? What was the outcome?) After the students take about five minutes writing to themselves, they will share a partner or two their answers and see if their responses match or differ.

What will you do if a student(s) has demonstrated mastery of the knowledge or skills you plan to teach? Because Dada is a reaction from WWI, the students that demonstrate mastery in the pre-assessment will just have a stronger understanding of where the Dadaists came from and could be given an enrichment activity. Formative Assessment: How will you assess student learning along the way? Discussions, quiz, short constructed response questions, group critique Gallery walk Students will be put into groups of 4 or 5 and will be assigned one Dada artist. They will present to the rest of the class about their artist. Presentation will be a due the day before the exam so the students will have a final wrap up of the artists that will be on the summative assessment. Bits of the student presentations will be included in the summative assessment. How will you use your formative assessments to help scaffold student learning of key concepts and skills? The scaffolding will be a process. The teacher must model how to do a formal critique. This will be in form of a lecture and the teacher must show how to point out key components of a work (e.g., What is bizarre about the work? Notice [said aspect] of this work Remember how the artist was into ______?). The teacher will ask proper questions aloud for students to pick up on. Then the teacher will then pose the questions to the class and help them answer the questions. Eventually, the students have enough practice with the teacher and will start to do it on their own with small groups and exit slip responses. Summative Assessment: How will you summatively assess student learning in this unit (end-of-unit test, essay, interview, performance assessment)? An end-of-unit test What knowledge or skills will you target in this summative assessment? The understanding that art is created with a purpose and a message and the significance of the artists of the time. How will you integrate performance assessment into this unit? Gallery walk (read above)

Monday
Entrance Slip: What is WWI? What happened? Discuss - With partners - With class Dada art slideshow Discuss - Is this art?

Tuesday
Discuss // What is art? What did you bring? - With partner - With class * Collect responses Watch TED talk // Jessica Wachter Discuss - Is everyone an artist? Exit Slip: Response to TED talk. Do you agree? What drives you?

Wednesday
Critiquing Art 101 // Consider . . . - Physical characteristic - Emotions evoked What is the artist trying to say? Is that Art? Activity *Set up random objects (give them situations) and actual works before class and have class critique

Thursday
Entrance Slip: Give a formal critique on an image of a sculpture Discussion on the use of utilizing man made materials // Debate: Is it fair to use already manufactured objects as art? HW: Read and respond to Dada + Surrealism handout

Friday
YouTube video (The ABCs of DADA (1 of 3)) Lecture (PPT) What is Dada // Basic definitions * Abstraction * Expressionism * Assemblage * Surrealism ** Inform class to be ready to take notes for the next three classes on artists

Week 1

HW: Define art + bring picture of what you think art is

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Lecture (PPT) - Marcel Duchamp Fountain L.H.O.O.Q. - Hannah Hch Photomontages

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Lecture (PPT) - Hugo Ball - Jean (Hans) Arp YouTube video (Hans Arp + Hugo Ball: Traumanatomie) Lecture (PPT) - Kurt Schwitters - Tristan Tzara Jeopardy game for quiz review and also for fun * Touch base on students current knowledge Short quiz on artists Introduce to Gallery Walk Project - Assign groups - Allow time for groups to discuss and allocate jobs HW: Come to Monday with ideas for presentation

Week 2

Discussion on overall reason of Dada and its existence Exit slip: Have your opinions differed from day 1 on what art is?

Exit slip: Write what you find interesting about Dada artist

Exit slip: Compare and contrast the of the artists from today and one of the artists from yesterdays lecture.!

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WORK DAY * Teacher is to float around classroom, make sure students are on task, provide guidance, and answer any necessary questions

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WORK DAY * Teacher is to float around classroom, make sure students are on task, provide guidance, and answer any necessary questions

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Watch TED Talk // Kelli Anderson: Design to challenge reality Allow 5-10 minutes for groups to set up Unit Assessment - 10 Multiple Choice - 5pt. Matching - Two essays

! Week 3
** Make sure groups are where they need to be in terms of staying on schedule

Gallery Walk Presentation ! - 5 minutes for """"""""""""""""""""""""""! class to walk ! around and WORK DAY look at each others setup ** Make sure groups - Each group are finishing up gets time to assignment or talk about completely finished. their setup If not, make sure they will have Discuss and debrief solidified plan on action to present Explain what will be tomorrow on unit assessment - Bits of student presentations will be on exam

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{ DADA }
MULTIPLE-CHOICE Select the correct answer to each question and write the letter on the line. There is only one correct answer. (2 pts each) _B_ 1.) A photomontage can be defined as A. The result of one image cut up and rearranged to create a new image B. A composite photograph by cutting and joining two or more photographs C. A series of photos in a row creating a story line D. Taking consecutive photographs of one subject _A_ 2.) Kurt Schwitters works can be recognized by A. Overlapping geometric shapes B. Unique color palette C. Use of cursive typography D. Symmetrical components _C_ 3.) Which of the following words do NOT describe Tristan Tzara? A. Essayist B. Avant-garde poet C. Photographer D. Performance artist _D_ 4.) Dada or Dadaism is an art movement born out of A. Irrationality and intuition of society B. The rejection of American realism C. Duchamps appreciation for man-made materials D. Negative reactions to WWI

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_A_ 5.) Jean (Hans) Arp was most famous for creating which of the following works? A. Sculptures B. Paintings C. Poems D. Photomontages _B_ 6.) Surrealist work feature which of the following elements? A. Geometry and symmetry B. Surprise and unexpected juxtaposition C. Value and line D. Spatial relationships and texture _D_ 7.) Which period was Hannah Hch most famous for? A. Avant-garde B. Expressionism C. Futurism D. Weimar _A_ 8.) Where did Dada movement emerge? A. Switzerland B. New York C. France D. Germany _D_ 9.) Who founded Cabaret Voltaire? A. Marcel Duchamp B. Tristan Tzara C. Jean Arp D. Hugo Ball

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_A_ 10.) Dada rejected all of the following EXCEPT A. Aburdity B. Logic C. Irrationality D. Reason

MATCHING Match the artist with their work or defining contribution to the Dada movement. Write the correct letter on the line. (5 pts total) 1. _D_ 2. _C_ 3. _E_ 4. _A_ 5. _B_ Marcel Duchamp Jean Arp Kurt Schwitters Hannah Hch Hugo Ball A. Photomontage works B. Sound Poetry C. Cloud Shepard D. L.H.O.O.Q. E. Das Undbild

ESSAY Respond to both of the images shown below using your critiquing skills. The first image will be a known image. Name the work and the artist for the first image. The second image will be an image you have never seen before. Use your knowledge of the Dada movement to construct a response of your opinions of both works. (12 pts. each)

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1.)

** POTENTIAL ANSWER **
Marcel Duchamps Fountain was very interesting to me. I think it captures the idea of Dadaism very well. Dadaists sometimes play with irony, which I can see in this work. Normally, one would envision a fountain recycling water by shooting it upwards, being displayed, and a beautiful decoration. On the contrary, Duchamps fountain is almost the complete opposite because 1) its a urinal that people see as plumbing to take away our waste, 2) its not usually showcased as an artwork because its someone a person sees everyday, and 3) its not beautiful. What also interested me were his comments on Fountain when he found out it wasnt displayed in an exhibit. When he said that Mr. Mutt took this ordinary article of life and placed it so that its useful significance disappeared under the new title and point of view that created a new thought of that project, it made it apparent that artists at that time were beginning to make new connections to art that normal citizens couldnt appreciate.

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2.)

** POTENTIAL ANSWER **
This work is clearly a photomontage. You can tell because there are elements that look like they have been cut and put together. There seems to be bits of newspaper and magazine in this work. It reminds me of Hannah Hoch because she worked with photomontages as well. I can assume that this is a self-portrait of the artist because the artists of the Dada movement focused a lot on self-expression. The absurdity and disorder also suggests a tension for the viewer, making it not necessarily attractive to look at (also another attribute to Dada works).

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