ART?

OR
ARTIFACT?

TABLE OF CONTENTS

ART EDUCATION PHILOSOPHY

Throughout modern history, a well-rounded education has included not only the basics of language, math,
science, and history, but, the arts. The benefits of art in education have gone through many ups and downs
but today, they are no longer in question. Research indicates that art provides major components of the
building blocks of human development. Art provides opportunities for individuals to not only create, but
to present, to respond, to connect, and to relate. Art promotes growth in both fine and gross motor skills,
from holding a paintbrush to manipulating scissors. Art promotes the development of language and
communication through the discussion of methods of creation as well discussion about existing works of
art. The decision-making skills required in the creation of artworks, promotes critical thinking,
inventiveness, and creative problem solving skills. One must make decisions as to which method and
medium will best suit the intended purpose of the creator. Visual learning transpires through the necessity
to observe. Individuals learn what makes a work of art successful by looking in depth. The ability for
individuals to navigate through todays consumer-driven world is developed by the study and analysis of
marketing concepts, which incorporates artistic features. One of the most important outcomes for the
creation and study of art is the cultural awareness that is promoted. Individuals learn how to understand
art within cultural contexts. In turn, this promotes acceptance and tolerance. Research tells us that
students who are exposed to the creative and fine arts present improved academic performance as well as
an overall well-rounded education.

GOALS
Lessons in this unit will address the following overarching goals of the theme Art or Artifact?
Evaluate historical and contemporary objects for categorization as art or artifact.
Examine perceptual development and intention of the maker producing the object.
Understand how societal values influence the valuation of created and constructed objects.
Establish and defend criteria for making judgments.
UNIT RATIONALE
Throughout history cultures have created . Often creations are simply for aesthetic purposes. However,
many objects were created for other purposes. Some were created as functional objects, while others were
created as narratives of peoples lives and history. The purpose of this unit is to focus on created works to
determine the makers intent and purpose. Students will analyze and make critical judgments about art
or artifact and produce artistic works that in future years might be considered artifacts.
Students will be able to make decisions and defend what constitutes an artifact, as well as what makes a
work of art, art. In the following lessons, they will practice critical thinking and evaluation to be able to
explain the difference between the two terms. This unit will expand students abilities to process
information as well as make connections in cultural relations between the past and present. This will be
obtained through lessons that address artistic, creative, research, and written components as well as
individual and collaborative efforts.
These lessons will integrate cross-discipline curriculum and not limit itself to art only. Students will make
connections to the historical past, multicultural perspectives, language arts, critical writing skills, and
math, all coupled with the creative process that will lead to created projects and expanded world
knowledge.
Components of the unit will address those students with exceptionalities in an inclusionary fashion with
the least restrictive environment, and make adjustments in accordance with individualized student needs.
Even though art object assessment involves a degree of subjectivity, all assessment in these lessons
addresses specific objectives graded by rubric criteria.
Unit Overview & Multicultural Awareness

This unit promotes awareness of art and artifacts across various cultures from Native America,
Asia, Maya, Egypt, Italy, and Africa.

Critical Thinking
This unit encourages students to critically evaluate, define, and justify their distinction between
the two categories of art and artifact.

Production
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Students will work with a variety of media and methods to produce works that correspond to the
art/artifacts introduced and represented within the curriculum. Their produced object should
demonstrate understanding of the lesson content.

Evaluation and Critique

These lessons will guide students toward a greater understanding of how to evaluate and critique
their own and others work using established criteria.

History and Social Issues

In the exploration of this topic these lessons will include historical to contemporary information
as well as social awareness.

Aesthetic/Appreciation
The unit will guide students to a greater awareness of varied perspectives of beauty, value, and
function.

UNIT INTRODUCTORY LESSON

Lesson Title: Art and Artifact
Collaboratively created by Kelly Blue, Gina Salazar, Thelma Scribner, Cassie Sheppard, and Jessica
Spearman.
Grade: 9-12
Time Required: 1-2 45-minute class periods
Materials Needed:
Research materials/computer
Lesson PowerPoint
Goals & Purpose:
To help students to understand the differences and similarities between the terms art and artifact
To aid students in forming opinions and justifications when there is no right and wrong answer.
Objective(s):
1. Students will recognize the development of art and artifacts from a historical and cultural
perspective. (OK Standard 2.1, 2.2, 2.3, 2.4, 4.4) (National Standard 2a, 2b, 3a, 6b)
2. Students will research works to determine their intended use, their maker(s), and why they were
made. (OK Standard 2.5, 4.2) (National Standard 2a, 2b, 3c, 3d, 4)
3. Students will be able to develop their own definition of what constitutes art and artifact based
on researched criteria. (OK Standard 1.1, 1.2, 1.5, 2.3) (National Standard 2a, 2b, 3c, 3d, 4a, 4b,
4c)
4. Students will develop and revise a critical attribute list for the terms art and artifact, classify
the object as art and/or artifact, and defend its categorization. (OK Standard 2.3, 4.2)
(National Standard 3a, 6b)
Teaching Sequence:
Introduction: Display three items that illustrate definitely art, definitely artifact, and an
ambiguous object with characteristics of both.
Distribute comparison charts and ask students to categorize the 3 objects with justification of
choice.
Present PowerPoint presentation and discussion of critical attributes.
Divide in groups with assignment to generate a list that describes art, artifact, neither, or both
with justification.
Summarize group input.
Individual assignment: Critical attributes of art and artifact from research.
Teaching Strategies:
PowerPoint
Individual input
Collaborative groups/discussion
Written work
Resources:
PowerPoint with images and resources
Actual objects of art, artifact, decorative, mixed characteristics
Art or Artifact Worksheet
Group Teacher Assessment Worksheet
6

Assessment:
Group work rubric
Written work rubric

Art or Artifact Worksheet

Name: _____________________________Date:_______________

Object

Art Attributes

Artifact
Attributes

Decision & Justification

Written Work Grading Rubric

CATEGORY 4

Organization

Information is very
organized with wellconstructed
paragraphs and
subheadings

Information is
organized with wellconstructed
paragraphs

Information is loosely The information is

organized; paragraphs disorganized and
lack unity or related lacks valid content
content

Quality of
Information

Provides complete,
accurate, and relevant
information; based
firmly on extensive
and careful research

Provides partially
complete, accurate,
and relevant
information; based on
adequate research

Provides basic
information, some of
which may be
incorrect and/or
irrelevant; based on
minimal research

Sources

Correctly cited from

numerous reliable
sources

Use citation for a

Use of mostly reliable
minimum of assigned sources; less than
sources
minimum assigned
source

Grammar/sentence
structure

Correct grammar
May contain few
Contains several
Many spelling,
usage, and mechanics spelling, punctuation, spelling, punctuation, punctuation, and
and spelling
and grammar errors. and grammar errors, grammar errors

lacking information
and/or information is
inaccurate and
irrelevant.

Confusing unreliable
sources; excessive
reliance on a single
source; weak
examples

Art and Artifact

Group Assessment

Group #_____
Students
Names

Teamwork
The
individuals
worked
together as a
team

Contribution
The individual
contributed
valuable
insight to the
team

Presentation
The individual
was vocal

Behavior
The
individual
paid
attention and
was
respectful

4 Above
expectations
3 Acceptable
2 Below
expectations
1 Unacceptable
Notes

Total
16
Grade
_____

10