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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW


(Revised 2017)

Teacher Candidate Brea Berry


School Elementary School
Grade Level Fifth Grade

UNIT TITLE
Length of Class Period 45 Minutes
Approximate Number of Students in Each class 24
Beginning Date for this Unit 11/07/2017
Ending Date for this Unit 11/10/2017

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)


Critical and Creative thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artwork in conventional and innovative ways.
Authentic Application and Collaboration: Students work individually and in groups to focus
ideas and create artwork that addresses genuine local and global community needs.
Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.

PROGRESS POINTS (FROM ODE STANDARDS)


The student will at the appropriate developmental level:
B. Explore a range of art concepts and artworks and construct meaning about the works.
D. Produce artwork that express and represent their experiences, imagination and ideas using a
range of media including new technologies.
E. Form and express opinions about artwork and apply critical and creative thinking skills to
assess and refine their artwork.

CRITICAL ISSUE / BIG IDEA


A). Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). For a fifth grader, this is a transitioning stage. Students are moving from elementary
school to middle school and are going through all sorts of changes. Puberty is hitting and
they are becoming more aware of the world around them and how it functions socially. Their
social, cognitive and physical skills are leading them to school success. The fifth graders
are beginning to step up and accept more responsibility for their actions. Their cognitive
development allows them now to have more logical conversation and arguments. They will
begin to be able to see multiple sides to issues and be able to come up with more ideas.
They are at a stage where they can see fairness and non-fairness in what they learn and
experience.
B). This lesson is relevant because at this age students are curious. They are curious about
the world around them and how they fit into it. They notice different cliques and how
different people are treated differently. They start to see that there is a difference from them
and their other classmates pertaining to race. This is a good age to get students to really
see the issues in the world and ways we can promote equality, justice and advocate for
important causes. We as teachers can be the adult mentors that some students may not

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have and allow them to ask the hard or confusing questions and we can answer the right
way. Some students see their classmates as their perspective world and in a predominately
white school that is an issue as far as learning how to deal with other cultures and
understand different backgrounds without the help of a good teachers curriculum. Learning
about other cultures is more than having a new prospective but also about learning who you
are. Our history and our personal experiences are what guide us in our development. Those
in our environment also help us in our development. Our neighborhood we live in tell us who
we are and helped make us strong and/or weak. These students are starting to reflect on
their choices and we can help them reflect on themselves.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Cultural Experiences
Our culture revolves around us and thy people we encounter. Our cultures combine and
divide us. They are the set of attitudes, values, goals, and practices that characterizes an
institution, organization, group or country. Knowing about different cultures can widen our
outlook on the world and broaden our mindset to how we interact with one another.
Acceptance is key understanding cultural experiences. We can learn from them and
become more aware of our position in the world based on our culture. Students are going to
run into these cultural issues in life and need to be prepared knowing why they are and how
we can fix it.
Essential Questions (provocative, engaging, critical)
How is your culture represented in your art making?
How would you describe your environment?
Why should you know your cultural and personal history?
Possible Integration
Art History
o Examples of past and current artists who use cultural events and movements in their
work.
History
o Learning about the Mexican revolutions, slavery and feminism.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT


Lesson One
Title Appropriation Recreation
Lesson Description I will be presenting the students with three artists and their work. I will
explain what each artist wants to show or represent in their work. I will
then allow the student to choose an artist and create a work based off of
one of the style or themes of an artist relating to themselves. They can use
any medium they want from tempera, water color, markers, color pencils,
construction paper, or pastels. The artists I will be Aminah Robinson, Kara
Walker, and Frida Kahlo. They will then come together in the end and talk
about their art projects such as why they chose to copy off that artist and
the color and content choices they use.
Explain how technology has been used in this unit
Technology can be used to show the students the different artist and their art works they will be
comparing. Overhead projectors or smart boards comes in for that and in a PowerPoint. It can
also be used for an overhead projection of me demonstrating myself picking a different artist we
have already discussed and showing two recreations showing style in one and theme in the
other and pointing out why I chose each element.

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LESSON PLAN

Teacher Candidate Brea Berry


School Elementary School

LESSON NUMBER 1
Lesson Title Appropriation Recreation
Length of Class Period 45 Min
Approximate Number of Students in Each class 24
Beginning Date for this Lesson 11/07/2017
Ending Date for this Lesson 11/10/2017

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)


2PE Identify and communicate how historical and cultural contexts influence ideas that inform
artist.
5PE Focus their attention on selected artwork to identify and pose questions about aesthetic
qualities in the work.
CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)
1PR Integrate observational and technical skills to strengthen artmaking.
3PR Experiment with various ideas and visual art media to solve a problem that addresses a
contemporary social issue.
CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)
4RE Communicate how personal artistic decisions are influenced by social, environmental and
political views.
6RE Use criteria to assess work of art individually and collaboratively.

Performance-based Assessment Objectives


1. Students will learn the different historical and cultural influences that these artists
incorporate in their work and will be able to identify and communicate that in their own
work.
2. Students will focus their attention on the artist they chose and question the aesthetic
qualities.
3. Students will integrate skills the learn the artist use to create or represent to strengthen
their artmaking process for this assignment.
4. Students will go over the different artists work and their themes and medium use and
experiment with these ideas incorporating a part or all parts of it to social issues in their
work.
5. Students will communicate their personal decisions they made to create and relate their
work to one of the artist.
6. Students will use the rubric to assess their art work and to explain their work to the class.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will orally identify the historical or cultural influences from the artist they chose
and communicate how those ideas are shown or their own are shown in their work
2. Students will only talk about one artist they worked from and orally talk about their works
aesthetic in their piece.
3. Students will show in their work and the skills they used that the artist incorporated
during their oral presentation.
4. Students will create some different ideas that incorporates the social issues in the world
today.

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5. Students will, using their rubric, orally talk about their procedure and decisions they have
made to complete their works.
6. Students will complete a self-assessment in the end to assess their work and take into
account peer feedback.

Academic Language
Vocabulary (define each)
Appropriation- The use of pre-existing objects or images with little or no transformation applied
to them.
Contemporary art- It is art produced today, produced in the late 20th and 21st century. It is
globally influenced, culturally diverse, and technologically advanced.
Installation- Is used to describe large-scale of mixed-media often designed for a specific place
or for a temporary period of time.
Feminism: Is a political and social movements that share a common goal to define, establish,
and achieve political, economic, personal, and social equality of genders.
Self Portrait- Is a portrait of a person produced ad created by that person.
Additional Language Demands (specific communication task)
Besides the oral presentation in the end of the students describing their process and reasoning,
they will fill out a self-assessment on how well they completed the assignment. They also can
complete an extra point assignment which is basically a smaller project similar to what they did.
They can do a small-scale replica or change their theme or method all together but still fit the
original assignment parameters.
Accommodations for Special Populations
For students with emotional disturbances, accommodations will be made. I will focus on getting
to know the students comfort zone and activities to keep them on task.
I will be giving the student leadership roles in the classroom so that they can have
something to do for each part of classroom activities.
We will keep a list of cleaning jobs they can engage in in their spare time.
I will give encouraging word such as being a great classroom helper and giving thanks
for being on task with activities.
For the times that they need to stay in his seat but have a hard time I will allow them to
engage in a quiet activity they enjoy until they are ready for the next activity.
During class when I notice them getting agitated, as a class we will together do some
calming strategies such as taking deep breaths and counting to ten.
Their seat will be located right next to my desk so I can stay in close proximity.
We as a class will recite the rules every morning which include keeping our hands to
ourselves.
Art/Visual Culture Examples (list all artists, artwork or media used)
Frida Kahlo: https://www.pinterest.com/pin/19984792068898304/
https://www.pinterest.com/pin/212935888603019079/
http://totallyhistory.com/frida-kahlo/
Kara Walker: https://www.pinterest.com/pin/91479436153736563/
https://www.pinterest.com/pin/430516045611446521/
http://sikkemajenkinsco.com/index.php?v=artist&artist=4eece69f3eb4e
Aminah Robinson: https://www.pinterest.com/pin/192599321544513542/
https://www.pinterest.com/pin/192599321544437468/
https://www.pinterest.com/pin/192599321540808191/

Preparations
Materials/Resources for Teacher

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Over Head projector
PowerPoint Presentation: Appropriation Recreation
Handout: Project Introduction
Handout: Rubric
Printed Examples of Work from the artist on the walls
Materials for Students
11 by 17 paper
Multiple colors of yarn
6 colors of Tempera Paint
24 Paint Brushes
24 Bowel of Water
Buckets of Crayons
24 Glue Bottles
24 Scissors
24 Smocks
Multicolored Construction paper
Safety Procedures
Students painting will wear painting smocks.
Students will work at their seat at their own table
Students using scissors will walk with them face down and be conscious of where their hands
are as they use them.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
There will be seven tables in the class and four to five students assigned to each table. Seating
arrangements will change every new quarter.
I will put out posters of the artists I will be talking about and their work on the board.
I will set up the overhead projector displaying the first slide of my presentation.
All tables will be cleared.
Supplies will be set out on the counter accessible to the students when needed.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
I will spend around the first part of class introducing the class to the new project they will work
on. I will go over some new artists and some new vocabulary to help them through the project.

Day Duration Application Resources


1 3 Minutes I will get the student settled down and direct their Overhead projector
attention to the smart board for the project for the week.
1 8 Minutes PowerPoint Presentation: PowerPoint
I will go through each slide and begin a discussion.
First, we will go over vocabulary to help me
determine where the students are in their art
vocabulary and get them adapted to new concepts
for them to help in the assignment. I will then go
over some essential question I want the students
to keep in mind during the duration of the project.
1 11 PowerPoint Presentation Continues: PowerPoint
Minutes I will talk about the three artist I am introducing,
Kara Walker, Aminah Robinson, and Frida Khalo. I
will talk about their medium use and their themes. I
will them engage the class in a discussion on these
themes and get them talking about how they see

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these possibly present in their lives. I will then wrap
it up explaining their new Project and show them
an example of the two ways they can go about the
project.
1 2 Minutes I will then assign a table to pass out the two sheets Handouts:
with the project introduction on it and the rubric for Rubric
the assignment as well as a blank white paper, one Project Introduction
sheet for everyone
Sketch Paper
1 3 Minutes I will then Explain what they will be doing for the
day:
Today will be a sketch day to come up with an idea
on how they want to go about the project, pick an
artist, and determine whether to follow the artist
theme or medium/style. Students will then show
me their ideas and I will give them some feedback
on their concepts. They will then finish a final
sketch draft of their ideas with the feedback I gave
them.
1 18 Student will begin sketching ideas and turn them Paper and Pencils
Minutes into me as they finish sketches for feedback. This
should continue until class is over.
2 3 Minutes Reminder:
I will remind the students of the project prompt and
allow them to begin working if they are ready, as
well as allow the students who need more
feedback to come to me.
2 5 Minutes Students will begin getting supplies and beginning All supplies out for
to work. I will wait at my desk as those who need student use
feedback come to talk.

2 33 Work Time: All materials out for


Minutes All students at this time should begin on their students to access
projects. I will be available for questions and help
walking around as needed.
2 4 Minutes I will give the students a 4-minute warning that
class is ending and they need to finish up what
they are doing and put supplies away.
3 3 Minutes I will start the class with reminding student today is
the half way mark and they should really be
covering a lot of surface area on their projects. I
will then allow them to get back to work.
3 38 Work Time: All materials out for
Minutes Students will continue to work on their projects and students to access
come time if they need any assistance. I will walk
around and give feedback as they work.
3 4 Minutes I will give the students a 4-minute warning that
class is ending and they need to finish up what
they are doing and put supplies away.
4 2 Minutes I will remind student that this is the last day to work

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on their projects and I will be walking around if
there are any questions or concerns.
4 35 Work Time: All materials out for
Students will continue to work on their projects and students to access
come time if they need any assistance. I will walk
around and give feedback as they work.
4 8 Minutes I will let students know that class is ending and to
finish up any last-minute refinements to their
projects.
5 5 Minutes I will begin the class with explaining how the
presentations will go:
We will go in alphabetical order of last names and
everyone will have a minute or two to talk about
their project and how they created it as well as the
decisions they made to create the work. Other
students will listen and stay quiet during
presentations.
I will then call each student one at a time to have
their time to speak.
5 30 Students will begin their presentation.
Minutes
5 10 I will thank every student for presenting and allow Handout:
minutes students to give feedback and talk about projects Self-assessment
they like and why they like it. I will then pass out
the self-assessment and tell the students to grade
themselves over how well they think they did for
the project. I will allow them to do that and collect
them before the end of class.
Clean-up Procedures (Room, Materials & Work Storage)
Student will put their names on artworks and put them in their class bin. If they are wet they will
go in the drying rack. They will put all paint sets, scissors, glue and smocks on the material
table. They will rinse off their brushes and dump their water in the sink. They will put all crayons
back in the box and throw any trash away from their tables or floor. They will return to their seats
quietly and wait to be called to line up. I will wipe off tables and sweep the room.

Closure, Review & Anticipation (whats next?)


As a class, we will discuss takeaways from the assignment and go over the essential questions
again to see if we can formulate new answers based off of what we have learned. I will then
take some of those new answer and use them to prepare for the next lesson that will focuses on
one of the main ideas or concepts that they appealed to the most.

Supplemental Activity
Students will have the opportunity after each assignment to create a smaller art work similar to
the assignment following the same perimeter. They will be able to receive extra point is they
want to complete it. There will also be an option of free drawing time after they have completed
their work.

Teacher reflection focused on the lesson after it has been taught


N/A

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Rubric: Appropriation Recreation
Points 1 2 3 4

Follow Student did not choose Student chose one Student chose one Student chose one artist to
Instruction one artist to work from artist to work from artist to work from work from and presented
and presented a sketch but did not present and presented one multiple sketch ideas to receive
idea to receive feedback a sketch idea to sketch idea to feedback before beginning.
before beginning. receive feedback receive feedback
before beginning. before beginning as
asked.
Material Use Student did not Students Students Students experimented with all
and Theme experiment with various experimented with experimented with ideas and mediums to relate
ideas or visual art very little basic all ideas or their work to the artist work
mediums to relate their ideas or mediums mediums to relate including social issue.
work to the artist work that relate their their work to the
including social issue. work to the artist artist work
work including including social
social issue. issue.
Personal Student did not Students Students Students communicated all
Connections communicate their communicated communicated all their personal connection to the
personal connection to the some of their their personal art and artist influence that
art and/or artist influence personal connection connection to the helped them create their art
that helped them create to the art and/or art and artist work, plus gave us more
their art work. artist influence that influence that background they learned about
helped them create helped them create themselves and the artist
their art work. their art work. outside of class.
Oral Student did not give an Students gave an Student gave an Student gave an oral
Presentation oral presentation oral presentation oral presentation on presentation on their whole
describing their but only talk a little their whole artmaking process and
artmaking process or bit about their artmaking process comparison of their ideas and
comparison of their ideas artmaking process and comparison of the artist, plus gave us more
and the artist. and comparison of their ideas and the insight then asked.
their ideas and the artist.
artist.
Time Student did not manage Student managed to Student finished all Student finished all the
Management their time properly and finish most of the the elements of elements of their art work they
did not finish on time. elements their art their art work they intended to be included, plus
work to turn in. intended to be added more to really get a point
included. across or cleaned their work up
for better presentation.
Total possible points: 20

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Self-Assessment
Name: ________________________
Date: _________________________
Project Title: ___________________

Points 1 2 3 4 Your
Points
Follow Student did not choose Student chose one Student chose one Student chose one artist
Instruction one artist to work from artist to work from artist to work from to work from and
and presented a sketch but did not present and presented one presented multiple
idea to receive feedback a sketch idea to sketch idea to sketch ideas to receive
before beginning. receive feedback receive feedback feedback before
before beginning. before beginning as beginning.
required.
Material Use Student did not Students Students Students experimented
and Theme experiment with various experimented with experimented with with all ideas and
ideas or visual art very little basic all ideas or mediums to relate their
mediums to relate their ideas or mediums mediums to relate work to the artist work
work to the artist work that relate their their work to the including social issue.
including social issue. work to the artist artist work
work including including social
social issue. issue.
Personal Student did not Students Students Students
Connections communicate their communicated communicated all communicated all their
personal connection to the some of their their personal personal connection to
art and/or artist influence personal connection connection to the the art and artist
that helped them create to the art and/or art and artist influence that helped
their art work. artist influence that influence that them create their art
helped them create helped them create work, plus gave us
their art work. their art work. more background they
learned about
themselves and the
artist outside of class.
Oral Student did not give an Students gave an Student gave an Student gave an oral
Presentation oral presentation oral presentation oral presentation on presentation on their
describing their but only talk a little their whole whole artmaking
artmaking process or bit about their artmaking process process and
comparison of their ideas artmaking process and comparison of comparison of their
and the artist. and comparison of their ideas and the ideas and the artist,
their ideas and the artist. plus gave us more
artist. insight then asked.
Time Student did not manage Student managed to Student finished all Student finished all the
Management their time properly and finish enough of the elements of elements of their art
did not finish on time. their art work to their art work they work they intended to
turn in. intended to be be included, plus added
included. more to really get a
point across or cleaned
their work up for better
presentation.
Total possible points: 20__
Total Points earned: ______
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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_____________________________________________________________________________________________
_____________________________________________________________________________________________
Class Project Assignment Introduction
In this project, you will be creating one work of art based on a style/medium and/or
theme of an artist presented to you. I will be going over three artists in class, Frida
Khalo, Kara Walker, and Aminah Robinson. You will then choose an artist to do
your project on and decide what elements of their pieces you choose to use. Think
about their themes and how they can be reflected in your own life. If you feel you
cannot relate choose one of their mediums or styles and create a work that has
meaning to you. Make sure you are using the rubric when creating your work of art
and keep in mind the choices you are making to create your piece because there
will be a critique in the end. Stay on task to finish in time.

Day One: Come up with a concept and start sketching ideas. Present them to me as
you finish so I can give you feedback before starting.
Day Two-Four: Work Days
Day Five: Project due

Vocabulary:
Appropriation- the use of pre-existing objects or images with little or no
transformation applied to them.
Contemporary art- is art produced today, produced in the late 20th and 21st
century. It is globally influenced, culturally diverse, and technologically advanced.
Installation- is used to describe large-scale of mixed-media often designed for a
specific place or for a temporary period of time.
Feminism: is a political and social movements that share a common goal to
define, establish, and achieve political, economic, personal, and social equality of
genders.
Self Portrait- Is a portrait of a person produced and created by that person.

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