Title III Technology Literacy Challenge Grant

Learning Unit

*LU Title: Art & Life During the American Revolution*	Author(s): Elaine dePalma-Sadzkoski Maurene Streeter, Gail Wolczanski
Grade Level: 5:	*School Address: Oxford Rd. Elementary* 33 Oxford Rd., New Hartford, NY 13413
Topic/Subject Area: Social Studies	School Phone/Fax (315) 624-1220
Email: Edepsadz@mwpi.edu

OVERVIEW

Through the study of artists, artisans, and their craft, students will develop an in-depth, authentic concept of late 18th century America. Knowledge will extend and refine New York State declarative and procedural standards introduced at Grade 4. Active participation with related hands-on artistic experiences gleaned from that period and interaction with primary documentation encourages guided as well as self-directed inquiry with the ultimate goal of art appreciation and cultural awareness.

CONTENT KNOWLEDGE

Procedural
Use induction following interpretation of engravings and paintings (using their symbols, subjects, colors and artist background) to make inferences regarding the people, events and places of the American Revolutionary period.	Apply engraving and oil painting skills closely mirroring the procedures used by American colonial artists.
Deduce how the unit’s engravings and oil paintings, created primarily for financial reasons, were naturally biased subjects; wealthy individuals, politically prominent people and romanticized events.	Use induction to understand the compositional components that are incorporated in an artwork from the American Revolutionary period.

Declarative
Understand that the American Revolution was a conflict fought against Great Britain and its colonial loyalists by its North American patriotic colonists to achieve their independence	Understand that engravings and oil paintings are important primary sources that document the colonial past historically, politically, and artistically.
Understand that the physical and moral victory by the United States patriots has been romanticized through the arts.	Know the components of an art museum label and use that knowledge to better appreciate the role of art archives.
Know prominent American artists and their major works relative to this period of history: John Singleton Copley, John Trumbull, Gilbert Stuart, Charles Willson Peale, Ralph Earl.	Understand how images are affected by the format of the presentation: slide, photocopies, artworks.
Know the significance of specific works of art to prominent events of the American Revolution.	Understands the compositional components that make up an art work from the revolutionary war period in American history.

ESSENTIAL QUESTIONS

What functions did the arts serve in the past to present day?

How were artists perceived from the Revolutionary War Period as historians and political voices of their communities?

How was freedom of speech exercised in the artwork of the Revolutionary War period?

How did the self-sufficient dedication of the artist help to create the artworks we cherish as treasures of our past?

Why do art museums collect, preserve and exhibit art, artifacts and articles of importance; provide instruction, enrichment and appreciation of the objects, and facilitate an understanding of the various peoples and cultures who produced and used them?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Content Area: Art/ Social Studies/ Language Arts/ Technology

Level: Elementary

AST 1.1 Students will make works of art that explore different kinds of subject matter; topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Key Ideas

b. develop their own ideas and images through the exploration and creation of art works based on themes, symbols and events.

c. understand and use the elements and principles of art ( line, color, texture, shape) in order to communicate their ideas

e. identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works..

AST 2.2 Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community ( exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic

Key Ideas

a. understand the characteristics of various mediums (two dimensional, three-dimensional, electronic images) in order to select those that are appropriate for their purposes and intent

c. know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking and visiting artists, to increase their understanding of art

AST 3.3* Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

Key Ideas

a. explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses

b. explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works

c. explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.)

d. explain how ideas, themes or concepts in the visual arts are expressed in other disciplines (e.g. mathematics, science, literature, social studies, etc.)

AST 4.4 Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand the social, cultural, and environmental dimensions of human society.

Key Ideas

a. look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures.

b. look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics.

SSS1.1 Students will use a variety of intellectual skills to demonstrate their understand of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

ELA3. Students will listen, speak, read, and write for critical analysis and evaluation. As listeners ad readers, students will analyze experiences, ideas, information and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions f the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

MST2.Students will access, generate, process, and transfer information using appropriate technologies.

MST5.Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

INITIATING ACTIVITY

Students will be launched in to the era of the American Revolution visually with a slide presentation of selected engravings and paintings. Using a responsive lecture, docents will present the images that reflect the historical context and include a wide variety of peoples, events and places depicted by the unit’s featured contemporary artists: John Singleton Copley, john Trumbull, Charles Wilson Peale, Gilbert Stuart, Ralph Earl.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refiningexperiences for all stated declarative and procedural knowledge.

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand	What experiences or activities will be used to help students acquire & integrate this knowledge? What strategies will be used to help students construct meaning, organize and/or store the knowledge?	Describe what will be done.
Understand that the American Revolution was a conflict fought against Great Britain and its colonial loyalists by its North American patriotic colonists to achieve their independence Know the significance of specific works of art to prominent events of the American Revolution	LINK (storage) using visuals on a timeline Pictographic Representation (organizing)	In the Classroom - Students will apply images of the artworks presented in slides onto a time line of the American Revolution (using velcro) based on historic and artist clues, extending and refining declarative and procedural knowledge accrued from the slides. Conclusions will be drawn about the relevance of the painting to that chronological placement in time.
Understands the compositional components that make up an art work from the revolutionary war period in American history.	Demonstration Lecture using slide show images Familiar Place: storage of element, and principle of design terms	Students will actively practice art analysis skills for elements: composition, line, tone, texture, and color and for principles of design: surface, balance, movement, variety, emphasis and unity. Observation and Deduction Skills Activities with enlarged image from Rev. War Feature Artists.
Know prominent American artists and their major works relative to this period of history: John Singleton Copley, John Trumbull, Gilbert Stuart, Charles Willson Peale, Ralph Earl.	Reciprocal Teaching after accessing art museum websites	After accessing sites and learning about other artworks by the featured artists, students will exchange their understanding of the art through discussion of elements and principles of design as his relevance to this time in American history.
Understand that the physical and moral victory by the United States patriots has been romanticized through the arts	Synectics	Using one of the artists names or using the general term Artists of the Rev. War Period, students will make connections to terms such as computer, textbook, mirror, and time capsule (et.al) Discuss.
Understand that engravings and oil paintings are important primary sources that document the colonial past historically, politically, and artistically.	Think – Pair - Share “What If “ List – Group – Label (using critiquing terms):	Students will be asked to think about a world where no artwork was saved from the 18^th century. What if Copley, Stuart, and the rest of the artists had their work destroyed during their lifetime? They are to respond using the terms politics, history and/or art.
Understand how images are affected by the format of the presentation: slide, photocopies, artworks.	[Semantic Feature Analysis: slide, photocopy, artwork] DR/TA – Directed Reading/ Thinking Activity	Using Gilbert Stuart’s portrait reproduction, Mrs. Yates, the class facilitator will model, using student interaction, how to critique a work of art: Description, Analysis, Interpretation, Judgment, Reflection. Art Standard #3 A chart will indicate the strengths and weaknesses of each format.
Know the components of an art museum label and use that knowledge to better appreciate the role of art archives	Graphic Organizer – Museum Label Form [create a museum label for Mrs. Yates]	Students will study the components of an art museum label and apply that knowledge by creating a label and information outline to apply to Mrs. Yates’ portrait *Access to website: www.nga.gov/cgi-bin/pinfo?Object=566+0+none will provide an art brief guide from the National Gallery of Art regarding this artwork and personality, Mrs. Richard Yates. Art Standard #3 Math Standard #2 5.

LEARNING EXPERIENCES 1858
Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Use induction following interpretation of engravings and paintings (using their symbols, subjects, colors and artist background) to make inferences regarding the people, events and places of the American Revolutionary period.	A Variety of Situations is provided in the museum to interact with docents to transfer their experience and knowledge regarding each authentic work of art	Students will initially focus on three theme –based engravings: The Battle of Bunker’s Hill near Boston, 1798, Johann Muller (German); Washingtonn and His Family , 1864, William Satain (American) and Washington’s Adieu to His Generals , ca. 1858, George R. Hall; acquiring a visual understanding of the engravings through a demnstrative lecture, collaborative description, analysis and interpretation. Eg. Specifically, a compare and contrast of the (slide) oil painted version ofThe Battle of Bunker’s Hill to its engraving. In small collaborative groups, students and docents w ill interact with three revolutionary war period oil paintingsin a rotating sequence: Mrs. Watson by Ralph Earl, Thomas Aston Coffin by John Singleton Copley, Peter Gansevoort by Gilbert Stuart. Description, Analysis, Interpre- tation, Judgment with specific emphasis on elements and principles of art that best apply to each artwork All students will come together to be debriefed re: knowledge of three revolutionary period works of art. Following their introduction toRecruiting for the Continental Army. By Wm. Ranney, (American), as post Revolutionary and very romanticized, students will identify with its human emotions through physical modeling of vignettes portrayed within the composition in pantomime for audience.
Deduce how the unit’s engravings and oil paintings, created primarily for financial reasons, were naturally biased subjects; wealthy individuals, politically prominent people and romanticized events.	In reference to the slide presentation in class and the activities there and at the museum – RAFT - adapted to art critiquing	Eg. Mrs. Watson, an oil painting by Ralph Earl (a Tory) emphasizes awealthy and prominent subject, from the family that helped to found the institute with her home town featured in background R ole of the artist A udience of artwork F ormat of artwork T opic – what is it about? [Summary]
Apply engraving and oil painting skills closely mirroring the procedures used by American colonial artists	Following a 20 minute pencil sketching period using paintings and sculptures available, students will come together for a lecture in which the docent will Think/Aloud demonstrating how to make an engraving and Rev. Period Oil Painting	Students will Mentally Rehearse how their line drawing could become an engraving or an oil painting. Deduction: sketching was the basis of art then as it is now. Based on the docent demonstration and lecture, using inductive reasoning applying use of the tools, materials and skills techniques available to artist of the Revolutionary Period, a comparison will be made on the same art medium of how artists could create today. Back in the classroom these will be applied to art projects to extend& refine.
Use induction to understand the compositional components that are incorporated in an artwork from the American Revolutionary period.	Orally synthesizing the meaning of the vocabulary learned in the classroom in application to the artworks viewed interactively having errors or pitfalls pointed out by the docents.	Students will be given vocabulary cards at the painting of Thomas Coffin and be asked to use the word to describe its application in the artwork. The terms are applied throughout the tour of the museum’s art and during the concluding activity “Midnight Ride of Paul Revere book,“ a scavenger hunt to find ele-ments of design will use applied knowledge.

LEARNING EXPERIENCES
Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of

What reasoning process will they be using?

Describe what will be done.

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

At the Museum of Art -

Art Standard #3 is reinforced with abstracting.. The student theme workbook employs the poem, The Midnight Ride of Paul Revere, by Henry Wadsworth Longfellow, to encourage students to seek and identify elements of art and principles of design in galleries AST

Following Museum Visit -

Students will use primary sources to study the events surrounding the Boston Tea Part of 1773. Using the 5W’s and H they will report on the events of that evening (chronological narrative) report. Based on the portraits created by John Singleton Copley of Sam Adams and Paul Revere, students will attempt to draw an illustration for the report showing Mr. Adams or Mr. Revere dressed in the patriots disguise like Mohawk Indians. Kit SSS/ELA

Students will study short biographical sketches and access internet sites about George Washington then reflect their understanding of his character along with the style of his portraitists (Charles Willson Peale and Gilbert Stuart) with sketches and writings of their own. The activity is called If George were Alive Today ... Found in Teacher’s Manual MST/ELA

Students will study the engravings by Paul Revere, The Boston Massacre., The Battles of Lexington and Concord by Amos Doolittle based on paintings by Ralph Earl and The Attack of Bunker’s Hill. Based on the Art Critique rubric, students will collaboratively work in groups analyzing the artistic effectiveness of the engraving as it illustrates the revolutionary event. Found in Bulletin Board Kit AST

Extending and Refining Technologically/Artistically

Journals and Journeys / Diaries and Dreams - a picture scrapbook collage archiving events in human lives; visually and verbally expressing them. Parallels are to be made between historical use of revolutionary war journals, diaries and archival collections.

ELA, MST, SSS LEARNING EXPERIENCE IN KIT

Printed Memory Patch - a diversity of printing techniques from the past to the present using the format of a patchwork quilt to establish a picture image of a memory relevant to themselves. Literary reference: Sweet Clara and the Freedom Quilt (a picture book)

ELA, MST, SSS

Primary Source Activities book -three activities referenced under technological application with other primary source activities available to choose.

ELA, SSS

CULMINATING PERFORMANCE
Include rubric(s)

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

Decision Making

(selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

Invention

(creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation

(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis

(analyzing the parts of a system and how they interact)

Other:

Old ‘76 and Young ‘48 (engraving)

by Richard Caton Woodville, engraved by Joseph I. Pease. American Art-Union, 1851.

This engraving will be reproduced for each student to assess in their role of an art analyst and historian.

Written systems analysis responses will utilize five specific tasks:

What do I see? (description)

How is the artwork organized? (analysis)

What is happening? or What is the artist trying to say? (interpretation)

What do I think of the work? (judgment)

How do I make connections? (reflection) *

Students will also be required to create a museum label for this engraving.

Personal Response To An Artwork

Elements #1 Element #2 Element #3 Element #4

Elements Scale	Opening	Selects Elements	Support	Conclusion
4	Clearly and fully identifies a single personal feeling, value or attitude related to the interpretation of an artwork.	Selects all accurate elementsof the art that support orcontradict the personal feelingvalue or attitude. May show deeper insight into the selection than usual	Provides well-developed andaccurate examples, reasonsand details to show how theelements support or contra-dict personal feeling, value or attitude	Concludes with a statement that creatively and clearly summarizes the effect of the selection on personal feeling, value or attitude
3	Clearly identifies a single personal feeling,value or an attitude related to the intre- pretation of an artwork	Selects appropriate elements ofthe art that support or contradict the personal feeling, valueor attitude.	Provides accurate examples, reasons and details to show how the elements support orcontradict personal feeling, value or attitude	Concludes with a statement that clearly summarizes the effect of the selection on personal feeling, value or attitude
2	Personal feeling, value orattitude related to the intrepretation of a piece of art is not clearly stated or identifies more than one focus	Selects some appropriate andsome inappropriate elementsof the art to support or contradict the personal feelingvalue or attitude	Provides some accurate examples, reasons and detailsfor the elements but may havesome inaccurate or incompleteexamples, reasons or details	Concludes with a statementthat does not clearly summarizethe effect of the selection onpersonal feeling, value or attitude
1	Personal feeling, value, orattitude related to the interpretation of a piece of art isnot stated or multiple aspects are stated	Selects no elements at all orinappropriate elements from thework to support or contradict thepersonal feeling, value orattitude	Provides few if any examples, reasons or details to show howthe elements support or contradict the personal feeling, valueor attitude	Contains no concludingstatement, or the statementdoes not accurate summarize the effect of the selection on personal feeling, value or attitude

Systems Analysis Task Rubric

Elements #1 Element #2 Element #3

Elements Scale	Idenitifies System	Identifies Interactions within the System	Identifies Logical Consequences
4	Accurately identifies the elements and principles of design by thoroughly describing all the necessary components of the systematic analysis.	Accurately and thoroughly describes the interactions - which parts affect each other and how - of the identified parts of the analysis.	Accurately and thoroughly describes the impact on any part of or the entire artwork as a whole if the element or principle of design is changed in some manner.
3	Accurately identifies the elements and principles of design by describing adequately all the necessary components of the systematic analysis.	Accurately and adequately describes the interactions - which parts affect each other and how - of the identified parts of the system. Accurately and adequately describes some of the interactions - which parts affect each other and how - of the identified parts of the system.	Accurately and adequately describes the course of action on any part or the entire artwork as a whole if the elements or principles of design are stopped or changed in some manner.
2	Incompletely identifies the system by describing some of the necessary components of the systematic analysis.	Accurately and adequately describes some of the interactions - which parts affect each other and how - of the identified parts of the system.	Accurately describes a partial course of action on any part or the artwork as a whole if the elements or principles of design are stopped or changed in some manner.
1	So few of the necessary components of the system are described that the identification of the system is inadequate.	Inaccurately or inadequately describes the interactions - which parts affect each and how - of the identified parts of the system.	Inaccurately describes the course of action on any part of or the artwork as a whole if the behavior of elements or principles of design are stopped or changed in some manner.

PRE-REQUISITE SKILLS -

Student understanding of relevant Social Studies Standards and Benchmarks;

(addendum)

Student understanding and application of relevant social studies vocabulary.

Student understanding and application of art terminology related to the period of artists, elements of art or principles of design.

Student understanding of computer access to the world wide web/ bookmarked sites.

Student English/Language Arts writing standard and benchmarks through grade 5 to communicate observations, skills, and inferences gleaned from the unit experience.

Students should have a basic understanding of the Art Standards.

MODIFICATIONS -

Optional activities listed allow for differentiated learning styles: visual, tactile, et. al.

Time restraints can be accommodated by integrating the pre- and post activities with other content area benchmarks. eg. Language arts, social studies, technology, and

art class

A challenge project may be to create a power point production focusing on an artist of the time period.

Access to information on the internet may be aided with a facilitator or classroom aide, projection on a class viewing screen or hard copy distribution

Facilitators can aid students’ writing allowing for dictation, cassette recording, or videotaping any assessment activity.

The classroom IEP should be and can be adapted by the classroom teacher to employ any of the activities at the museum or in the classroom.

The museum is handicap accessible.

Special needs children with teacher support, can attempt to participate to their best ability, in all activities. 8.

UNIT SCHEDULE/TIME PLAN

Pre-museum visit activities - two weeks; Museum visit - one day

Post museum activities - Ongoing, lifelong learning application

TECHNOLOGY USE

Word processing -

Art & Life During the American Revolution Teacher Manual (see Post-Museum Activities)

Munson-Williams-Proctor Field Trip News Article

Descriptive Essay featuring a Favorite Painting

Using grade level language arts description rubric, students will tell who, what, when, where, why and how their favorite painting was created. The paper’s focus will be on English Language Art standard #3 and Art Skill standard #3; description, analysis, interpretation, judgment and reflection.

Police Investigation at Munson-Williams-Proctor

Descriptive Essay featuring a Stolen Painting

Using grade level language arts descriptive rubric, students will describe a painting that has been reported stolen. The painting needs to be described exactly so the police investigators can locate the exact painting. Using a police report form, students will post the informational description for investigators to find.

Primary Source Activities Booklet activities (see Resource Box for these & more)

Boston Massacre Broadside Analysis

Summary of facts gleaned from this primary document.

Using grade level language arts summary rubric, students will communicate the information placed on the Boston Massacre graphic organizer. i

Battle of Bunker Hill Propaganda Broadside

Compare and contrast essay using the American advertisement

Using grade level language arts compare/contrast rubric, students will determine the relevance of the facts presented by the Americans in their advertisement but from the perspective of the British who had recently been startled by the American forces at Bunker Hill. Students will fill in graphic organizer; Prospect Hill vs. Bunker Hill and use that the write the comparison, noting contrasts.

Constitutional Convention Commemorative Advertisement Opinion/reason using library or internet resources

Using grade level language arts opinion/reasons rubric, students will use a magazine primary source and gathering grid to learn about members of the Constitutional Convention. Based on their findings, students will defend their opinion why some of those individuals should be included in their social studies text. A persuasive letter may be written to send to their social studies text publishing.

Accessing Web sites

National Gallery of Art

www. nga. gov

Access to many American artists fine paintings, including many by artists featured in Art and Life During the American Revolution field trip.

The Metropolitan Museum of New York

www.metmuseum.org/htmlfile/Education/edu.html

Detailed information about its collection and special exhibitions for use in the classroom.

The Whitney Museum of American Art’s Art on Web

www.echonyc.com/-whitney/weblinks/main.html

A jump-off point to other museum sites, where some interesting on-line material can be found.

World Art Treasures

sgwww.epfl.ch/BERGER/index.html

Its purpose is to encourage the discovery and love of art through following and emphasizing a specific original theme.

Art Application - *See attached art experiences entitled:

diaries and archival collections.

Name ___________________ Art & Life During the American Revolution Assessment

School ___________________ Munson-Williams-Proctor Art Institute

The picture you are looking at is a copy of an engraving. Engraving was extremely popular and important for reproducing images until photography was made available. Both the American Art-Union and the Royal Academy of England recognized engraving as a fine art in the 19th century.

Richard Caton Woodville was an American genre painter. He was born in 1825 and chose to be an artist instead of a doctor in 1845. The American Art-Union chose three of his paintngs to be engraved when he was still a young artist.

His painting, Old ‘76 and Young’48, was engraved by Joseph I. Pease as a small print in 1851. It was only seven and one-half inches by nine and five-eighths inches big.

Old 1776 is represented by the old man while young 1848 is represented by the young man who is shown speaking to him. It is a contrast of past and present age. George Washington was the military hero in 1776 and future president, Zachary Taylor, was the hero of the Mexican War in 1848.

Congratulations!

You have just been hired by Munson- Williams-Proctor Institute

to critique Old ‘76 and Young ‘48 for their school program.

Directions: Use the engraving and information on the front page to answer -

1. What do I see in this engraving? (Make a list and remember the written information.)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How is the engraving organized? (Use these words if you think they help explain: line, texture, shape, color, surface, rhythm, movement, size, volume, balance, proportion, variety, emphasis and unity)

__________________________________________________________________

3. What is happening? or What is the artist trying to say? (Use what you have seen in Question #1 and said in Question #2 to answer this. Your answer is your opinion and cannot be wrong!)

4. What do I think of the engraving? (Tell us what you like and do not like or you would change. Think about the time that it was made; who made it and why you think it was chosen by the Art - Union.)

_____________________________________________________________________________________________________________________________________________________________________________________________________

5. How do I make connections? (It is important to us to know what you discovered or learned by critiquing this engraving and reading about it. Be honest and explain your ideas about its art and history.)

Title III Technology Literacy Challenge Grant

Learning Unit

Investigation

Personal Response To An Artwork

Elements

Selects Elements

Systems Analysis Task Rubric

Elements