Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

CONNECTIONS TO NYS LEARNING STANDARDS

(List Standard # and Key Idea #: Write out related Performance Indicators or Benchmarks.)

The Arts

• Actively engage in the process that constitute creation and performance in the arts (the visual arts) and participate and participate in various roles in the arts.

-create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints (a)

-create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images (b)

-demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition (c)

-reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly (d).

• Be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

-select an d use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums (a)

-use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation (b)

• Respond critically to a variety of works in the arts connecting the individual work to other aspects of human endeavor and thought.

-use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others) (a)

-explain the visual and other sensory qualities in art and nature and their relation to the social environment (b)

-analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art (c)

-develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life (d).

• Develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

-analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey (a)

-examine works of art and artifacts from United States cultures and place them within a cultural and historical context (b)

-create art works that reflect a variety of cultural influences (c).

Instructor's concept list:

INITIATING ACTIVITY

Listening to a musical piece composed by Schlemiel and Goldberg, the students will be asked to create a finished image in one period reacting to the music they are listening to. (This piece of music was created in reaction to the atrocities suffered by individuals housed in German concentration camps during the Holocaust. The students will not be given this information so as not to make superimposed impressions on the works they create. ) After the creation of the work the instructor is to ask for explanations of what was heard and what they are observing in the visual images the students have created. The background of the musical piece will then be given. The instructor will introduce how the concepts of humanity and inhumanity are reflected in this exercise.

LEARNING EXPERIENCES

(In chronological order including acquisition experiences and extending/refining

Experiences for all stated declarative and procedural knowledge.)

During the learning the students will follow the exercises and experiences listed below:

• Introduction of the major compositional problem:

2.Cross-referencing research of terms and concepts:

3.Sketching assignments:

4.Unit effort grade sheet journal writing for the research phase: The students will use the form below to reflect upon the concepts explored within the parameters of this problem. They will do this in both a visual and verbal way.

5.Critical analytical writing for the planning sketch: The students will review a peers work reflecting in a written way on what they observing in the planning sketch for the finished work for this unit. They will use the form below to establish an objective review of their peer’s artwork:

6.Breakdown sheet analysis of the finished artwork: During the process of creating the finished art work for this unit, the students will fill out the form below at two points in time. One while the work is going on for interim evaluation by the instructor and the second time with renovations made to both the work and the form for final evaluation.

Examples of student work:

7. Unit effort grade sheet journal writing for the finished artwork phase: The students will use the form below to reflect upon the concepts explored within the parameters of this problem for the finished artwork. How the artwork evolved from the research phase will be evaluated. They will do this in both a visual and verbal way.

8.Critique / presentation for the class: Each student will be expected to defend their work in front of the class using the outline below. During the presentations the classmates will be expected to take notes on each presentation, becoming an active listener. They are to use the outline below to focus their listening.

9.Reflective writing: At the conclusion of the unit the students will reflect on all the inputs they have had during the semester, both within their work and in an outside resource. Within this writing they are to set a new goal for their next artwork. This goal can be based on a new area of exploration or refinement of a technique and idea introduced in this unit. The form below will be used to develop the reflective writing passage.

CULMINATING PERFORMANCE

(Include rubrics, checklists, etc.)

The students will participate in a portfolio review, one on one with the instructor. The student will defend how their work accomplishes standards set by the rubric for this year’s course of study in Advanced Art.

PRE-REQUISITE SKILLS

Compositional design structure:

Elements of design, principles of design, functions of art and refined techniques in medium usage.

Historical and literary refernces of humane and inhumane acts: ie. The holocaust, Diary of Anne Frank, Present day acts of humanity and inhumanity.

MODIFICATIONS/ADAPTIONS

All students’ individualized learning needs will be addressed and the learning experiences within the learning unit will be modified to address those needs. Any students with I.E.P.s will have their experiences tailored to meet those modifications listed.

UNIT SCHEDULE/TIME PLAN

One 10-week semester in block scheduling (80 minute blocks every other day.)

Week 1: Initiating activity, introduction and the research of the terms.

Week 2: Sketchbook assignments

Week 3: Unit effort grade sheets and critical analytical writing

Week 4: Refinement of the research. (Terms & sketches)

Week 5 & 6: Work on the finished composition

Week 7: Interim evaluation of the finished work

Week 8: Renovations made to the finished work

Week 9: Unit effort grade sheets and Reflective writing

Week 10: Presentations and critiques

TECHNOLOGY USE

Internet research

Word processing (note development)

Sketching

Image development

Digital archiving of the progress of a major artwork or finished composition