Академический Документы
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6 Weeks
Prepared by Michelle Hrouda + Micah, Cassie & Monique
Stage 1 Desired Results
Content Standard(s): Front Matter:
Project based inquiry investigating the role of art and voice within todays society.
Focusing on water and fish sustainability, bringing awareness to the topic.
Enduring Understandings/Big Ideas:
Investigate/record visual information
Express technical competencies
Express meaning
Understand art affects and reflects cultural character.
Related Misconceptions:
Students/teenagers dont have a voice in society
Students/teenagers may not be able to participate in
an activist role
Being an artist is a professional adult role.
Essential Questions:
How does a disappearance of a species affect the
environment?
How can artists use their craft to communicate an
important message to an audience?
Prior Knowledge:
Previous experience in material use.
Art critique
Elements of design (colour, form, space, value,
texture, shape)
Unit Emphasis:
Encounters - using sources from the natural
environment to create an important statement within
society.
Skills/Attitudes objectives (key outcomes):
Communicate information/messages visually
Investigate visual relationships
Apply visual, analytical and critical skills and develop
control and competency
Consider the natural environment as a source of
imagery.
Stewardship through art.
Understanding how how elements of art turn into principles of design and how it can strengthen an
understanding/communication of art.
Students will design a piece of art with a goal in mind - visual communication
Students will understand how a piece of art influence thought, invite change.
Students help create a rubric to assess their own progress.
Using art criticism, students can assess the success of their communication and intention.
Students can go beyond course expectation and look into/help plan how their art can be contributed to the
community.
Student Self-Assessments
Students will assist in creation of a rubric prior to
start of the physical art making.
Students will demonstrate understanding by creation
of thumbnails/ideation
Reflections in the form of exit slips
Think pair share
Exl = Explain
Lesson Activity
El = Elaborate Ev = Evaluate
Key Outcomes
Evidence
Key
5E
Materials
Resources
Discuss inquiry:
How does this affect me?
How can I be involved?
What do you want to tell the
audience?
How can you achieve the
message using art?
Investigation of art
within society.
The role of artists in our
community.
Youth voice
EN
EXR
A World Without
Fish by: Mark
Kurlansky
Investigation of art
within society.
The role of artists in our
community.
How art changes through
time.
Society has various ways
of preserving and
EXR
Teacher circulating
Completion of mood
board (influence
reference)
EXR
EN
EXL
Examples of mood
boards (reference
material)
Sketching
Ideation
Observation of form +
surface qualities for
realistic recording of
natural objects.
Employ and arrange
elements and principles
to make compositions
Investigate the effects of
controlling colour, space
and form in response to
visual problems.
Problem solving
Teacher circulation
EN
EXR
Examples of specific
qualities relating to
project - fish texture,
forms, etc.
Links to elements of
art
Design Direction
Finalizing sketch
Connecting principles of design
to topic - pattern, balance,
emphasis, etc.
Listing required materials
Understanding process of
creating sculptures.
Problem solving
Teacher circulation
EXR
EXL
EL
Links to principles
of design
Final Draft
EXL
EL
Introduction of
possible materials
for mixed media
project
Wire, paper mache,
clay, acrylic paint,
found objects, etc.
Rough Critique
The subjective
perception of the
individual affects the
EL
EV
Brainstorming
Final Process
(Most time consuming)
Class discussion
(Articulate and
evaluate)
Exit Card - Reflect
progress of project
Teacher circulating
Problem solving
EXL
EL
Various material,
mixed media that
could be used for
installation
Wire, paper mache,
paper, acrylic paint,
found objects,
natural objects,
recycled material,
watercolour
Cleaning workspace
at end of every work
day.
Final Critique
EL
EV
Presentation
EN
EXL
EL
Have presentation
space prepared
Plan for art viewing
Celebration supplies
Extension
EXL
EL
Networking
Planning
Awareness of the
importance society
places upon various
works of art.
Society has various ways
of preserving and
displaying public and
private art works.
Awareness of the
importance society
places upon various
works of art.
Stage 4 Reflection
Considerations
Comments
Yes, there is scaffolding evident in a large sense of all disciplines. In this unit plan alone, there is evidence of inquiry
research folding into a large scale art project. Summative assessment woven through the unit with the teacher flowing
and supporting students along their design process.
Learner differentiation is easily addressed within an artistic setting as students are encouraged to communicate in a
multitude of directions. There are opportunities to research and plan using digital technology, although the final project
should be a tangible object. Students will work together with the teacher to create the final rubric for summative
assessment, which should prevent test anxiety.
Introduction to the unit will assess students on their prior knowledge of modern art and social activism, and scaffold
forward so they have a wide knowledge base, confident to move on to their final project. In the research phase, students
will go on a field trip to view a handful of art installations and sculptures in the University of Calgary. They will be
encouraged to explore more art installations in their environment and cityscape to gain additional understanding. FNMI
students have the opportunity to tell their story and rationale orally during the final critique and presentation in addition
to telling their story via visual communication. Interdisciplinary knowledge is built simultaneously with the design
process so a broad knowledge base is applied to the final project.