Enduring Ideas In Art Education

Composition:
Current models of learning contend that learners gain understanding when they construct their own knowledge and develop interconnections among facts and concepts (Shepard, 1989).
James V. Santo EUP 2012
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Guiding Outcome Statement

Rationale

In this unit students will increase their awareness of feelings and emotions towards social communication and aesthetics. They will see that every artwork begins with a place or setting, and with a story or emotion guiding it. Students will make connections between mood and place, and see how changing shapes and placement of objects in space affects communication and thought. They will explore other societies art, describe how they influence us, and compare Enduring Ideas.
Using art connections shows our place in time, our social interactions. It shows we can communicate in our search for a greater purpose through aesthetic responses which touches our emotions as we respond to the artwork.
Stewart (2005). As Described by E. Boyer and M.

Students Will Achieve

Knowledge/Information Skills/Processes Thinking

and Reasoning Communication Skills

As described by R. Marzano

My Philosophy in education as a Reconstructionist causes me to look to enable changes that encourages positive attributes in all areas of learning as well as the social development of others as well as myself. James V. Santo 2012

The Lesson Plan Overview

Unpack the standards and design assessment plans.

Ask open-ended Questions Require several sentences or brief paragraph Require higher level thinking (than simple recall) and the application of students knowledge Making Comparisons Identifying Patterns Evaluating Points of View Making Generalizations Synthesizing Information Allow for the examination of Student Thinking Scored using a Rubric that provides varying degrees of Credit
Use as many points as you think are needed to create knowledge and understanding for the skills being taught and assessed.
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Thinking and Reasoning

Comparison and contrast Analysis of relationships Classification Argumentation Induction

Deduction Experimental inquiry Investigation Problem solving Decision making

As described by R. Marzano

While students work towards completing the lesson tasks, teachers should be using informal formative assessments to check on learning as students work through these processes

Unit Plan Overview

Objective 1: Students will be able to identify how artists use composition to convey feelings of (tightness/looseness/happiness/s adness etc.), and which artworks and artists showed these feelings using specific types composition. Objective 2: Students will be able to identify symmetrical and asymmetrical overall compositions by applying a transparency over the overall shape over the picture/painting). Using their own arrangement and placement choice students will sketch their own composition.
The process is unpacked for further development.
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Objective 3. Students will be able to discriminate various visual characteristics. Students will also describe their feelings about unit/their own art work.

Critical Understanding

Performance evidence is required to assess the standard. (USE OF: recall of knowledge, understanding of content, ability to demonstrate process, thinking, reasoning, and communication skills) Ongoing Formative assessment methods will provide the type of evidence needed. Tasks(assessment methods) will provide enough evidence to determine whether students have met the standard. The tasks are designed to be developmentally appropriate?. The assessments provide students with various options for showing what they know. As described by Marzano, Pickering, & McTighe
Methods selected to assess understanding will utilize a (not all inclusive): Rubricused to judge levels of performance Checklistused to judge whether or not the skill or behavior has been demonstrated 7

Assessment Tools
Multiple Choice Essay Short Written Responses Oral Reports Performance Tasks Teacher Observation Student Self-Assessment

Performance Assessments will be: Formative (formal and informal methods), with Summative method s utilized and blended for final unit lesson plan assessments.

As described by R. Marzano
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Assessment & Grading

continuous process provides feedback to improve student may be formative or summative - formal or informal provides a means of collecting evidence of students mastery of the content standards provides documentation of student progress through which we can observe a students growth a means of assigning numerical or alphabetical grade to a students work may be formative or summative usually formal provides a means of collecting evidence of students mastery of the content standards of provides documentation student progress through which we can observe a students growth
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Current preference is to use Assessment models, but districts usually still utilize the Grading model method.

Assessment Overview
The Rubric Assessment is based on: EFFORT & PERSEVERANCE ELEMENTS & PRICIPLES OF COMPOSITION CREATIVITY & ORIGINALITY ATTITUDE/ RESPONSIBILITY The Summative and Formal Formative Assessments Include: Performance-based tasks require doing, creating, or producing artwork. They may be either contextualized within the framework of a theme or overarching idea or de-contextualized (i.e., having no specific relationship to other items). Performance-based tasks assessments result in the creation of a product or a performance and may be accompanied by paper-and-pencil items that address the resulting product or performance.
Product, Constructed Response , and Open-ended or extended response assessments have been incorporated into the lesson plan.
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