Embedded Files
Unit Name: IDENTITY
Unit Name: IDENTITY
Description of the unit:
Description of the unit:
Students explore who they are by what they value. They understand how what they value has been influenced by their life experiences. They identify how their values help to shape their choices, in all contexts of their lives. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them.
Students explore who they are by what they value. They understand how what they value has been influenced by their life experiences. They identify how their values help to shape their choices, in all contexts of their lives. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them.
STAGE 1-DESIRED RESULTS
STAGE 1-DESIRED RESULTS
competencies/Standards: 4th grade
What are the CCSS standards/content standards/learning progressions?competencies/Standards: 4th grade
4th grade art compentencies
4th grade art compentencies
Creating
Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.4a—Brainstorm multiple approaches to a creative art or design problem.
VA:Cr1.2.4a—Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.4a—Explore and invent art-making techniques and approaches.
VA:Cr2.2.4a—When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
VA:Cr2.3.4a—Document, describe, and represent regional constructed environments.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.4a—Revise artwork in progress on the basis of insights gained through peer discussion.
Presenting
Presenting
Anchor Standard 4: Select, analyze, and interpret work for presentation.
VA:Pr4.1.4a—Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.4a—Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.4a—Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Responding
Responding
Anchor Standard 7: Perceive and analyze work.
VA:Re.7.1.4a—Compare responses to a work of art before and after working in similar media.
VA:Re.7.2.4a—Analyze components in visual imagery that convey messages.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.4a—Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.1.4a—Apply one set of criteria to evaluate more than one work of art.
Connecting
Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.4a—Create works of art that reflect community cultural traditions.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.4a—Through observation, infer information about time, place, and culture in which a work of art was created.
MEANING
MEANING
Understandings: (U)
What kinds of long term independent accomplishmnets are expected?Understandings: (U)
Who we are is influenced by our experiences
Exploring works of art exposes us to diverse values, knowledge, and perspectives.
Our heritiage influences how we see things
Colors artists use influence the mood in their paintings
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Creative expression is a means to explore and share one’s identity within a community.
Essential Questions: (Q)
How will these questions provoke and engage student's thinking?Essential Questions: (Q)
Why do artists follow or break from established traditions?
How do artists determine what resources are needed to formulate artistic investigations?
How do artists and designers create works of art or design that effectively communicate a thought or idea about who they are?
How do artists use the Elements and Principles of design to communicate an idea about identity?
How does color add meaning to art work?
What role does persistence play in revising, refining, and developing work?
How can artists create artwork about identity without using their face?
In what ways do people reveal/conceal our identities?
STUDENTS WILL KNOW...
(KNOWLEDGE) NOUN PHRASESSTUDENTS WILL KNOW...
The basic proportions of a face are like a map.
How artist use features of their face as units of measurement.
Artists create artwork about identity using a diverse media and perspectives.
How language and text can add layers of meaning to their work.
How symbols can be used to convey meaning.
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
STUDENTS WILL BE ABLE TO...
(SKILLS) VERB PHRASESSTUDENTS WILL BE ABLE TO...
Compare artists who use the theme of identity in their artwork
Infer cultural influences in artwork.
Evalutate different artworks that have the theme of identity, using a set criteria
Create a 2D or 3D artwork about their own life, experiences, community, and cultural traditions
STAGE 2-ASSESSMENT/OTHER EVIDENCE
STAGE 2-ASSESSMENT/OTHER EVIDENCE
PERFORMANCE TASK: (T)
HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4PERFORMANCE TASK: (T)
OTHER EVIDENCE: (OE)
WHAT TASKS/ACTIVITIES DETERMINE WHETHER DESIRED RESULTS ARE BEING ACCOMPLISHED? DOK 1-2OTHER EVIDENCE: (OE)
STAGE 3-LEARNING PLAN
STAGE 3-LEARNING PLAN
UNIT VOCABULARY
UNIT VOCABULARY
VOCABULARY
VOCABULARY
SUGGESTED ARTISTS
SUGGESTED ARTISTS
Chuck Close
HOOK:
HOOK:
REQUIRED LEARNING ACTIVITIES:
REQUIRED LEARNING ACTIVITIES:
RECOMMENDED LESSONS:
RECOMMENDED LESSONS:
IDENTITY PUZZLE PIECE COLLABORATIVE INTALLATION
ACCETATE REVERSE PAINTING
HAND SELF PORTRAIT
CHUCK CLOSE INSPIRED PORTRAIT
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
COMMON MISCONCEPTIONS:
COMMON MISCONCEPTIONS:
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