5th grade

identity and community

Unit Name:

Description of the unit:

In this unit, students will connect the elements of personal culture and tradition through self-portraiture.

STAGE 1-DESIRED RESULTS

competencies/Standards: 5th grade

What are the CCSS standards/content standards/learning progressions?

Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.1.5a—Combine ideas to generate an innovative idea for art-making.

VA:Cr1.2.5a—Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.

Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.5a—Experiment and develop skills in multiple art-making techniques and approaches through practice.

VA:Cr2.2.5a—Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

VA:Cr2.3.5a—Identify, describe, and visually document places and/or objects of personal significance.

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.5a—Create artist statements using art vocabulary to describe personal choices in art-making.

Presenting

Anchor Standard 4: Select, analyze, and interpret work for presentation.

VA:Pr4.1.5a—Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

VA:Pr5.1.5a—Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

VA:Pr6.1.5a—Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

Responding

Anchor Standard 7: Perceive and analyze work.

VA:Re.7.1.5a—Compare one’s own interpretation of a work of art with the interpretation of others.

VA:Re.7.2.5a—Identify and analyze cultural associations suggested by visual imagery.

Anchor Standard 8: Interpret intent and meaning in artistic work.

VA:Re8.1.5a—Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Anchor Standard 9: Apply criteria to evaluate artistic work.

VA:Re9.1.5a—Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

VA:Cn10.1.5a—Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

VA:Cn11.1.5a—Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

MEANING

Understandings: (U)

What kinds of long term independent accomplishmnets are expected?

Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Essential Questions: (Q)

How will these questions provoke and engage student's thinking?

How do artists and designers create works of art or design that effectively communicate?
How do artist use symbolism to enhance meaning in their artwork?
How do artists communicate their ideas about identity and culture through their artwork?
In what ways do artists use their own experiences to tell a story in their artwork?
How do artists use line and color to evoke mood in artwork?
How does critique or feedback help artists improve their work?
Is it necessary for presentations to have a theme when exhibiting work?
Does how you exhibit work make a difference in how to is viewed?
Why are artist statements important in the artistic process? What additional information do artist statements provide to help understand what an artist is communicating?

STUDENTS WILL KNOW...

(KNOWLEDGE) NOUN PHRASES

Proportions of the face/figure
Illusion or form vs 3D form
Drawing/Painting techniques thst give illusion of form
How artists use symbolism ( other than peace signs and hearts)
How to write an Artist statement

STUDENTS WILL BE ABLE TO...

(SKILLS) VERB PHRASES

The student will express their ideas about identity through imagery and drawing. The student will represent abstract and concrete ideas with drawing.
The student will create a narrative piece that represents something special to them.
Communicate a thought or idea through symbolism
Gain an understanding of a variety of means of expression connecting with identity.
Create a rendering of their own identity by using varied forms of expression.
How to use different tools and techniques to create accurate proportions