grade 6

identity

Unit Name:Identity

Description of the unit:

Students explore the concepts of Identity and how Artists use their own personal experience to add meaning to their artwork. Students will explore artists known for their use of personal subject matter and determine their own messages based upon their experiences, family culture, traditions, environmental influences etc.

STAGE 1-DESIRED RESULTS

competencies/Standards:

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

Competency CREATING: Conceiving and developing new artistic ideas and work

VA:Cr1.2.6- Formulate an artistic investigation of personally relevant content for creating art.

VA:Cr2.1.6 - Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

VA:Cr3.1.6- Reflect on whether personal artwork conveys the intended meaning and revise accordingly.

Competency PRESENTING: Interpreting and sharing artistic work

VA:Pr.4.1.6- Analyze similarities and differences associated with preserving and presenting two-dimensional, three- dimensional, and digital artwork.

VA:Re7.2.6 - Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.

VA:Re9.1.6- Develop and apply relevant criteria to evaluate a work of art.

Competency CONNECTING: Relating artistic ideas and work with personal meaning and external context.

VA:Cn10.1.6 - Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

VA:Cn11.1.6 - Analyze how art reflects changing times, traditions, resources, and cultural uses.

MEANING

Understandings: (U)

What kinds of long term independent accomplishmnets are expected?

Create:

Creativity and innovative thinking are essential life skills that can be developed.
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making 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.

Present:

Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

Respond:

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.
Visual imagery influences understanding of and responses to the world.
People gain insights into meanings of artworks by engaging in the process of art criticism.
People evaluate art based on various criteria.

Connecting:

Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: (Q)

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

Create:

What factors prevent or encourage people to take creative risks?

How do artists and designers learn from trial and error?

What responsibilities come with the freedom to create?

How do artists and designers create works of art or design that effectively communicate?

What role does persistence play in revising, refining, and developing work?

Presenting:

Why do people value objects, artifacts, and artworks, and select them for presentation?

Responding:

How do life experiences influence the way you relate to art?

Connecting:

How does engaging in creating art enrich people's lives?

STUDENTS WILL KNOW...

(KNOWLEDGE) NOUN PHRASES

Students will recognize symbolism in art.
How diverse artists use Identity as a theme in their artwork
Artist use their own experiences to shape their artwork
Creativity and innovative thinking are essential life skills that can be developed in a supportive and empathetic community.

STUDENTS WILL BE ABLE TO...

(SKILLS) VERB PHRASES

Students will be able to develop an understanding of themselves and the world around them by creating visual imagery.
Students will take risks by trying new materials, persevering through mistakes and revising as needed.
Create artwork based on their own life experiences using symbolism
Students will be able to reflect on whether personal artwork conveys the intended meaning and revise accordingly.

STAGE 2-ASSESSMENT/OTHER EVIDENCE

PERFORMANCE TASK: (T)

HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4

Students will create an artwork that reflects a part of their identity.
Students will formulate meaning in their artwork through the use of symbolism.
Students will Investigate other artists who explore the theme of identity in their art.

OTHER EVIDENCE: (OE)

WHAT TASKS/ACTIVITIES DETERMINE WHETHER DESIRED RESULTS ARE BEING ACCOMPLISHED? DOK 1-2

Sketchbook plans
Exit slips
Project rubrics
Formative assessments
In-progress critiques
Final critiques

STAGE 3-LEARNING PLAN

UNIT VOCABULARY

VOCABULARY

Symbolism
Persevere
Identity
Empathy
Innovate
Community
Culture
Revise

SUGGESTED ARTISTS

HOOK:

What part of your identity do you think people first notice about you?
What part of your identity are you most comfortable sharing with other people?
What part of your identity are you least comfortable sharing with other people?
What part of your identity did you struggle the most with growing up?
What part of your identity is the most important to you?
What part of your identity is least important to you?
Who inspires you?
Who do you want to be?

REQUIRED SKILLS:

RECOMMENDED LESSONS:

1-Point Perspective Words Self Portrait: Words that the student uses to describe themselves (could tie-in pos/neg with warm/cool color lesson).

This is Me- Silhouette: Bust silhouette of student filled with things that "make up" the student's life (likes, dislikes, fears, goals, major events, culture/traditions, etc).

In Middle School, I want to be...: A study of the American Sign Language Alphabet and drawing hands from observation to spell out the goal of the student.