Unit #2

Narrative Artwork

Stage 1: Desired Results

Learning Objectives

Students will be able to:

Create original narratives based on various themes and media.
Use the artistic process in the creation of original narrative works.
Select and effectively apply different media and conventions to the narrative.
Analyze and critique works of art (including their own) against criteria.

State Standards

1.2a: Compare how artists use narrative conventions in selected artworks
1.2b: Create narrative artworks from observation, memory, and imagination that show setting, characters, action, and differing points of view
2.3b: Plan personal artworks that interpret the unique styles and forms of different artists
3.2a: Communicate ideas and concepts by manipulating elements of art and principles of design to achieve specific visual effects
4.2c: Formulate, apply, and communicate criteria for making aesthetic judgments about personally created artworks and the artworks of others

Enduring Understandings

Students will understand that:

Ideas for artworks may come from observations, imagination, personal experiences, and/or other artists.
Artists use narrative conventions similar to oral and written storytelling to tell stories.
Artists select, organize, and manipulate art elements and principles of design to create specific effects and communicate meaning.
Decisions about art and artmaking can be based on established and personally developed criteria.

Essential Questions

Students will keep considering:

Where do artists get their ideas?
How do artists tell stories with images?
How can meaning be communicated in artworks?
What do artists consider when making decisions about their work?

Knowledge

Students will know:

background information on Jacob Lawrence, Romare Bearden, and Faith Ringgold
key vocabulary and processes related to visual narrative, narrative conventions, art media and techniques
stages of planning and finalizing compositions

Skills

Students will be skilled at:

comparing, analyzing and discussing artworks
generating ideas through brainstorming and sketching
planning, selecting and organizing a variety of materials and images in a composition

Stage 2: Evidence and Assessment

Performance Task

Analysis/Development of Personal Narrative

Students will analyze and compare artworks by Jacob Lawrence, Romare Bearden, and Faith Ringgold to identify characteristics of their style and ways they use narrative conventions to communicate visual stories. Students will use information learned from the analysis to generate ideas for a personal narrative by planning a series of sketches, selecting one idea to enlarge and finalize in a medium (collage, mixed media, and/or paint) influenced by their study. Students will prepare the final work for an exhibit.

Evaluative Criteria

effective use of narrative conventions (characters, action, setting), art elements and design principles to communicate a story
effective use of selected media
craftsmanship
insightful, complete, and well-written

Other Assessment Evidence

Student self-reflections defending decisions made in creating, selecting media, and completing narrative compositions.
Teacher observations of the artistic process of planning, use of materials, work habits, and safety procedures. tion

Stage 3: Learning Plan

Lesson 1: Background and Research, Analyze, Observe

Students will be introduced to three artworks. They will be asked to determine which one best “tells” a story and to identify what in the work contributes to storytelling. Teacher will guide students in analyzing a selected artwork to identify the narrative conventions (i.e., subject/characters, setting, time frame, action, text, sequence, etc.) used to communicate the story. Students will then work in pairs or trios to read about Jacob Lawrence, Romare Bearden, and Faith Ringgold and other narrative works by the artists. They will analyze and compare the artists’ works to identify similarities and differences in themes or subject matter, use of narrative conventions/storytelling techniques and unique characteristics of their style. Based upon their group analysis and discussions, students will work from a writing prompt to draft a summary of their analysis.

Lesson 2: Imagine/Generate Ideas, Reflect

Students will share drafts from previous class then look at a teacher-made narrative sample and discuss the subject matter, ways that the sample incorporated narrative conventions discussed in the previous class, stylistic elements, and compositional qualities. Students will be presented with the performance task activity and criteria for creating a personal narrative. They will discuss themes/subjects that have significance to them and plan 3 sketches for a personal narrative that incorporates stylistic elements and/or media choices observed in their analysis of Lawrence, Bearden, and Ringgold’s work. Students will critique their sketches to determine which one most effectively tells a personal story.

Lesson 3: Plan, Experiment, Reflect

Students will select, refine, and enlarge one idea from their sketches that fulfills criteria established by the class, teacher and personal interests. Students will work in pairs to review each others’ enlarged sketches and give feedback regarding effective narrative techniques and visual impact through choice of art elements and design principles. The teacher will demonstrate on the teacher-made sample ways to add paint, texture, and other collage components/materials to the composition. Students will experiment with collage and mixed media techniques by painting and/or collaging materials to parts of their sketches before applying them to the final composition. Students will complete a journal entry to reflect on the process and progress of their work.

Lessons 4, 5, 6, 7: Studio time: Experiment, Revise/Refine, Reflect

Students will continue experimenting with media. Teacher will provide on-going feedback while students work and make refinements to the final composition. Students will share their works in progress, discuss processes and techniques, and consult with each other to determine what areas still need work and where modifications or changes may be needed. Students will complete a journal entry to reflect on the process and progress of their work at the end of each studio session.

Lesson 8: Reflect/Self-Evaluate

Students will finalize their compositions and prepare their work for exhibition. They will complete a self-reflection of the work process, discuss whether they met the established criteria, and defend the choices they made in completing their work.

Unit plan template and example were created by Grant Wiggins & Jay McTighe (2009)

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