9Th Grade, Advanced Art, Public Art and It S Place in Culture

An Idaho Core Teacher Program Unit Developed Teacher by Core Name: Rachael Eastman Unit Title: Mural Design

9th Grade, Advanced Art, Public Art and it’s Place in Culture

Why is Location Important in choosing Public Art?

Unit Developed by Rachael Eastman

Lewiston School District

Lewiston, ID

The Core Teacher Program

A program of the Idaho Coaching Network

Idaho Department of Education

Universal Design for Learning (UDL)
Multiple Means of Representation
Provide options for perception
✓Offer ways of customizing the display of information
✓Offer alternatives for auditory information
✓Offer alternatives for auditory information / Provide options for language, mathematical expressions, and symbols
✓Clarify vocabulary and symbols
✓Clarify syntax and structure
✓Support decoding text, mathematical notation, and symbols
✓Promote understanding across languages
✓Illustrate through multiple media / Provide options for comprehension
✓Activate or supply background knowledge
✓Highlight patterns, critical features, big ideas; and relationships
✓Guide information processing, visualization and manipulation
✓Maximize transfer and generalization
Multiple Means of Action and Expression
Provide options for physical action
✓Vary the methods for response and navigation
✓Optimize access to tools and assistive technologies. / Provide options for expression and communication
✓Use multiple media for communication
✓Use multiple tools for construction and composition
✓Build fluencies with graduated levels of support for practice and performance / Provide options for executive functions
✓Guide appropriate goal-setting
✓Support planning and strategy development
✓Facilitate managing information and resources
✓Enhance capacity for monitoring progress
Multiple Means of Engagement
Provide options for recruiting interest
✓Optimize individual choice and autonomy
✓Optimize relevance, value, and authenticity
✓Minimize threats and distractions / Provide options for sustaining effort and persistence
✓Heighten salience of goals and objectives
✓Vary demands and resources to optimize challenge
✓Foster collaboration and communication
✓Increase mastery-oriented feedback / Provide options for self-regulation
✓Promote expectations and beliefs that optimize motivation
✓Facilitate personal coping skills and strategies
✓Develop self-assessment and reflection
Webb's Depth of Knowledge - Level 1 (Recall)
✓Who, What, When, Where, Why / ✓Label / ✓Recite
✓Define / ✓List / ✓Recognize
✓Identify / ✓Match / ✓Report
✓Illustrate / ✓Measure / ✓Use
Webb's Depth of Knowledge - Level 2 (Skill/Concept)
✓Categorize / ✓Estimate / ✓Observe
✓Classify / ✓Graph / ✓Organize
✓Collect and Display / ✓Identify Patterns / ✓Predict
✓Compare / ✓Infer / ✓Summarize
✓Construct / ✓Interpret
Webb's Depth of Knowledge - Level 3 (Strategic Thinking)
✓Assess / ✓Differentiate / ✓Hypothesize
✓Construct / ✓Draw Conclusions / ✓Investigate
✓Critique / ✓Explain Phenomena in Terms of Concepts / ✓Revise
✓Develop a Logical Argument / ✓Formulate / ✓Use Concepts to Solve Non-Routine Problems
Webb's Depth of Knowledge - Level 4 (Extended Thinking)
✓Analyze / ✓Create / ✓Prove
✓Apply Concepts / ✓Critique / ✓Synthesize
✓Connect / ✓Design

Idaho Coaching Network Unit Plan Template

Unit Title: Public Art and its Place in Culture
Created By: Rachael Eastman
Subject: Art
Grade: 9
Estimated Length: 6 Weeks
Unit Overview:
This unit has been created to place an emphasis on public art and it’s place in society today. Students will spend a lot of time discussing context and what may be appropriate public art for a specific location. The end result will be to create a mural that will then be painted on a wall in the school. The school where in which this unit is meant for has very little accents that makes it unique. It is important for students to have ownership over the places they inhabit so this mural project will be one way for students to feel a sense of ownership over their junior high school. The class will be taught during second semester Advanced Art. The prerequisite being that students will have had art before in either 7th, 8th, or first semester 9th grade. Students will have an understanding of basic art making processes so this class is the perfect class to teach a project of this nature.
Unit Rationale, including Key Shift: Shift Two: Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum. While a language arts shift is necessary to build this unit, the shift is a small portion of what this unit is actually about. Students will do in depth reading, writing and speaking where text is used. This will happen more towards the beginning of the unit. The rest of the unit will be spent on the creative art making process. This mural unit fits perfectly in the second semester end of third quarter because students at this point will have had multiple projects to prepare them for the large scale mural they will be creating and ultimately painting in the school. I think the ninth grade students will benefit from an in depth project at the high school level that will challenge their conceptions of public art and what it means to make art for a specific reason in a specific place.
Essential Question:
●Why is location important in choosing a theme for public art?
●What role does public art play in the modern era?
Enduring Understandings:
●Students will develop an appreciation for the art around them that exists in public places. / Measurable Outcomes:
Learning Goals Success Criteria (Evidence):
●Students will understand how different art can be created based on experience.
●Students will understand the importance of making public art that is relatable relative to geographical location.
●Students will understand that even public art that is controversial is important.
●Students will be aware of the public art in their area.
●Students will create a mural design of their own.
●Students will assist in the drawing and painting of the chosen mural.
Targeted Standards:
Discipline Based Idaho Arts Education Standards:
●VA.C.r3.1.8a: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on and plan revisions for works of art and design in progress.
●VA:Re.7.1.la: Hypothesize ways in which art influences perception and understanding of human experiences.
●VA:Re.7.2.la: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
●VA:Cn11.1.la: Describe how knowledge of culture, traditions, and history may influence personal responses to art. / Idaho English Language Arts/Literacy Standards:
●RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
●W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
●W.9-10.4: Produce clear and coherent writing in which the development, organization , and style are appropriate to task, purpose, and audience.
●RI.9-10.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
●SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. / Targeted Standards (Module 3):
Standards for Mathematical Practice (if applicable):
●
Summative Assessment:
Demonstrate knowledge of public art and it’s role in society. Students will express their viewpoint through their mural design based on something school related or location related. After analyzing different public artists students will make a mural design that represents their own culture. Student work will reflect student belief. Students will self-assess their own design and be aware of their own cultural concerns. Students will produce a mural together in the school.
●Summative Assessment Description: My summative assessment will be based on a rubric with five categories. 1. How well they followed the directions which includes their completed mural design. 2. How well they completed the proposal for their mural design submission. 3. Student engagement, this includes using class time wisely and asking for assistance when needed. 4. How well did the student participate throughout the working of this unit. 5. How well did the student conform to craftsmanship guidelines, is the piece neat looking? Students will be assessed based on their mural design proposal, which includes the written proposal as well as the image of their mural design. Students will submit their proposal and image to instructor via google classroom.
●Depth of Knowledge Explanation: The DOK on this project is a four based on the heavily scaffolded nature and that this project comes towards the end of the year as a final project.
Rubric or Assessment Guidelines:
NAME:
ASSIGNMENT: MURAL SUBMISSION / EXCELLENT / GOOD / AVERAGE / NEEDS
IMPROVEMENT / SCORE
CRITERIA 1: DIRECTIONS
Did you follow all directions? Create a completed mural design using colored pencils or markers that encompasses school culture at Sacajawea. / 20-17 / 16-15 / 14-13 / 12 or below
CRITERIA 2: PROPOSAL
Did you follow proposal guidelines for your mural submission? Did you answer all proposal questions and state the purpose of your mural submission? / 20-17 / 16-15 / 14-13 / 12 or below
CRITERIA 3: ENGAGEMENT
Was class time used wisely? Did you ask for assistance when needed and take into consideration advice given? / 20-17 / 16-15 / 14-13 / 12 or below
CRITERIA 4: EFFORT
Took TIME to develop idea and complete the project. Did not rush the project. / 20-17 / 16-15 / 14-13 / 12 or below
CRITERIA 5: CRAFTSMANSHIP
The piece is neat, clean and complete. There is a skillful use of art tools and materials. / 20-17 / 16-15 / 14-13 / 12 or below
TOTAL / ______
100
Primary Text:
●Mexican Muralists: Working with Narrative Art, Scholastic Art, Jefferson City MO 2008
Supplemental materials/resources:
●Readings about the Canoe Wave
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●
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●“Graffiti” Genevieve Pilat
●Laramie Mural Project Video
●Banksy: Exit Through the Gift Shop Video
Text Complexity Analysis: Mexican Muralist; Working with Narrative Art
Text Description / Recommended Complexity Band Level
The Scholastic Art article on the narratives of Mexican Muralists discusses the work of three Mexican mural painters, Diego Rivera, Jose’ Clemente Orozco, and David Siqueiros who made work during the Mexican revolution from 1910-1920. The article compares and contrasts the three artists work based on the same topic and talks about how the artists viewpoints of what was going on with the revolution varied and which was reflected in their art. The article then discusses ways to tell a narrative in art and how Diego Rivera would divide his murals into sections like a comic book to tell his stories. The artist David Siqueiros, on the other hand believed the mural had to go with the character of the building so the viewer often became a part of the mural. Jose’ Clemente Orozco, on the other hand, chose key moments in Mexico’s history to tell his visual story. / What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?
I would recommend this text for grades 8th through 12th. It has areas of text complexity that may be difficult for younger students, but with explanation I believe it would challenge those students and make comprehension is possible. At the Middle school and High school level this text can be broken apart for various ages to provide an in depth understanding of the time period, culture and art of the Mexican Mural Painters.
Mark all that apply:
Grade Level Band: K-5 ☐ 6-8 X 9-12 X PD ☐
Content Area: English/Language Arts (ELA) X Foreign Language (FL) ☐ General (G) ☐ Health/Physical Education (HPE) ☐
History/Social Studies (HSS) X Humanities (H) X Math (M) ☐
Professional Development (PD) ☐ Professional/Technical Education (PTE) X
Science (S) ☐
Quantitative Measure
Quantitative Measure of the Text:
1050L / Range:
1050 – 1335 / Associated Grade Band Level:
9-10
Qualitative Measures
Text Structure:
Slightly complex-The writing is told sequentially beginning with an overall thesis about the three artists, it then gives each artist separate space to tell the way in which they each contributed to the Mexican Mural Painting Movement. Over the course of the article there is room for analyzing the artwork as well as the artist’s character and specific interests.
Language Clarity and Conventions:
Slightly Complex-The language is fairly straight forward but most students will not have been presented with this topic before so there will be some unfamiliarity there. There are vocabulary words in bold throughout the article so it is possible for students to learn their meaning and place those words in context to the article.
Levels of Meaning/Purpose:
Slightly Complex- The reading is fairly straight forward and told in a narrative way so students may be able to understand it on the surface even if reading it on their own with no additional information, however, it is a deep article if given the opportunity to read it as a complex text. The meaning within this text lies with the artist themselves and the circumstances of the Mexican Revolution that was so influential on these artists lives so a further reading is necessary to understand the meaning and purpose of the artists and this specific time period.
Knowledge Demands:
Complex- I think high school students from the demographic of Lewiston Idaho may have a difficult time relating culturally to this article as well as historically as it is very far removed from what they know.
Considerations for Reader and Task
Possible Major Instructional Areas of Focus for this Text:

VA.C.r3.1.8a: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on and plan revisions for works of art and design in progress.
VA:Re.7.1.la: Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re.7.2.la: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
VA:Cn11.1.la: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RI.9-10.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

/ Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
●As many students will not be familiar with Mexican culture in in the early 1900’s more information on the Mexican Revolution may be needed to support student understanding.
●Without a centralized focus the text may be overwhelming.
●In the art class students are often discouraged with reading and writing as they have the mentality that time should only be used on creating. Assisting students in understanding the value in Art History and Culture will be necessary.
Differentiation/Supports for Students:
●Before beginning students will be introduced to challenging vocabulary.
●Throughout the reading of the text we will examine each section closely through group discussion so students may comprehend.
●We will continually refer back to challenging vocabulary.
Scaffolds and Extensions (Module 6)
UDL Components: / Support for students who are ELL, have disabilities or read well below grade level text band: / Extensions for advanced students:
Representation
●Offer ways of customizing the display of information
●Will include both visual and auditory information
●Clarify vocabulary and symbols
●Illustrate through multiple media
●Apply background knowledge
●Highlight patterns, critical features, big ideas and relationships
●Guide information processing, visualization and manipulation.
Action and Expression:
●Reading will occur as a class with instructor or students reading and pausing for discussion to reiterate important point.
●Handout will be done in pairs so students can work together.
●Handout will be gone over as a class and discussed as a class.
Engagement
●Discussion will be in depth and can be personal.
●Writing from handout has the option of being more challenging. / ●Offer students who are ELL supports through presenting information in a visual and auditory manner. Ensure comprehension through asking prompted questions. Create a classroom environment that ensures ELL students are comfortable asking questions in regards to comprehension. Sub titles will also be used when appropriate.
●A student's disability will dictate what accommodations can be made, however, through providing supports for individual students, one can be successful at each task outlined for students. Reading aloud and one on one with an aid or instructor will assist with comprehension.
●For students who read below grade level the multiple ways of displaying information will assist students in text comprehension. Spending more one on one time with students will also ensure they can be successful at reading tasks. Also, allowing more time for comprehension or answering questions are other ways to provide supports. Subtitles will also be used when appropriate. / ●Encourage students who are advanced to think more deeply about the content they will be exploring in their mural submission.
●Students who are advanced can be pushed toward more complicated subject matter as well as artistic solutions to a specific problem.
●Where reading and writing is concerned advanced students can be prompted to share their educated opinions with the class and discuss them as topics.
Vocabulary (Module 7)
Targeted Academic Vocabulary
Mexican Revolution/Revolutionary
Symbol
Heritage
Radical
Government Travel Grant
Aztec
Emblems
Interactive Environment
Social Change
Activist
Protester
Political Convictions / Targeted Content Area Vocabulary
Commission
Murals
Movement
Stylized
Ancient Pre-Columbian Art
Low Point-of-view
Foreground
Background
Middleground
Contrast
Fragmented
Harsh Spotlighting
Slashing Brushstrokes
Extreme Perspective
Fresco
Renaissance
Multiple Changing Perspective
Photomontage
Foreshortened

Vocabulary Instruction