Unit 1: Leadership and CollaborationUnit Length: 3 Weeks
/ Art Unit PlanTeacher: Price-Gray / Grade: 9th / Course: Art
Unit Title: Leadership and Collaboration
LEARNING TARGETS
Media, Techniques, and Processes
- LT 1: I can employ different types of media, techniques, and processes used to create various art forms.
- LT 7: I can choose and apply subject matter and symbols to communicate an idea.
- LT 14: I can judge the characteristics and merits of my work and the work of others.
- LT 15: I can plan and produce a work of art combining technologies, media, and processes of visual art with those of another discipline.
- LT 16: I can explain ideas clearly through selected information and supporting evidence.
UNIT OVERVIEW / Overall summary of the unit, activities, tasks, and/or content.
Art in Leadership and Collaboration will allow students to develop skills through research, collaboration, critical thinking and innovation to perform clear and concise presentations. Students will research landscapes to investigate landscape architects and engineering, and demonstrate an understanding of the elements and principles of design using various media to create visual representations. The problem base for this art unit is to develop an outdoor classroom design and construct a miniature model. The students will also recognize the differences between utilitarian and intrinsic work while critiquing organizational components.
MOTIVATORS / Hooks for the unit and supplemental activities. (PBL scenarios, video clips, websites, literature)
~Google search of “outdoor classrooms” to view the varied images and possibilities.
~Outdoor classroom design was authentic in nature as dimensions and space matched STEM School outdoor classroom area. Teacher took students to the outdoor classroom space to also provide schema for student designs.
Week / Learning Targets / Materials & Resources / Instructional Procedures / Differentiated Instruction / Assessment
1 / LT 1:
I can employ different types of media, techniques, and processes used to create various forms of art.
LT 14:
I can judge the characteristics of my work and the work of others.
LT 16: I can explain ideas clearly through selected information and supporting evidence. / Equipment
iPads
Apple TV
Resource Apps
Edmodo
Safari/Puffin / Essential Questions
As it pertains to art:What does aesthetics mean?What is a shape?What is a form?What does function mean?
Set
Students research and seek out varied apps that could be used for presentations. Students work in small groups (3-5). Each group reports out to the class the different apps found and explain the capabilities of each app.
Teaching Strategies
The students will work collaboratively in groups (3-5) researching and compiling information on the four essential questions. Using that information, each group will develop a visual presentation demonstrating understanding for each question. The product will be a 3-5 minute video presentations with cited sources.
Summarizing Strategy
Each student at the end of the week will submit a one-sentence answer to each of the four essential questions. Submission will be in Edmodo.
Homework
Continuation of work on presentation. / Remediation
Students will come for the second half of lunch for one on one instruction.
Enrichment
Students will have the opportunity to further express aesthetics, shape, form, and function through watercolor painting or sculpture.
Learning Styles
Auditory
Visual
Kinesthetic / Summative:
~Visual presentation
2 / LT 1:
I can employ different types of media, techniques, and processes used to create various forms of art. / Supplies
Paper, pencil, carbon paper or transfer paper, color pencils, watercolor paint, paint brushes, acrylic paint, rubber cement, eraser
Equipment
iPads
Apple TV
Opaque projector (Elmo) Copy machine
Websites
/ Essential Questions
What is Medium?What are two techniques for drawing?What are the different mediums used in art??
Set
Students provided the art-is-fun website to review. Teacher will use the website as a reference for hands-on activities so that the teacher could explain each station’s activities for this week.
Teaching Strategies
Each student will work in a different station each day. The work is individual, however, all the students at the same table are working on the same station. After the station rotations are completed, each student chooses one of their animal art pieces for submission and grading.
Station 1 - Watercolor
Students are to use the art-is-fun website to create an abstract watercolor painting.
Station 2 - Acrylic
Students are to use the art-is-fun website to draw and paint an animal that would be in a zoo or aquarium using one of the three-photorealism techniques.
Station 3 - Mixed Media
Students are to use the art-is-fun website to create a work of art using mixed media techniques of an animal that would be in a zoo or aquarium (animal in station 2 and 3 are to be the same).
Station 4 - Color Pencil
Students are to use the art-is-fun website to draw a photorealistic marble.
Station 5 - How to use Pastels
For students who finish stations 1-4, these students will use the art-is-fun website to create a fun self-portrait using pastels.
Summarizing Strategy
Each student at the end of the week will submit a one-sentence answer to each of the three essential questions. Submission will be in Edmodo.
Homework
none / Remediation
Students will come for the second half of lunch for one on one instruction.
Enrichment
Students will have the opportunity to further express landscape through watercolor painting or sculpture.
Learning Styles
Auditory
Visual
Kinesthetic / Formative:
~Watercolor painting
~Acrylic painting
~Mixed media piece
~Color pencil drawing
Summative:
~Animal art piece
3 / LT 7: I can choose and apply subject matter and symbols to communicate an idea.
LT15:
I can plan and produce a work of art combining technologies, media, and processes of visual art with those of another discipline. / Supplies
Pencils, paper, magazines, scissors, measuring tape, x-acto knife, wood glue, hot glue gun, hot glue sticks, balsa wood, rocks, card board, popsicle sticks, dirt
Websites
/ Essential Questions
What is a landscape? Who designs public and private landscapes? What resources are used in designing a Landscape? What are the design principles used to design a landscape?
Set
Students review Googled sites for outdoor classrooms(websites to the left). Teacher will use websites as a reference for discussing the student outdoor classroom design expectations.
Teaching Strategies
The students will work collaboratively in groups (4-5) researching and compiling information on the four essential questions. Based on their research, each group will create a landscape collage using the collage app. Each group will provide a sketch of their outdoor classroom design. The teacher will provide feedback on the group’s design prior to the group building a model. Each group will then build a model outdoor classroom that will be submitted for grading.
Summarizing Strategy
Each student at the end of the week will submit a one-sentence answer to each of the four essential questions. Submission will be in Edmodo.
Homework
Gather materials for outdoor classroom designs. / Remediation
Students will come for the second half of lunch for one on one instruction.
Enrichment
Students will create a clay sculpture.
Learning Styles
Visual
Kinesthetic / Formative:
~Sketch of Outdoor Classroom Design
Summative:
~Outdoor Classroom Model