Voorhis

 Students will know… |||||| ** Skills ** Students will be able to… || |||||| * Demonstrate a knowledge of art history with emphasis on world cultures and art movements, and draw comparisons to their own works. From: Wiggins, Grant and J. Mc Tighe. (1998). //__Understanding by Design__//, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)  **Krista -   Wow! Your unit plan is great! It is obvious that you put a lot of thought and effort into designing your unit plan. I really liked that you arranged the learning plan "stage 3" to meet the WHERETO elements. I can tell you are experienced with planning in this way and feel comfortable doing it. It was well planned and seems like it will be an interesting unit. The only suggestion I have is to reword your first Overarching Essential Question to ask "How can the visual arts be used as an effective means of communication?". That's all I can think of. You did a great job. ~Kati Gratz
 * ** Title of Lesson ** |||| The Elements of Art and the Principles of Design || ** Grade Level ** |||| 9-12 ||
 * ** Curriculum Area ** |||| Visual Arts, Art I Honors || ** Time Frame ** |||| 12 Class Sessions ||
 * ** Developed By ** |||||||||| Krista Voorhis, Montclair High School ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * ** 1.1   **** All students will use aesthetic knowledge in the creation of and in response to the visual arts. **
 * 1.2  **** All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation pf visual arts. **
 * 1.3  **** All students will demonstrate an understanding of the elements and principles of visual art. **
 * 1.4  **** All students will develop, apply, and reflect upon knowledge of the process of critique. **
 * 1.5  **** All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. ** ||
 * ** Understandings ** |||||| ** Essential Question(s) ** ||
 * ** Overarching Understanding ** |||| ** Overarching ** || ** Topical ** ||
 * * Students will understand and successfully apply the Elements of Art and the Principles of Design.
 * Students will understand the use of symbolism and metaphor in classic and contemporary artworks.
 * Students will understand that the visual arts are a valid means of communication that crosses borders and barriers established by location, religion, and socioeconomic status. |||| * Can the visual arts be used as an effective means of communication?
 * How does the organization of an artwork elicit and affect the viewers’ response?
 * What is the difference between a thoughtful and a thoughtless artistic judgment?
 * Does art define culture or does culture define art? || * What elements are necessary in the creation a successful work of art?
 * How do line and spatial relationships affect our artwork and the viewer’s response?
 * Does the process of critique benefit or hinder the artist?
 * How do underlying structures unconsciously guide the creation of artworks? ||
 * ** Related Misconceptions ** ||
 * * Art is arbitrary and most decisions made artists are random.
 * All modern art is random and is not intended to send the viewer a message.
 * All viewers feel the same emotion/response when viewing a specific artwork. ||
 * ** Knowledge **
 * * How choice of media determines the final result of an artwork and how a viewer perceives it.
 * How to define and demonstrate the aesthetic properties of shape, space, and pattern.
 * How to define and demonstrate the concepts of positive and negative space/shapes in design.
 * How to describe and define the aesthetic properties of organic and geometric form.
 * How to evaluate and identify the strengths and weaknesses of their artworks and the artworks of their peers using proper arts vocabulary and a visual arts rubric.
 * Refine their perceptual, intellectual, physical, and technical skills through the creation of art.
 * Apply the Elements of Art and the Principles of Design in the creation of their own artworks that push traditional boundaries.
 * Think, write, and speak about artwork critically and fluently.
 * Describe and define the aesthetic properties of the Elements of Art and the Principles of Design.
 * Evaluate compositions using arts vocabulary.
 * Explore visual expression through mark making, line quality, and value.
 * Demonstrate accurate rendering skills in a variety of media. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| To apply the Elements of Art and the Principles of Design in the successful completion of artworks, and understand the historical and societal implications of visual communication. ||
 * ** Role ** |||||||||| Students act as artists, collaborators, and evaluators; teacher acts as facilitator for discussion and evaluator. ||
 * ** Audience ** |||||||||| Instructor, self, peers. ||
 * ** Situation ** |||||||||| Art and change throughout history; art in a contemporary context; students as artists. ||
 * ** Product/Performance ** |||||||||| Successful completion of studio projects and related sketchbook assignments. ||
 * ** Standards ** |||||||||| Student self-evaluation/reflection and instructor evaluation based on departmental visual arts rubric (concept, craft, and creativity.) ||
 * ** Other Evidence ** ||
 * * Successful upkeep of a visual arts sketchbook, which includes drawings in response to directed assignments and visual arts vocabulary.
 * Quiz on terms, techniques, and materials covered during the unit.
 * Class critique session following each studio project and activity.
 * Development of a visual arts portfolio kept in chronological order to demonstrate students’ development. ||
 * ** Learning Plan (Stage 3) ** ||
 * ** Where are your students headed? Where have they been? How will you make sure the students know where they are going? ** |||||||| Introduction to the Elements of Art and Principles of Design through class discussion; use of visuals and demonstration; studio project demonstrating the EOA and the POD. ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| Exploration of visual expression through mark making, line quality, and value; hands-on studio project focused on observational drawing of personal objects. ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| Hands-on studio project; directed independent sketchbook assignments that bring art outside of the classroom; large group critique of peers’ work; reinforcement of visual arts vocabulary. ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| Student self-evaluation and reflective questioning; instructor review through one-on-one demonstration and conversation. ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| Compilation of a portfolio of student work, kept in chronological order, to demonstrate their personal growth and maturation of ideas. Building on prior knowledge and personal experiences. ||
 * ** How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** |||||||| Application of all IEP and 504 accommodations; individualized instruction; varied presentation techniques to reach visual and kinesthetic learners; adaptation of materials, tools, and techniques as necessary; interdisciplinary connections whenever appropriate. ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** |||||||| Activities and conversation build on prior knowledge and link to students’ personal experiences both inside and outside of the classroom; activities build from simple to complex and culminate in the full-scale production of an arts portfolio. ||
 * **Reflection on Lesson Development:** The UbD format is actually a very clear way to organize and develop lessons. In the visual arts, many of the lessons we design and implement are based on the tenets of UbD and "Backwards Design." Developing the lesson in this template took a little bit of research, especially when working on the "GRASPS" concepts. I am familiar with the concept of essential questions, as this has been the focus of many of our PD days, and at this point, I am feeling pretty comfortable with the new format (and our district will soon be requiring it for all courses.) I do wonder, though, if I was clear enough when working out the "WHERETO" elements, and what I may improve upon/edit to strengthen the understanding of the items in the template. || || || || || ||

Nice job on this unit. I especially like the reflection piece in their portfolios. Can you think of any other ways beyond a quiz how students can share understandings of definitions? BB **