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What Is Real and What Is Not

Classroom Resource Information

Title:

What Is Real and What Is Not

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-8.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will analyze art focusing on juxtaposition. Students will be divided into three groups - setting, objects, and figures. Each group will work in secret to create their part of a large mural painting. Classmates will work together to organize the mural. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Visual Arts	1) Work collaboratively to develop new and innovative ideas for creating art. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Make, share and revise a list of ideas and preliminary sketches. Use introductory skills, techniques, and elements of art to create a composition Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling. Create a group project about a current or world event. Examine careers and identify and role - play various jobs of artists. Research a subject or idea that has personal meaning to create a work of art. Use the elements of visual arts to create an artwork that depicts emotions. Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination. Demonstrate proper clean-up and/or disposal of equipment and materials. Demonstrate art room safety and procedures. Design an environmentally area for the school such as a library or other multi-use learning area. Engage for the purpose of personal reflection and ongoing revision, in group critiques. Reflect through journal writing artist intent.
Arts Education ARTS (2017) Grade: 6 Visual Arts	3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Make, share and revise a list of ideas and preliminary sketches. Use introductory skills, techniques, and elements of art to create a composition Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling. Create a group project about a current or world event. Examine careers and identify and role - play various jobs of artists. Research a subject or idea that has personal meaning to create a work of art. Use the elements of visual arts to create an artwork that depicts emotions. Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination. Demonstrate proper clean-up and/or disposal of equipment and materials. Demonstrate art room safety and procedures. Design an environmentally area for the school such as a library or other multi-use learning area. Engage for the purpose of personal reflection and ongoing revision, in group critiques. Reflect through journal writing artist intent.
Arts Education ARTS (2017) Grade: 6 Visual Arts	8) Collaboratively or individually develop a visual plan for displaying works of art in a designated space. Unpacked Content Artistic Process: Presenting Anchor Standards: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Process Components: Select, Analyze, Share Essential Questions: EU: 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. EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Practice making preliminary sketches in a sketchbook or journal. Illustrate the ability to bring a work from a sketch to a final product. Observe methods for mounting and matting work for exhibition and saving personal work using digital methods. Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum. Use various types of paper and recognize its various characteristics (such as tooth). Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts. Present work to others by means of a display, show, exhibit, gallery, or portfolio review. Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment. Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display. Participate in a School or County Art Show where family and community are invited to attend.

Tags:

collaborate, figures, juxtaposition, mural, objects, painting, setting

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

What Is Real and What Is Not