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Ideas and Synthesis

Classroom Resource Information

Title:

Ideas and Synthesis

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-9.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will analyze art using their journals and sharing their criticism with the class. They will use four approaches to analyze - formal, historical/cultural, narrative, and personal. 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

12) Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.

Example: Students answer questions such as "Why are they leaving and where are they going?" in response to One Way Ticket in Jacob Lawrence's Great Migration Series.

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Perceive, Analyze, Interpret

Essential Questions:

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

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:

Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
Examine and describe the influence of art in a community.
Research examples of arts-related activities in communities around the world.
Describe what the global community would look like or be like without art.
Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Arts Education
ARTS (2017)
Grade: 6
Visual Arts

13) Develop and apply relevant criteria to assess works of art.

Example: Rubrics for craftsmanship, completion, and creativity.

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Perceive, Analyze, Interpret

Essential Questions:

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

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:

Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
Examine and describe the influence of art in a community.
Research examples of arts-related activities in communities around the world.
Describe what the global community would look like or be like without art.
Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Tags:

analyze, criticism, cultural, formal, historical, narrative, personal

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

Ideas and Synthesis