Content Standard(s):
Arts Education 5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Concepts & Vocabulary:
Creative Processes
Organize and develop ideas
Traditional Media
Contemporary Media
Fair Use
Open Source
Creative Commons
Develop artistic ideas
Plagiarizing
Graffiti
Defacing
Criteria
Refine and complete artistic work
Archival
Criteria
Cultural Context
Body of Artwork
Collaborate
Medium/ Media
Genre Skill Examples:
Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
Collaborate with other students to create a legacy project, communication-based posters or a mural.
Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
Engage - for the purposes of personal reflection and on-going improvement, group critiques.
Create a rubric with teacher input to be used for evaluation purposes.
English Language Arts 4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Unpacked Content
Teacher Vocabulary:
4.
Characterization
Connotation
Denotation
Figurative language
Literary elements
Point of view Knowledge:
4. Students know:
Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning. Skills:
4. Students are able to:
Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts. Understanding:
4. Students understand that:
Authors select particular literary elements and devices to create and convey meaning within their written work.
