Unit+Plan


 * Unit Title:** Self-Expression
 * Grade level:** 9
 * Discipline:** VIsual art


 * Teacher name(s):**Jennifer Haun
 * Email** address:jhaun@casdfalcons.org
 * School(s) or District(s):** Connellsville Area School District


 * Title of unit:** Self-Expression


 * Overview:** Students will learn about different themes artists use as motivation for their artwork. They will research and discuss artists from different time periods and cultures who have used artwork as a means of self expression. A journal will be used to record thoughts about the final project, sketch ideas, and glue magazine clippings of influential artists. The students will create a final artwork expressing an issue of great importance to them.


 * Time needed to complete the unit:** TBA


 * Big idea:** People throughout time and across cultures have used artwork as a means of of self-expression.


 * Essential question(s):**
 * Why would someone choose art as a way to communicate their feelings?
 * What types of themes have been expressed through individual artwork?
 * How do artists' decisions about the processes/products influence what is communicated in their artwork?


 * Summative task:** Students will create an artwork that addresses an issue of personal importance, as well as a comprehensive journal containing thought processes and references to previous artists.

Rubric

 * Criteria || Advanced || *Proficient || Basic || Below Basic ||
 * Issue addressed in final artwork || The issue is clearly communicated and visually discernable in the final artwork. || The issue is clearly communicated in the artwork. || The issue is a bit unclear; the meaning is not completely communicated to the viewer. || The issue does not appear as the subject of the artwork. ||
 * Artist Statement || The statement clearly describes the importance of the issue and presents information beyond the student's personal experience. || The statement clearly describes the importance of the issue and the connection to his or her personal experience. || The statement describes the importance of the issue but does not make connections to his or her personal experience. || The statement does not describe the importance of the issue or make connections to his or her personal experience. ||
 * Journal record || The student's journal contains a variety of images referencing other artists' work and text describing careful consideration of choices related to the final artwork. It continues to serve as an outlet for creative decision-making and reflection throughout the production of the final artwork. || The student's journal contains a variety of images referencing other artists' work and text describing careful consideration of choices related to the final artwork. || The student's journal contains images and text describing choices related to the final artwork. || The student's journal contains images or text without a clear relationship to the final artwork. ||


 * **Academic Standards for the Arts and Humanities** || **Content Indicator** || **Process Indicator** ||
 * **(1) 9.4.8 D** Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.


 * (2) 9.2.8 L** Identify, explain, and analyze common themes, forms and techniques from works in the arts.


 * (3) 9.1.12 J** Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.


 * (4) 1.6.8 C** Speak using skills appropriate to formal speech situations.
 * Use complete sentences.
 * Pronounce words correctly.
 * Adjust volume to purpose and audience.
 * Adjust pace to convey meaning.
 * Add stress (emphasis) and inflection to enhance meaning.


 * (5) 9.2.8 E** Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.


 * (6) 9.1.8 E** Communicate a unifying theme or point of view through the production of works in the arts.


 * (7) 1.4.8 B** Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews).
 * Include cause and effect.
 * Develop a problem and solution when appropriate to the topic.
 * Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
 * Use primary and secondary sources.


 * (8) 1.4.8 D** Maintain a written record of activities, course work, experience, honors and interests. || **(1)** Students will know that artists often make art that is reacting to events in the world around them.


 * (2)** The students will understand and differentiate between the common themes of self-expressive artworks.


 * (3)** The students will understand that artists' decisions about media affect their message.


 * (4)** The students will know how to present found information appropriately to an audience.


 * (5)** The students will understand that culture and history play an important role in self-expression.


 * (6)** The student will understand how to utilize chosen media to convey a message of great importance through his or her artwork.


 * (7)** The student will understand that creating a statement will help the viewer understand the most important aspects of the final artwork and the connection to the artist's personal experiences.


 * (8)** The student will understand that keeping a record of influential artists/artworks aids in the creation and production of his or her own art piece. || **(1****)** The students will examine specific self-expressive artworks and discuss what message the artist is trying to convey.


 * (2)** The students will group artworks according to common themes found in self-expressive artwork.


 * (3a)** Groups of students will research a specific self-expressive artwork focusing on media and processes and record the found information.
 * (3b)** Groups of students will discuss how specific artistic decisions affect the messages artists convey.


 * (4)** The group will present their information to the class.


 * (5a)** Each group of students will use the internet to research and examine a specific artwork from a different culture and time.
 * (5b)** As a group, the students will create a storyboard, create props and role play how they think the artwork was created.


 * (6)** The students will generate a list, gather materials, and use them to create a self expressive artwork that addresses an issue of personal importance.


 * (7)** The student will create an artist statement that explains the message of the artwork and the connection to the artist's personal experiences.

LCD projector
 * (8)** Students will keep a journal of artists/artworks that have influenced the decisions on his or her final artwork. ||
 * Teacher materials needed:**

Art prints Vado video camera

computer access (for research) illustration board pencils markers pens art journal found objects scissors paint paint brushes oil/chalk pastels paper magazine clippings any additional available art materials (specific to individual student projects)
 * Student materials needed:**

Expressionism Self-Expressive Artist's journal sketch Storyboard Medium/media Mixed media Theme Form Armature Artist statement
 * Unit vocabulary:**

Assessing Prior Knowledge:
 * Unit warm-up:**

(Introduction) || * The students will view examples of artist journals/sketchbooks.Teacher will introduce pertinent vocabulary as the slides are viewed. [|Sample journal pages] [|Sample journal pages 2] [|Sample journal pages 3] [|Sample sketchbook] [|Sample sketchbook 2] [|Sample sketchbook 3] [|Teesha's journal pages]
 * Lesson 1**
 * Topic || Instruction || Formative Assessment ||
 * Artist Journal

media type="custom" key="3713947"

(Links will be available for students to take more time observing journal pages and processes after the lesson if necessary)* The students will write a few lyrics from a song that means something to him/her. (peer tutoring is an option for students needing additional support). || * The teacher will guide the students in the creation of their journal page. Are the students including various images? Did they incorporate a variety of techniques and media? Did they include the song lyrics? Accommodations for special learners: Hearing impairment
 * The students will view video clips of artists creating journal pages.
 * The students will utilize mixed-media to create a journal page illustrating their song (larger work areas will be available for students who may need them).
 * The students will include a descriptive paragraph defending the choices they have made as artists (maybe the artist chose a color scheme of blues because the song lyrics make them feel sad).
 * The students will be assessed by the content of his/her paragraph. Does the artist give reasons for his/her choices?
 * The artists' journals will be used during the course of the unit to record information. The information will consist of influential artists/artworks, thoughts and feelings, lists, sketches, material/media samples, and anything else that would aide in the creation of the final art piece.
 * Does the journal contain a variety of images? Does the text describe careful consideration of choices related to the final artwork? ||
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

Accommodations for ESL students:

 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension

[|Daniel Wasinger Blue Cloud Series III.] [|Linda Plaisted, Joshua.] [|Leslye Bloom, Leaf Wrap.] [|Paul Le Blanc, Metamorph.] [|Carol Amy Roth, Hummingbirds Fantasy.] [|Irene Brady Thomas, End of the Season.] [|Marisa Cunningham, Autopsy Tools.] [|Ken Hovren, Evidence Summer of 69.] [|Frost Newton, The Ear of Corn.] [|Sir Mbonu Christopher Emerem, Famished Souls] [|Willi Schiener, Housing Boom.] [|Christine Fraser, Kitchen Table.] [|Vincent Van Gogh, The Potato Eaters.] [|Philip Guston, Sleeping.] [|Daniel Hawkes, The Suffering.] [|James_Rosenquist_Study_for_Marilyn.jpg] [|Claes Oldenburg, Giant Hamburger.] [|Pieter Claesz, A Vanitas Still Life.] [|Sir Jacob Epstein, Elemental.] [|Paul Nash, Dead Sea] [|Leon Spilliaert, Moonlit Beach] [|George Catlin, Ambush for Flamingoes] [|Roberto_Matta,_Untitled.jpg] [|Peter_Lanyon,_Fly_Away.jpg] [|Barbara_Hepworth,_Hollow_Form_with_White_Interior.jpg] [|Jean Arp, Leaves and Navels.] [|Zoe Leonard, Strange Fruit.] [|Audrey Flack, Wheel of Fortune.] [|Chris Jordan, Intolerable Beauty; Portraits of American Mass Consumption.] media type="custom" key="3698903" [|Barbara Kruger, Buy Me I'll Change Your Life] [|Jerry Uelsmann]*
 * Lesson 2**
 * **Topic** || **Instruction** || **Formative Assessment** ||
 * Common Themes in Artwork || * The students will view examples of self-expressive artworks.The artworks will be presented on a large screen utilizing an LCD projector. Close seating will be available depending upon student need
 * The teacher will lead the students in a discussion posing questions (Why would someone use art as a means of self-expression? What is the artist trying to say? Is the artist reacting to a specific event? Are there any common themes among the viewed artworks?).
 * The students will be divided into groups.
 * Each group will be given a print with a self-expressive artwork on it.


 * Each group will be given the following themes: //Nature, Consumption, Death,// and //Poverty.// The group will decide which theme best fits their artwork.
 * The group will go to the table with the corresponding theme sign on it. At the table, the group will discuss the reasons for their decision.
 * The group will present the information to the class by identifying the theme and stating reasons defending their choice. || The students will be assessed informally:
 * Did the group identify the proper theme for their artwork by sitting at the corresponding table?
 * Did the presenters successfully relay the information to their classmates including the theme and reasons defending their choice? (The teacher will check for understanding by asking the "audience" to restate the information). ||

Accommodations for special learners:
Hearing impairment
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

Accommodations for ESL students:
Enrichment for gifted learners:
 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension
 * Brainstorm other possible themes
 * Categorize artworks according to themes


 * Lesson 3**


 * Topic || Instruction || Formative Assessment ||
 * Media and Processes || * The teacher will give each group of students a print of a specific self-expressive artwork.

[|Chuck Close] [|Helen Janow Miqueo] [|Sandy Skoglund] (SPECIFIC EXAMPLES) || * The students will be observed as they are researching and recording information.
 * The group will utilize the internet to find and record information on the media and processes involved in the creation of the artwork (handout).
 * The group will present the information orally to the class including visual aides.
 * The presentations will be used as a starting point for class discussion.
 * The students will be assessed my their ability to relay the information to the 'audience'. Students will be asked to restate information to check for understanding. ||

Accommodations for special learners: Hearing impairment
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

Accommodations for ESL students:

 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension

Enrichment for gifted learners:
 * Use technology to relay information to audience (I.e. video clips or slide show using LCD projector)

[|Vladimir Akulov] [|Xavier Mascaró] [|Pedro Alvarez] [|Elsa Mora] [|Nikki Lee]
 * Lesson 4**
 * Topic || Instruction || Formative Assessment ||
 * Culture and History || * Each group of students will be given an artwork to research using the internet. The students will focus on the culture and time period.


 * Together the students will develop a storyboard of how the artwork was created.
 * The students will gather and/or design and construct props.
 * The students will use props to role play the creation of their artwork.
 * They will use a Vado video camera to record their presentation. || * The students will be assessed by evaluating the information recorded on the handout.
 * The students will be observed while completing their research and designing their props.
 * Did the students display their knowledge of the culture and time period of their specific artwork? Did the students utilize props to convey their message and paint a picture for their audience? ||

Accommodations for special learners:
Hearing impairment
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

Accommodations for ESL students:
Enrichment for gifted learners:
 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension
 * Record and edit role playing activity using video editing software
 * Post video on a website for discussion

Lesson 5 ( large/quiet work areas, peer tutors, additional assistance or resources would be available upon student need). || * Is the issue of importance clearly communicated through the artwork? Is it obvious to the viewer?
 * Topic || Instruction || Formative Assessment ||
 * Self-Expressive Artwork || * The students will use their journal to brainstorm possibilities for a final project.
 * The students will generate 5 different sketches in their journal using the information they have been recording to guide them. The final project can be 2-D or 3-D.
 * Together, the student and teacher will decide which sketch is the best.
 * In his/her journal, the student will compile a possible list of materials for the final artwork.
 * The student will gather materials and utilize them to construct their final self-expressive artwork.
 * Does the chosen medium reinforce the message? ||

Accommodations for special learners:
Hearing impairment
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

Accommodations for ESL students:
Lesson 6 [|Chris Jordan] [|Martin Waugh] [|Melissa Adkison] [|Peter Luber] [|Tilly Strauss] [|Carolyn Zick]
 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension
 * Topic || Instruction || Formative Assessment ||
 * Artist Statement || * The students will view examples of artist statements. Students may revisit web sites containing artist statements after the introduction as needed).
 * The students will write an artist statement that explains the message of the artwork, techniques used to create it, and any other important aspects of the final art work (peer tutoring, extended time and additional assistance/resources will be provided as needed). || * Does the statement clearly describe the importance of the issue and the connection to the personal experience? ||

**Accommodations for special learners:**
Hearing impairment
 * Amplification device
 * Close proximity to teacher/board
 * Peer tutor/ notetaker
 * Sign language
 * Visual aides

Attention Deficit/Hyperactivity Disorder (AD/HD)

 * Give frequent breaks
 * Quiet workspace

Mental retardation

 * Present information in small steps
 * Repetition
 * Prompt and consistent feedback

**Accommodations for ESL students:**

 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension


 * Unit accommodations for students not proficient on summative task:**
 * Close proximity to the teacher
 * Praise and positive feedback
 * Work area with 'limited distractions'
 * Visual aides to complement oral directions
 * Friendly reminders
 * Extended time
 * Peer tutors
 * Unit accommodations for ESL students:**
 * Introduce vocabulary before lesson
 * Extended time
 * Peer tutoring
 * Check for comprehension
 * Check for comprehension

Unit enrichments: