drawing in the 21 centuryfeb 21, 2015 · referencing contemporary teaching aided us in designing...

Template copy Lois Hetland and the President and Fellows of Harvard College (and of Project Zero)

Narrative Description of Course In a set of eight classes we will build an authority for drawing that empowers us to question conventions and seek new and contemporary possibilities

THROUGHLINES

1 Question Form What does drawing in the 21st century look like Statement form Students will begin to understand and appreciate how drawing in the 21st century casts a wide net- including many habits and techniques not traditionally associated with drawing Studio Habits Emphasized Understand Art World Reflect Stretch-and-Explore Mass Standards Addressed 511 Analyze a body of work or the work of one artist explaining its meaning and impact on society symbolism and visual metaphor 97 Identify and describe the examples of the persistence of traditional historical materials and technologies in contemporary artworks

2 Question Form What are the habits and disciplines that we have developed with drawing

Statement form Students will begin to understand and appreciate how to take drawing beyond our preconceived notions and into a space more suitable for empowered experiences Studio Habits Emphasized Reflect Understand Art World Mass Standards Addressed 66 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns 68 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function customs religious beliefs social philosophies aesthetic theories economic conditions andor historical or political events

Drawing in the 21st Century ldquoDrawing with Authorityrdquo

Grade Levels 9-12 Authors Paul Hackett Eight 25 hour classes

Spring 2014


3 Question Form When have our challenges guided our decisions Was that good or not good Statement form Students will begin to understand and appreciate the many ways our frustrations and challenges can help guide us towards new and surprising discoveries Studio Habits Emphasized Stretch-and-Explore Observe Reflect Mass Standards Addressed 512 Demonstrate an understanding how societal influences and prejudices may affect viewers ways of perceiving works of art 89 Identify examples of innovation and tradition in the arts and explain the works in relation to historical and cultural contexts

GENERATIVE TOPIC

Centrality Drawing is the oldest form of art From cave paintings to contemporary art drawing has evolved though time Drawing was once seen as the test of a true artist Artists were skilled draftsman but their drawings were viewed as a step in the creation process In todayrsquos art world drawing has been elevated to the status of painting and sculpture Viewed as an art form in its own right a drawing is not limited as a means to an end Rather drawing includes the use of surprising new materials that often reconsider techniques and habits not centrally associated with drawing Engagement Drawing is the first step in a process of learning how to make artwork Drawing realistically and with personal style are important bench-marks for most students While drawing realistically can be helpful- contemporary artists draw with a freedom not inhibited by realism Discovering the many ways we draw in the 21st century allows us to contribute to a discourse that appropriates traditional habits and techniques with a new sense of authority Accessibility Contemporary art is art that is happening in the now Using contemporary artistrsquos as examples for lessons is the best way to explore drawing in the 21st century Contemporary artists used include Harvey Moon Anthony McCall Heather Hansen Cai Guo-Oiang David Altmejd Nick Cave Willy Veginer Chuck Close Tara Donovan Vik Munez Ori Gersht Shigeo Fukuda Manny Farber Cindy Wright Fred Wilson Thomas Kinkade Jeff Bennet Michelle Arnold Paine Wolf Kahn Maya Lin Julie Mehretu Mark Dion Tim Knowles and Etsuko Ichikawa Our class examines traditional tropes in art such as portrait figure still life and landscape Familiar artists of the past we use include Leonardo Jaques Louis David Degas Rembrant MC Escher Van Gogh Frida Kahlo Juan Sanchez Contan Paul Cezanne and Salvidore Dali Applying technology in our contemporary classroom allows us to stay connected away from class wikimarks is our class Instagram that we post weekly challenges on or any example for 21st century drawing Pose Maniacs is one application that aids artist who draw the figure On Line Drawing Through the Twentieth Century is an online exhibition put on by MOMA featuring artists who draw in the 20th century I found the resource very helpful in understanding contemporary drawing practices and artists Lastly lessons are posted online at httpmr-hacketttumblrcom Referencing contemporary teaching aided us in designing curriculum for the class In particular Olivia Gudersquos Post-Modern Principles and Material Based Self Portrait were excellent contemporary source materials Oliviarsquos lsquoCool Curriculumrsquo is a great resource for more engaging projects We also used Benjamin Bloomrsquos revised taxonomy as a reference material during critiques and brainstorming sessions Connections To Other Areas of Visual Arts Drawing is a conduit linking all areas of visual arts Used primarily as a planning tool drawing connects art worlds in Painting Film Sculpture Fashion Graphic and Industrial Design etc To Other Disciplines Those who draw in other disciplines discover that drawing is tool for organization empowered experiences and empowered learning Beyond School Developing a confidence to draw with authority fosters a natural passage between risk taking and divergent thinking


Narrative description of the lesson In this class we explore what 21st century drawing looks like by challenging ourselves to create marks in response to verbal prompts We will compare the results and post a collaborative lsquomarksrsquo dictionary to our class Instagram hashtag wikimarks

Materials Required Large sheets of drawing paper Pencils of various hardness Charcoal of various kinds (Thick Thin Hard Soft) Conte crayons Push Pins Fixative Particle masks

wikimarks CourseGT Titles Drawing21 Drawing with Authority

Grade Levels 9-12 Authors Paul Hackett

Lesson 1 of 8 Taught on Saturday March 1 2014



Understanding Goal 1 Question What does drawing look like to meyou Statement Students will begin to understand and appreciate how drawing is not limited to preconceived notions that we may hold the possibilities for drawing are nearly limitless Studio Habits Emphasized Stretch and Explore Understand the art world Related MA Standards 58 Demonstrate the ability to compare and contrast two or more works of art 512 Demonstrate an understanding how societal influences and prejudices may affect viewers ways of perceiving works of art

Understanding Goal 2 Question How does drawing in the 21st century differ from drawing in the past Statement Students will begin to understand and appreciate how drawing has changed over time and how artists use drawing in the 21st century Studio Habits Emphasized Understand Art Worlds Domain Reflect Question and Explain Related MA Standards 78 Analyze how the arts and artists were portrayed in the past by analyzing in primary sources from historical periods 96 Compare the available materials inventions and technologies of two historical periods or cultures and explain their effect on the arts

Understanding Goal 3 Question How can we differentiate a mark from a mark that expresses meaning Statement Students will begin to understand and appreciate how marks can carry expressive qualities that convey meaning Studio Habits Emphasized Express Stretch and Explore Evaluate Envision Develop Craft Related MA Standards 113 Make reasonable choices of 2D and 3D media materials tools and techniques to achieve desired effects in specific projects 58 Demonstrate the ability to compare and contrast two or more works of art

Structure UG UP Time

Instructional Sequence (Including Performances of Understanding)

Ongoing Assessments

1000 Hook SW

Challenge Love It or Leave It Hook Pick and draw one object that you love to draw hope to never draw again Students break into pairs guessing from their partners drawing whether the artist wanted to lsquolove it or leave itrsquo Partners guess and post our drawings into lsquolove it or leave itrsquo columns Afterwards each pair introduces their partner to the group explaining why guessed the drawing was a lsquolove it or leave itrsquo Then the artist reveals where the drawing really belongs- introducing the relationship between the role or the artist and the eye of the beholder

Conceptual Students interpret the artwork and consider the artists intentions We begin to understand the relationship between the artist the artwork- and the viewer

1005 DL

Introduction - Name Tags - Check-in Introduction - Reasons for being here survey - Explain wikimarks ldquoWikimarks is an ongoing live document where we post classwork and other examples of drawing in the 21st centuryrdquo

Students describe why they are taking the class as well as what their interests are This situation will expose students to their classmates as well as different perspectives (empathy) The survey allows me to begin a one-on-one discourse with each individual student I will get to know them their interests and their reasons for being in the class

1015 UG 1 UG3 SW

Activity wikimarks - Students are invited to contribute words into the collection of prompts - Everyone gets a large piece of paper

Students will be challenged to create marks of varying qualities and then we will compare the classrsquos work to see how we attempted to depict




Ongoing Assessments

- Everyone gets a set of drawing utensils - Students are challenged to create marks in response to the descriptive prompts Ask How can you manipulate the materials you have and your mark making to express what yoursquore trying to - Once finished we will hang each sheet on the wall - Compare and contrast mark making with our peers Ask How does your individual mark making differ from your peers - We have just created a class reference for mark making Multiple ways to depict an aggressive line etc Students may use Instagram to post examples wikimarks Examples of Verbal Prompts Aggressive Elegant Dysfunctional Clean Mega Fab Heavy Sophisticated Curvy Thrilling Twang Mad Earthy Melodic Careful

each mark In doing so we will have created a dictionary of mark making to refer back to

Conceptual Studentrsquos interpret our own words and consider the many different ways to represent the prompts through mark-making

Group Student collaborate on a mark-making dictionary that we survey as a group Our dictionary is posted online on Instagram wikimarks Students and teachers should feel free to contribute to wikimarks outside of class and into the future

1045

Break Cafeteria

1100 Critique UG1 UG2

Discussion What does drawing look like to you -Ask What are your opinions about what makes something a drawing - Where do those opinions come from - How has drawing been used in the past - How is drawing used in the present - What does it mean to draw with authority How can we draw with authority - This list is going to be reference for us to challenge ourselves and our preconceived notions

Students will be contributing to a list that will be on display that describes the characteristics of drawing specifically the notions of what drawing is that they brought with them into class (UG1) Students identify traditional and contemporary uses for drawing effectively introducing UG 2

1130 DL

Teacher Expectations - What do I hope to get out of this class - What I expect out of each of you

I explain what my expectations are and be clear in what I want from the students




Ongoing Assessments

1140 DL

Student Expectations Ask - What do you want to get out of this class - What would make this a great drawing class for you - What kind of drawing do you really want us to do

Group Students explain what they want out of this class through this they will have input into the class and be able to take ownership of it I write on the wall to document student expectations so that I can use it to better relate the following lessons to my students

1150 DL

Structure of the Class for later weeks (Check-in demolecture set up student at work cleanup) - Classroom agreements for students and teacher to follow

We begin to establish routines

1140 Clean Up

1150 DL UG1 UG2 UG3

Artist Video Robot Art Harvey Moonrsquos Drawing Machines httpwwwyoutubecomwatchv=VufMgHvaoG0 (620 m) Harvey was frustrated by not being able to draw realistically somdashhe designed robots to draw for him We begin to explore drawing with authority by asking ldquoWho is the artist- Harvey or the robot Whyrdquo

1155 Send OffHomework Weekly Challenge Imagine the concrete around your neighborhood awakened with a mind of its own Choose one prompt and any number of marks from our wikimarks to make a new drawing Students may post the new drawing on wikimarks

Learning ChallengesMisconceptions

What will be hard for your students What you plan to do to help Feeling comfortable in a new social environment may be a challenge

The transition will be eased by greeting students and introducing one another and offering the chance for the student to share what they feel comfortable drawing Eliciting group cooperation through student expectations demonstrates how their teacher values group opinions


What will be hard for your students What you plan to do to help

Understanding drawing outside of the traditional conventions may be a stretch

Introducing exiting contemporary artists at the end of the lesson shares unconventional drawing practices while provoking student curiosity in between lessons


Narrative description of the lesson We explore three drawing activities to evaluate the relationship between the maker the material and the artwork We view artists who have challenged what it means to make a drawing

Materials Required Large sheets of drawing paper A roll of drawing paper Pencils of various hardness Charcoal of various kinds (Thick Thin Hard Soft) Conte crayons Sumi Ink Glue sticks Bended sticks of various size Yard sticks Masking tape Push Pins Fixative Pedestal Computer and projector cable

Drawing Olympics CourseGT Titles Drawing21 Drawing with Authority




Understanding Goal 1 Question How can a mark be a performance Statement Students will begin to understand and appreciate how the act of drawing is more than a means to an end- but a performance of action Studio Habits Emphasized Express Observe Reflect Evaluate Related MA Standards 28 For line use and be able to identify various types of line 216 Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion 58 Demonstrate the ability to compare and contrast two or more works of art

Understanding Goal 2 Question What are the habits and disciplines that we have developed with drawing Statement Students will begin to understand and appreciate how we have developed habits- good and bad- that help guide the way we draw Studio Habits Emphasized Develop Craft Studio Practice Envision Reflect Question and Explain Stretch and Explore Related MA Standards 414 Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles 510 Critique their own work the work of peers and the work of professional artists and demonstrate an understanding of the formal cultural and historical contexts of the work

Understanding Goal 3 Question What are the factors that limit our ability to draw successfully Statement Students will begin to understand and appreciate how by analyzing the factors that challenge our ability to draw we can push beyond our limitations Studio Habits Emphasized Engage-and-Persist Stretch-and-Explore Reflect Evaluate Related MA Standards 214 Review systems of visualizing information and depicting space and volume for example scale and vanishing point linear atmospheric and isometric perspective and create works using these systems 66 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns

Structure UG UP

Time


Ongoing Assessments

930 AM SW

Challenge Artistic Survival Kit - Make a list of things that would make up your artistic survival kit things you would not want to be without as an artist - Draw all of the items in your artist survival kit We will hang all survival kits together and have a short discussion on what was includedexcluded

Group Students will - evaluate our artist repertoire by organizing the essential factors that contribute to their art experience (Doing so primes the group to consider UG2 and UG3)


Structure UG UP

Time


Ongoing Assessments

- compare and contrast our artistic survival kits and have a discussion for students to justify their drawn items - survey the collective repertoire of the group and establish a culture of sharing skill-sets

945 Critique amp DL UG amp

TL

CritiqueIntroduction and Recap - Review last weekrsquos lesson - Students share responses to the Weekly Challenge -Introduce UGrsquos and Course Throughlines

- I make the agenda clear and public to the studentrsquos

950

UG1 UG2

UG3

DL

Artist Family Presentation - Introduce our Artist Family of three contemporary artists who have challenged what it means to make a drawing via work video and a slide show How can a mark be a performance What are the habits and disciplines that we have developed with drawing What are the factors that limit our ability to draw successfully Artists (1) Anthony McCall- breaking the limitations of film and inventing new processes of drawing with light and steam (2) Heather Hansen- performance-based charcoal drawings ties to recording full-body movements and (3) Cai Guo-Oiang- drawing with gun-powder ties to Chinese historical landscape painting and a material that connotes power war control and unpredictability

Conceptual Studentrsquos will

- Survey the work of Anthony McCall Heather Hansen and Cai Guo-Oiang

- Question how each artistrsquos practice is considered drawing

- Reconsider how drawing includes new materials and techniques not traditionally associated with drawing

1005 DL

Assignment Drawing Olympics HOOK (to the big ideas) ldquoIf the goal it to draw with authority we need to train Today yoursquore a professional artist representing your country Prepare for the Drawing Olympics - This isnrsquot a competition against your peers Itrsquos a trial to assess our drawing habits - Your trying to stretch-and-explore your drawing habits and consider how to be your best artist selfrdquo Students break into groups and cycle through three drawing stations Each station is explained by the teacher and be demonstrated by a student

(1) Group Studentrsquos will

- draw with bended sticks and charcoal

- consider how the stick impacts our bodyrsquos ability to draw


Structure UG UP

Time


Ongoing Assessments

As a reference tool one student records directions in their own words for each station

(1) With bended sticks that have charcoal attached to the ends on large paper students create a floor drawing from observation of a pre-determined object (ex an antique horse on a pedestal) Emphasis is placed on using a material with a lack of control observation drawing

(2) With yard-sticks taped to their non-drawing arms (the left handed student will use their right hand) and with a restricted ability to bend their elbows students create a wall drawing with thick charcoal on a large sheet white paper I will ask ldquoHow many ways can this paper be filledrdquo and ldquoHow can you recreate this space as your ownrdquo

(3) Ripping up assorted sizes of pre-inked black paper studentrsquos blind-fold themselves Without vision students drop ripped paper pieces onto a large rolled out scroll of paper Surveying the aftermath studentrsquos embrace chanceluck in gluing fallen scraps to compose a composition

Ask Some questions to consider ASSOCIATION (with student experience) -What are some habits you notice you have when you make a drawing -Wersquore usually fighting to draw well- realistically and with style What happens when we lose control over our materials Do we have the same end-goal in mind VISUALIZATION (of artistic intentions) -How can we see drawing as more of a process and not as a product Do we want to -What do artists mean when they say that a drawing is a performance -What do we learn through drawing Do we set off to make something or take something away

(2) Individual Student will

- Restrict the movement of the arm - Identify how full-body movement

and wrist flexibility function in our drawing

(3) Conceptual Studentrsquos will

- Judge how blindness and chance emerge through a lack-of control

- Survey our composition and create artwork by rearranging fallen pieces

1025

Break Cafeteria

1040

UG1 UG2

Assignment Drawing Olympics Ask How can a mark be a performance

High performance Students will be discussing with one another our work stepping back seeking advice persisting through challenges They will respond to the questions in depth


Structure UG UP

Time


Ongoing Assessments

UG3

SW

What are the habits and disciplines that we have developed with drawing What are the factors that limit our ability to draw successfully - Students will break into groups and cycle through all three Drawing Olympics stations

Minimum performance Students will be creating work that fulfills the assignment Our responses to the questions will be short or lack explanation

Clean Up

1130 DL

Demonstration-Lecture Portfolio Promises Many students want to build a student portfolio I will explain that Saturday Studiorsquos is not a portfolio driven program Yet we can balance portfolio pieces with process driven experiments I will hand out Mass Artrsquos Portfolio Pocket Guide and lead a discussion about the process of developingcritiquing portfolios

Students will assess the traditional portfolio requirements provided by the MassArt Portfolio Pocket Guide and discuss how the drawing experiments from class cancanrsquot result in useful portfolio pieces

1140 Critique

Critique Group discussion Ask Some questions to consider What was successfulfrustrating about the experiments How does relinquishing control over the material make you feel as a maker Is the end product important Is anyone attached to the work they made today Was our process a form of artwork How do the forces of chanceluck influence our process Do these experiments help you gain a new understanding of drawing that can be used right away Do you have a greater sense of authority over materials and our bodies after completing the experiments Why or why not TRANSITION (to studio choices) -How can we make an unconventional drawing -Why is it so important to break away from the 8x11rdquo wrist-and-computer-paper drawing -Where along the way to we have that ah-ha moment that takes the drawing into new and surprising places REFLECTION (out-the-door) -Will you use any of these ideas in your drawing now What will you think about when you find yourself sinking back into that comfort area of wrist-drawing and 8x12rdquo papers

Group Studentrsquos will

- Engage and persist by completing unfinished artworks or starting new artworks using habits and techniques that we find valuable


Structure UG UP

Time


Ongoing Assessments

Conceptual Studentrsquos Will - Begin to understand and appreciate

why we have built drawing habits that we place value in Considering how habits help of hinder our ability to meet our expectations for ldquogood drawingrdquo we will start examining traditional art-world tropes (the figure the portrait the still-life the landscape)

1150 Send Off Post on wikimarks HomeworkWeekly Challenge Visit the Mass Art Admissions Facebook page at Mass Art Admissions Notes Drawing Prompts Choose one prompt and create a drawing in response Students may post the new drawing on wikimarks

Studentrsquos use new knowledge gained in class and apply it outside of school and in their own environments



Students may be hesitant to embrace the nature of the experiments

-Modeling the experiments first by making references to popular culture (ex Olympics Hunger Games etc) will generate excitement -Clear directions and UGrsquos establish a structure that challenges students to stretch-and-explore -The Artist Family Presentation will provide real world context in how contemporary artists use methods that challenge what it means to make a drawing

Students may judge the experiments as unrelated to their interests in drawing

Asking how and why the experiments may increase the capacity to draw initiates a discussion between artists


Narrative description of the lesson We will continue to explore drawing with authority through a series of sculptural physical drawing exercises that will question the form and construction of the human figure and the multiple relationships we have with it

Materials Required Drawing paper canvas pencils charcoal conte crayons markers colored pencils paint India ink brushes wire yarn string various mixed media materials mirrors cardboard various kinds of paper

Figuring it Out CourseGT Titles 21st Century Drawing Drawing with Authority

Grade Levels 9-12 Authors Nichole Nikki King amp Paul Hackett



Understanding Goal 1 Question What can we learn about the relationships of the body through figure drawing Statement Students will begin to understand and appreciate the relationships that occur within the human figure (blood bones muscles skin etc) Studio Habits Emphasized Observe Express Develop Craft Related MA Standards 66 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns

Understanding Goal 2 Question What is it about rendering the figure that helps us to understand how our bodies relate to space environments and the greater world Statement Students will begin to understand and appreciate that drawing the figure helps them to see their relationship to space gravity and the environment that surrounds them Studio Habits Emphasized Observe Engage and Persist Express Related MA Standards 88 Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts

Understanding Goal 3 Question How can certain kind of lines 3 dimensional forms and traditional drawing habits help us to capture the essence of the figure Statement Students will begin to understand and appreciate that when certain drawing techniques lines and edges are compiled that they can be representative of the figure Studio Habits Emphasized Observe Reflect Question and Explain Related MA Standards 312 Demonstrate the ability to use representation abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas

Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1

How can we in our class continue to develop our habits of drawing and embrace the physicality of the body Introduction of the figure model

What do we think of as figure drawing

What REALLY is figure drawing

What is the deal with the figure Letrsquos get Physical

Summative Students will offer ideas for why the figure is so important Formative Students will offer -Figure drawing is what artists do -You need it for college (observational) -Need to better understand the world around us -Narcissism and ego -Makes you a better drawer artist -Helps you to look at form shadow

935- 1020

Warm-up

Challenge

UG 12

Hook What Is it about the figure that artists want to render it again and again through various mediums Brief safety Protocol Working with box cutters and exactos (cutting boards blade hand placement) Demo Brief Charcoal reduction Students will explore the figure through three stations that explore capturing the figure in different ways

Summative

Students are listening attentively and naming back to the teacher safety protocols

They are engaged in the stations using their bodies moving their eyes easels as they draw

Students are using procedures and techniques of safety at stations onetwo (cutting away from the body holding the cardboard down keeping charcoal dust down etc)

Formative Students Are Station 1


Structure UG UP

Time


Ongoing Assessments

They will have 15 minutes to explore each station

They will be split into groups of three

They may work collaboratively or apart

Students can refer to the model for reference

Station 1 Reduction Students will cover a drawing paper with charcoal or conte crayon and will use an eraser to create shadows highlights and contrasts and capture the essential lines of the body Station 2 Sculpt Students will be given scissors tape cardboard box cutters and exactos combined with jointing to illustrate the figure in a 3D form seeing sculpting as another way to render the figure Station 3 Movement Students will explore movement flexibility and whole body-ness through using their own bodies as a type of drawing surface Students may draw on themselves or use yarn to explore movement surface tensions and form of the body

Capturing values of the body via shading addition and subtraction saturation of charcoal (pressure and looseness that peels away layers of charcoal) line proportion movement

(lightsdarks testing thickness of a line creates more highlight many small lines concentrate together make a shadowed hatch mark)

Focusing on form shape of the body (using lines and the erase to trace the form of the body)

Station 2

Looking at how a body physically fills space (vertically) building up connecting torso to legs head to torso)

Exploring proportions of the body

How the body is structured (using joints and wrapping to mimic real joints)

How to build the form through layers and shapes (attaching shapes onto of one another to build form and dimension)

Station 3

Volume and mass of the form (wrapping their arms and bodies coiling yarn around themselves)

Movement and expression (chain reaction when I pose my leg it pulls the string tightly around my abdomen)


Structure UG UP

Time


Ongoing Assessments

Tension and musculature of the body(tying yarn around the body and stretching to see muscles that are relaxed or tense and what they are connected to)

1020- 1035 Demo

Lecture

Artist Family Presentation Students will be introduced to a series of artists who have explored the figure in the past and present -We will look at artists who approach rendering the figure in academic terms and will define the words osteological and mycological (Artists-Leonardo Jaques Louis David and Degas) -We will look at the expressively drawn figure (David Altmejd Nick Cave Willy Veginer) -And lastly we will take a look at how artists are using technology in the 21st century to render the figure (Pose Maniacs catalogue of figure studies) Questions for discussion -How has our relationship with the figure changed and stayed the same -How are artists able to capture movementsmoodsformsemotionsexpressions of the body -How do other artists explore and investigate the form of figure

Summative

Students Are listening and engaged with the presentation of artists

Students are referencing how the figure is used in space in the medium by the artist

Prediction

Students are thinking about how the figure has translated over time from the academic figure to the contemporary

Formative Students are referencing

Lines and techniques

Use of movement and expressiveness through lines color and mannerisms of the body

Use of proportion and anatomy- is it used is it important is it successful

1035-1045 Break

Break Cafeteria and Bathroom break

Teacher will accompany students to bathrooms and cafeteria ( or PP1) ensuring that they all get their primary needs met in the allotted time

1045-1125 SaW

Students will now begin to create a series of figure drawings

Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

The Teacher will give a brief demo on India ink washes saturation dry versus wet brush use (5 mins) Gesture Drawings meets Contour and Contrast -Students will create two different gesture drawings on an easel We have worked standing and sitting now we will focus on working from an academic perspective First Drawing (20 mins) Gesture (10 mins)

Will have the students gesture draw for 1o minutes as they directly observe the figure model

Dry brush India ink technique first

Can capture one pose or multiple angles of the same pose

-Students will then begin the second part of this drawing ContourmdashSecond Layer (10 mins)

They will layer on top of their dry india ink drawings

To do so they will use charcoal or conte crayon

They will focus on contour lines Second Drawing (20 mins) Gesture (10 mins)

Students will capture the figure in a new pose

They will use a wet brush technique wetting the paper first

Second Layer (10 mins) Contour

Student will work with washes over their wet drawings

They will use the color to capture details shadows lights and value of the figure

Students will dive into a series set of figure drawings (study of the figure) Looking at what they see

They will physically get their bodies involved moving easels adjusting their body positioning stepping back from their own work

Students will utilize the different offering of materials (conte charcoal india ink)

Formative

Students are using the gesture drawings to capture the form essence of movement fragmentations of space using quick lines that are sweeping and wide

Rendering the mass of the body through assorted lines shades washes using water to lighten the saturation of the paint or darkening it to create highlights and shadows

Students are looking up at the model and referring back to their paper focusing on observing the model

Layering of lines and shapes to create the form of the figure-students will analyze and deconstruct the form through lines

1125 -1135

Cleanup

Clean Up Procedure -Students will work together to clean our shared space -If they are finished cleaning their area they may assist others or begin to hang their work for critique

Formative Students will be -Washing and drying brushes -Wiping the floor beneath easels and surrounding areas -Restoring materials to their original locations

1135-1155 Crit

Critique John Crowe Categories Crit

Summative -Students will be physically engaged and move their peers work


Structure UG UP

Time


Ongoing Assessments

Academic Expressive Somewhere In Between

Students will move a studentrsquos work to a different part of the room

They are not allowed to move their own

For this critique we will utilize the final gesture drawing that includes color

After Everyone has moved at least 3 works then we will discuss why they were placed in these categories focusing on the specific elements of figure drawing

-They will consider the definitions of the words expressive and academic Formative Student will be looking at -Composition of lines (rigid or loose) -Value contrast shading application to the figure -Proportion of the figure in space -Perspective how the student rendered and looked at the figure -Anatomy and form-how was it captured what kind of action can we see happening

1155-1200

Send Off Out the Door HomeworkWeekly Challenge Post a figure drawing completed outside of class on Wiki Marks



Mind Block realistically drawing the figure Students at all ages struggle with realistically capturing and rendering the figure

We will address this in discussion and final crit focusing on expressive movement of the body and the power of the line

Confidence Students may not be interested in drawing the figure and may be nervous to draw in front of their new peers

Students will be encouraged to learn through practice and mistakes we are building the fundamental ground work for rendering the figure

Materials India Ink Charcoal Students may be unfamiliar with techniques properties and usage of a material The Teacher will give a brief demo on both charcoal reduction and india ink drywet techniques


Narrative description of the lesson We will continue to explore drawing with authority through a series of self-portrait drawings that will question the self-portrait and the multiple relationships we have with it

Materials Required Charcoal Conte Crayons Pastels Ink Brushes Pens Markers GluePaste Drawing paper Wire YarnString Tape Mirrors Found Objects Magazines

Another Selfie CourseGT Titles 21st Century Drawing Drawing with Authority




Understanding Goal 1 Question What is the point of so many critical self-portraits Statement Students will begin to understand and appreciate why the self-portrait is used as a cornerstone in expressing the ever-changing sense of self Studio Habits Emphasized Observe Reflect Evaluate Related MA Standards 311 Demonstrate the ability to portray emotions and personality through the rendering of physical characteristics in 2D and 3D work 312 Demonstrate the ability to use representation abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas

Understanding Goal 2 Question What materials objects and resources are emerging in our work and why Statement Students will begin to understand and appreciate which materials and objects are emerging in their work and why Studio Habits Emphasized Observe Reflect Evaluate Develop Craft Related MA Standards 2 17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style 312 Demonstrate the ability to use representation abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view 410 Demonstrate the ability to develop an idea through multiple stages responding to criticism and self-assessment

Understanding Goal 3 Question How do we plan self-portraits that are meaningful effective realistic and exiting Statement Students will begin to understand and appreciate how to plan self-portraits that range from the academic and conventional to the unexpected and exiting Studio Habits Emphasized Observe Reflect Understand the Art World Related MA Standards 216 Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion 39 Create 2D and 3D artwork that explores the abstraction of ideas and representations 312 Demonstrate the ability to use representation abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas

Structure UG UP

Time


Ongoing Assessments

930

SW

Critique

Challenge On 3x3rdquo cut paper pieces make 9 self-portraits in 9 minutes Then put your portraits in a bag and swap them with a peer Critique Each student rearranges and puts the portraits back together in a sequence that reveals something about the makerhow the viewer seersquos the maker

Formative Students will be - Struggling with the time constraints - Succeeding in making multiple portraits quickly - Drawing from observation and from memory


Structure UG UP

Time


Ongoing Assessments

-Students rearrange the pictures assessing the intent of the artist and comparing their own reading of the images to a sequence that reflects both the maker and the viewer

945 DL

UG1-

UG2

UG3

Introduction and Understanding Goals - We will segue from the critique right

into our Understanding Goals Hook What is the point of so many critical self-portraits Ask Is anyone tired of the identity self-portrait assignment What materials objects and resources are emerging in our work and why Consider our Artist Took-kit (from lesson2) Ask Are there any habits techniques or artists whose work has become part of your repertoire Ask With the constant flow of visual images and culture that confront us every day what sticks as important to you in thinking about your ever-changing self Why Ask What considerations do you make when choosing the materials you use to make art How do we plan self-portraits that are meaningful effective realistic and exiting Share Admissions perspective on what makes self-portraits admissible and exiting

Summative Students will offer ideas and opinions revealing why the portrait is so important Formative Student will be looking at how the Understanding Goalrsquos - Directly connect to the portraits they just made - Reference the previous class in figure drawing and the physical habits of drawing - Prediction Students will share how identity projects are common and offer opinions towards the importance of such projects

1000 SW

UG1

Self Portrait Presentation Students will be introduced to a series of artists who have explored the figure in the past and present -We will look at popular artists who approach rendering the portrait in academic and expressive terms (The AcademicUber-Realistic the ldquoRembrandtrdquo the ldquoChuck Closerdquo the ldquoMC Escherrdquo The Expressive the ldquoVan Goghrdquo the ldquoFrida Kahlordquo the ldquoMangardquo the ldquoselfierdquo) -We will look at artists whose use of materials objects and resources distinguish artworks that are meaningful effective realistic and exiting (Tara Donovan Vik Munez Nick Cave )


Identity projects and techniques

Use of movement and expressiveness through lines color and mannerisms of the face

Use of proportion and anatomy- is it used is it important and is it successful

Use of imagery that communicates personal aesthetic choices

Summative

Students are listening and engaged with the presentation of artists


Structure UG UP

Time


Ongoing Assessments

-And lastly we will take a look at how artists are using technology in the 21st century to render ldquothe selfierdquo (visual culture social media- Instagram) Ask - How can you use what wersquove learned so far in class to develop your self-portrait - How can material selection add another layer to your portrait - What materials would best suit your ideas

Students are referencing how the portrait is used in space in the medium by the artist

Prediction Students are thinking about how the portrait has translated over time from the academic figure to the contemporary

High Performance Students will respond to the presentation with detailed reflection Students will distinguish between examples and assess artworks as either generic iterations of common portraits or exiting and realistic depictions of the self Their response will make connections to material we have covered in previous classes as well as show their assessment of how they can develop a 21st century self-portrait Students make connections to previous material covered in class Minimum Performance Students respond with brevity to the presentation provided and make few connections to previous material covered in class before moving onto the creation of the self-portrait

1030

Assignment OMGude Material Based Self Portrait Imagine that you are making a sculpture of yourself but have no traditional art materials ndash no clay metal wood or papier-macirccheacute If you made a sculpture of yourself out of chocolate would it have a different meaning than an identical sculpture made out of mud This project gives you the opportunity to explore and create your self-image The self portrait will not rely on literal representations or iconography Instead you are asked to consider and make use of the potential symbolic significance of the everyday stuff of this world In this project you will work in ways similar to many contemporary sculptors who create meaning in their work by the use of non-traditional materials Develop and Create

Summative

Students will dive into a series set of portrait sketches (study of the face they eye) looking at what they see



High Performance Students will create sketchesthumbnail that show variations on one or many ideas as well as show consideration of different materials Minimum Performance Students will create a couple thumbnails of a single idea before they move onto the final Their work will


Structure UG UP

Time


Ongoing Assessments

SW

Continue thinking about the assignment and questions until you think yoursquore ready to begin your self-portrait Sketch outbrainstorm your ideas before proceeding to the final Try to create some variations of one or many ideas before settling on one Ask How does your visual concept relate to your ever-changing sense of self

exhibit personality but show little break from traditional drawing

1045 Break Cafeteria Teacher will accompany students to bathrooms and cafeteria ( or PP1) ensuring that they all get their primary needs met in the allotted time

1100 SW

Critique

Assignment Create Continued Demonstration- Stations will be set-up around the room for studentrsquos to explore technical drawing skills The importance of using mirrors in observational drawing how to draw the eye the proportions of the head and rendering the head in charcoal and seeing tonal value Assignment In Class Critique Take a step back from your work What is working for you Why What is not working for you Why What do you need to work on Get into small groups and discuss your work with your peers What makes this a self-portrait What does the piece tell you about the artist What suggestions could you make to the artist about the piece What could be considered 21st century about the artwork how

I will periodically be walking around observing students at work I will be keeping an eye out for teachable moments such as technique development with certain materials High Performance Students will show critical reflection and assessment of their own work Student descriptions of what is working or not working is detailed and they Minimum Performance Student reflection falls back onto I like or donrsquot like with little to no description as to why Students require prompting questions to draw out the why Formative Students will be - Different approaches to using charcoal - Using a brush to create ink drawings - Measuring proportions of the face or body - Introducing artists whose work may help guide student performance

1145 Clean Up Procedure -Students will work together to clean our shared space -If they are finished cleaning their area they may assist others or begin to hang their work for critique


1200 Send Off Weekly Challenge Post on wikimarks an image that you see somehow looks likerepresents a portrait




Wrestling with creating a portrait that meets their expectations in terms of craft and personal expression

-I will periodically be walking around observing students at work - I will be keeping an eye out for teachable moments

Choosing to hone in on one idea and engaging and persisting into completion

-Scaffolding the process of student-at-work time with responding developing and creating -Providing group critique in the middle of the creating process to guide and reflect on the studentrsquos choices

Choosing an object that is not present may be a challenge

I will set a table up of assorted objects to use as source material inspiration


Narrative description of the lesson We assess the historical truth artistic value and language on display in still life by making artworks in three stations We judge the merit of such paradigms to uncover the authority between the artist artwork and viewer

Materials Required White paper Watercolor paper Charcoal Chamois-Cloths Erasers Paint brushes Colored India Ink Drawing Boards Flood Lights Crates Black Table-clothrsquos Plexy-glass Plants Mannequins Tooth-picks Apples Honey Colored Mylar Sheets Pre-fabricated paper mobiles Glass sculptures

The Spell of the Still Life CourseGT Titles 21st Century Drawing Drawing with Authority


Lesson 5 of 8 Taught on Saturday 4-5-2014


Understanding Goal 1 Question Why might some people think still life is boring Statement Students will begin to understand and appreciate how still life is a long established tradition and can often be viewed as boring Studio Habits Emphasized Observe Evaluate Reflect Stretch-and-Explore Related MA Standards 111 Explore a single subject through a series of works varying the medium or technique 113 Make reasonable choices of 2D and 3D media materials tools and techniques to achieve desired effects in specific projects 215 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view a sense of space or a mood 38 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space

Understanding Goal 2 Question What principles and techniques do we prioritize to ensure that our still-life are meaningful effective realistic and exiting Statement Students will begin to understand and appreciate how to select ideasimages from a still-life and making them our own Studio Habits Emphasized Observe Develop Craft Envision Related MA Standards 216 Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion 2 17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style 312 Demonstrate the ability to use representation abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas

Understanding Goal 3 Question How has still life changed over time Statement Students will begin to understand and appreciate how the still life is an art practice rooted in objects that shaped the interpretation of historical truth artistic value and the language of display Studio Habits Emphasized Observe Evaluate Reflect Related MA Standards 111 Explore a single subject through a series of works varying the medium or technique 88 Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts 89 Identify examples of innovation and tradition in the arts and explain the works in relation to historical and cultural contexts

Structure UG UP

Time


Ongoing Assessments

930 DL

Into

How can we in our class balance our desire to develop craft while uprooting traditional to serve more modern needs HOOK Ask How can ordinary scenes in still life link past to present In Hebrew the word pomegranate can mean the same thing as the as the word grenade Watch Ori Gersht video ldquoPomegranaterdquo and see how he appropriate the 17th century vanitas still life masterpiece by Juan Sanchez Contan


Structure UG UP

Time


Ongoing Assessments

Introduction of the still life

What do we know already about still life

What makes a still-life interesting

When does a still life lose your interest Letrsquos put our opinions to the test

935- 945 DL

UG 123

Students will explore still life through three stations that explore capturing the still life in different ways




Students can refer to the still life for reference

Artist examples and information will be posted at each station for students to read at their leisure

Vocabulary

Formative Students Are


Structure UG UP

Time


Ongoing Assessments

Station 1 ldquoAbsorbirdquo Detail Drawing We will see how a drawing of a still life can transform an object from something representational to something abstract

Students choose a shadow on the wall to draw in detail Our paper will be folded into three columns for three different viewpoints The first viewpoint asks us to draw from the perspective of a human The second a mouse The third an ant A collection of paper mobiles will cast a variety of shadows that are both representational (chandeliers goblets candelabras bird-cages crowns) and more abstract (knots plumage and fleur de li) We will define ldquoAbsorbirdquo as a class and look at the shadow sculpture of artist Shigeo Fukuda Flood lights will allow students to manipulate light sources and play with light and shadow

Station 1 Focusing on form shape Abstracting a representational shape


Structure UG UP

Time


Ongoing Assessments

Station 2 Honey amp Apple Morte Fruit is a traditional subject that often depicts the temporality of life (vanitas and nature morte)

We will see how to take a simple subject (apple and honey- with toothpicks) and create an exciting still life Students will be challenged to design their own composition Students will use water color paint on water color paper to paint still-life from multiple perspectives seeing many angles and vantage points represented in a single artwork Flood lights will be adjustable for students to experiment painting facets of the apples as lit from multiple vantage points Color will used to depict variations of tint shade and hue Reflective surfaces (Mylar and glass) will challenge students to capture the reflectivity of the objects and environment We will look at the work of painters- starting with Paul Cezanne- and into contemporary artists who remake the ldquoold-troperdquo still-life- such as Manny Farber and Cindy Wright Station 3 Jungle Glass Menagerie

Station 2 Focusing on painting multiple perspectives Mixing Color in a range of hue with tints and shades Rendering facets of shape and depicting the facet in a range of color and tonal values


Structure UG UP

Time


Ongoing Assessments

Students are challenged to illustrate a busy still-life scene full of large glass animals and plants

Students cover a drawing paper with charcoal or conte crayon We use a chamois cloth and eraser to reduce the objects to essential shadows high-lights and objects of the menagerie Students use water colored India Ink and brushes to paint washes that capture the reflections of the glass animals By interpreting the composition we develop a narrative for seemingly unrelated objects For example mannequins juxtapose strange glass animals- conjuring a Surrealist landscape We will look at the work of Fred Wilson to consider how objects carry inherent meaning (historical and cultural) Meaning can change through the context of placement- through juxtaposition- in the proximity of other objects We will also look at the surrealist work ldquoNature Morte Vivanterdquo (1956) by Salvidore Dali

Station 3 Focusing on composition (looking at how objects fill space) Pulling out essential forms with chamois cloth Rendering glass with a water and India Ink wash Highlighting reflective surfaces with eraser Using contrast to pull and pull shapes that intersect one another

Summative Students will consider definitions and make references to The Elements and Principles of Design vocabulary The Post-Modern Principles (Juxtaposition) vocabulary

945- 1025 SW

First 40 minute rotation


Structure UG UP

Time


Ongoing Assessments

1025-1035

Break Cafeteria and Bathroom break Teacher will accompany students to bathrooms and cafeteria ( or PP1) ensuring that they all get their primary needs met in the allotted time

1035-1115 SW

Critique

Second 40 minute Rotation Teacher will conduct one-on-one critiques with students at each station

1115-1145 SW

Critique

Third 40 minute Rotation

1145 Clean-up



1155-1200

Send Off Out the Door HomeworkWeekly Challenge Bring an image of a landscape that helps you define what you already know about landscape



Engaging and Persisting for 40 minute time intervals

I will meet my students at their own pace by guiding them with one-on-one critiques I will need to read students based on a summative in-class assessment that is built in and individualized


Narrative description of the lesson We assess the historical truth artistic value and language on display in landscape by making a collaborative sticker landscape We judge the merit of such paradigms to uncover the authority between the artist artwork and viewer

Materials Required sharpie markers sticker-paper scissors personal images for reference

Landscaping CourseGT Titles Drawing in the 21st Century Drawing with Authority


Lesson 6 of 8 Taught on Saturday April 12 2014


Understanding Goal 1 Question What is a landscape Statement Students will begin to understand and appreciate that we have agreements and shared schema that are rooted in our shared experiences Studio Habits Emphasized Envision Express Reflect Related MA Standards 214 Review systems of visualizing information and depicting space and volume for example scale and vanishing point linear atmospheric and isometric perspective and create works using these systems 410 Demonstrate the ability to develop an idea through multiple stages responding to criticism and self-assessment

Understanding Goal 2 Question Why are we so interested in depicting landscape Statement Students will begin to understand and appreciate the many ways landscape can help describe our shared human experience Studio Habits Emphasized Observe Develop Craft Reflect Related MA Standards 511 Analyze a body of work or the work of one artist explaining its meaning and impact on society symbolism and visual metaphor 66 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns

Understanding Goal 3 Question In what ways can we contemporary artists reconsider landscape Statement Students will begin to understand and appreciate how material social and cultural ideas are influencing how artists are seeing the contemporary landscape Studio Habits Emphasized Understand Art World Reflect Stretch-and-Explore Related MA Standards 511 Analyze a body of work or the work of one artist explaining its meaning and impact on society symbolism and visual metaphor 89 Identify examples of innovation and tradition in the arts and explain the works in relation to historical and cultural contexts

Assignment Offloading Landscape List

Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1

Assignment Offloading Landscape List Using the pictures we brought in we begin by making a written list together of all the collective knowledge we have of landscape The list may include

- Formal aspects such as foreground middle ground background

- How the artist goes about making a landscape Example Starting with what is farthest away and building towards what is closest

- Shared schema such as clouds trees buildings and people

Formative I see students understanding when students are Material Writing lists of our collective knowledge in marker Showing each other images that we brought in as an example of a landscape Conceptual Describing the formal and theoretical aspects that make up a landscape Realizing that we have shared agreements in the form of our schema our art history the way


Structure UG UP

Time


Ongoing Assessments

- Perspective agreements such as one and two point perspective

- Varieties of landscape such as city-scape sea-scape etc

- Styles of landscape such as historical contemporary and futuristic depictions

I show Bloomrsquos revised taxonomy for the cognitive domain to show students how (1) I have organized the list format and (2) been finding utility in the framework while designing lessons and making my own artwork Transition Now that wersquove pooled our collective knowledge letrsquos group-evaluate what our list means

we talk about landscape how we value a landscape and why we make landscapes Group Listening to the ideas of others and Considering the perspective of others by agreeing disagreeing and justifying their opinions Individual Asking questions to clarify the assignment Being considerate of each otherrsquos opinions and style of collaborating Sharing knowledge and opinions out loud Drawing collaboratively with our chosen partners Summative I know students are understanding when students Material Drawing pictures of schema that are not landscapes- to better define the landscape by what it isnrsquot Conceptual Understanding that a landscape can be both representative of a space and the idea of our experience in a space Discussing the similarities of our schema and asking what brings about such agreements Group Are guiding the discussion and coming to our own realizations about what the landscape means and could potentially mean Are adding to or modifying the lists of our peers to develop new understanding Individual Listing representational aspects of landscape as well as ideas that question our shared agreements

945- 1000

Critique

UG2

Critique What are the agreements We will have a discussion about our list to contrast commonly agreed on schema with how we currently consider landscape artwork Ask Why are we so interested in depicting landscape Transition Now that wersquove categorized our collective knowledge letrsquos construct an artistrsquos map of landscape

Formative I see students understanding when students are Material Vocalizing our reactions to the list agreeing and disagreeing with opinions that support and challenge our own Conceptual Relating wanting to make landscape art with the idea of how we experience the space around us Group Talking in front of the group about their own contributions to the list and comparing our collective knowledge into categories Individual


Structure UG UP

Time


Ongoing Assessments

Listening to the conversation and speaking up to offer their own experiences

1000-1035

Demo-Lecture SW

Assignment Construct Downloading Landscape

We will map the written list by collaboratively layering transparent drawings Students will be given clear and transparent sticker paper Using our list as a reference we will assign each student(s) to draw a singular aspect of landscape Once individual parts are made we will build a collaborative drawing- starting from the background and sticking together all of the layers until we have a complete landscape

1035- 1045 UG 2

Critique Mid-Process Assess Progress

We assess our collective knowledge by comparing our written list and the visual drawing We ask ourselves if the information we came up with represents a complete description of what we now know a landscape to be


Structure UG UP

Time


Ongoing Assessments

UG2

I will ask - What aspects of landscape do you

see as being valuable agreements between us and artists that have come before us

- Why are we so interested in depicting landscape Think both historically and in the now

- How does our assessment of landscape spill over into our assessment of other art forms (the figure the portrait the still life) from previous weeks If it does connect what do these assessments have to do with drawing with authority If it does not connect why do we see artists still appropriating traditional tropes such as landscape

1045- 1100 Break

Break Cafeteria and Bathroom Break Teacher will accompany students to bathrooms and cafeteria ( or PP1) ensuring that they all get their primary needs met in the allotted time

1100- 1130 SW

Assignment Downloading Landscape Student-at-Work on our collaborative map

1120-1130

D-L UG 23

UG 2

Demonstration-Lecture Landscape Presentation occurs simultaneously with student-at-work time I grab several students and have a small group presentation to prime myself and the group for the presentation Ask

- How is the landscape most frequently depicted

See Thomas Kinkadersquos landscape is shown as an example of a landscape that frequently adorns American homes

Ask - Notice these artworks How are these

artists depicting landscape See

Jeff Bennetrsquos ldquoWar on Kinkaderdquo image is shown as an example of an artist who exploits the Kinkade model of landscape

Ask

Formative Students Are Material Evaluating the presentation images Conceptual Judging the artistrsquos work in terms of traditional agreements (schema etc) and preconceived notions Group Debating the merits of each landscape in contrast to our collaborative landscape list and drawing Individual Deciding how we consider landscape in the 21st century Summative Students Are Conceptual Judging the landscape in conjunction with previously explored art forms (figure portrait still-life) as part of an authoritative cannon Group Discovering how our lessons connect and returning to the idea of authority Individual


Structure UG UP

Time


Ongoing Assessments

UG3

- In what ways to we see landscape in the 21st century

See and Discuss

- Contemporary artists are reconsidering landscape Michelle Arnold Paine- plain Plein Air Wolf Kahn- Impressionism + Modernism Tara Donovan- sculpting material based landscapes Maya Lin- ecological tension and change Julie Mehretu- reconstructing cartography Mark Dion- broadening gallery landscape with ecological systems Tim Knowles- allowing treersquos to draw

Class Tilt Return to Authority

Ask - Why have we been evaluating art forms

such as figure portrait still life and landscape What is the point

- What do these art forms have to do with authority

- Do we want to contribute to the pre-conceived agreements or reconsider them

Transition Now that we have a sense of our role as artists let us consider the role of the viewer

Identifying how landscape aligns with personal art making preferences and goals Cumulative Students Are Connecting our conversation to our previous lessons and our assessment of the authority- how we share agreements with artists of the past and have the freedom to envision the potential significance of traditional art forms in our own way

1130-1145

DL SW

UG3

Assignment Rule Writing In preparation for our up-coming exhibition we will have a group discussion about the relationship between the artist the artwork- and the viewer Students will use sticker-paper to write or draw rules for the viewersrsquo who will look at our landscape in the gallery The stickers will be installed as part of our artwork Ask What sort of direction to you want to give the viewer How do you want our artwork to be seen What is important to the artist in presenting our work

Students are Conceptual - Embodying the role of the viewer - Suggesting ways to observe assess

and reflect on our artwork - Exercising a degree of authority over

the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean

Clean Up -Students will work together to clean our shared space -If they are finished cleaning their area they may assist others or begin to hang their work for critique


1145 DL

Demonstration-Lecture Planning for Exhibition and Open Studio

- Next week students will review our collective work and have a group discussion about the final exhibition

- Each student will have the freedom to rework or make one artwork to show in the exhibition The majority of next weekrsquos class will be given to student-at-work time

1200 Send Off Out the Door HomeworkWeekly Challenge Students choose the prompt and I will contribute



Engaging-and-persisting for most of the lesson Provide frequent feedback and check-inrsquos


Narrative description of the lesson We learn to understand the decisions that curators make by surveying and selecting our work for exhibition Students will explore the roles of the artist viewer curator and artwork through completing work building portfolios photo-documenting and writing artist statements

Materials Required masking tape push pins tape-measure digital camera tri-pod flood lights charcoal conte crayons colored ink colored sharpies scissors erasers particle masks spray fixative one roll of heavy brown paper one role white paper

Student Curators CourseGT Titles Drawing21 Drawing with Authority




Understanding Goal 1 Question Whatrsquos does exhibition look like Statement Students will begin to understand and appreciate the decisions weartists may need to make when we exhibit our artwork and what work goes into designing an exhibition Studio Habits Emphasized Develop Craft Reflect Envision Related MA Standards 412 Choose and prepare artwork for exhibition and be able to discuss their choices 416 Organize and present an exhibit of a body of their own work to others

Understanding Goal 2 Question How do we decide what work to exhibit Statement Students will begin to understand and appreciate the ldquofinishingrdquo techniques and qualities that will prepare artwork for exhibition and be able to discuss their choices Studio Habits Emphasized Reflect Observe Envision Related MA Standards 414 Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles

Understanding Goal 3 Question What makes us know that an artwork is complete Why does it need to be Statement Students will begin to understand and appreciate that there are stages of completion ranging from process oriented experiments to gallery ready artworks Studio Habits Emphasized Related MA Standards 413 Create a presentation portfolio that includes work in several media and that demonstrates a progression of ideas and preliminary and finished work in each medium

Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

Demonstration Lecture Unfinished Business We will dedicate our class to resolving unfinished work and Selecting one piece each for exhibition To engage-and-persist in our studio practice we will askhellip Is this work that needs to behellip Finished Documented Cataloged in a portfolio Or curated To assess and judge and consider the completion of our work we will Reflect through the eyes of thehellip Artist Viewer Curator The Artwork After our introductory discussions students may self-select stations for student-at-work-time Introduce Stations

1 Student curators 2 Writing artist statements 3 Photo Documentation 4 Making Portfolios

See Fifty linear feet of wall space will be taped up as an example of a mock-exhibition

Evidence of student learning Students will be Conceptual

- Envisioning our artwork on the empty wall

- Surveying our body of work and selecting our strongest piece

- Beginning to narrate a student and class voice

Material - Collecting all of our artworks - Moving artworks next to others to

see how they interact Individual

- Deciding on what work to finish - Surveying our collective work and

making judgments about our own Group

- Observing the collective work from our class

- Discussing whether to exhibit our collaborative experiments- such as the ripped paper luckchance drawing or our 21st century landscape

- Envisioning individual artworks as part of a larger cohesive collection

- Assessing whether the work of the group accurately shows what happened in class


Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3

Explain The string across the wall marks 57rdquo- the center line for a cohesive field of vision in a gallery setting HOOK ldquoTake a long look This empty wall space represents our unfinished business By the end of class today we will agree on the best way to fill itrdquo Class Discussion Ask

- Whatrsquos does exhibition look like - How do we decide what work to exhibit - What makes us know that an artwork is

complete Does it need to be

Transition Now that wersquove considered important aspects of the finishing process letrsquos hone in on how to condense both individual and group needs Group Our goal is to present a cohesive body of work that shows

- Individual student voice (ask what do we mean by lsquovoicersquo)

- Our class voice - Diversity in selection - What we did in class - Honors each piece of artwork

The group needs to decide whether to present our collaborative artworks and whether we will provide written artist statements that describe our work Individual

- Select a work for exhibition - Complete unfinished work(s) - Label selected artwork with a title year

of completion dimensions and medium - Write an artist statement detailing what

aspects of the artwork you want the viewer to notice

- Make a portfolio to transport home our artwork ldquoLook at the artwork of your peers around you Imagine your work next to theirs speaking in concert of our collective student voicerdquo

Individuals will survey and assess artworks selecting one for exhibition Students will be


Structure UG UP

Time


Ongoing Assessments

encouraged to ask for a student-teacher critique at any time during the class ldquohellipnow letrsquos get to workrdquo

940- 1020 SW

D-L

Activity Unfinished Business Student-at-work time Students may self-select stations for student-at-work time Ask Is this work that needs to behellip Finished Documented Cataloged in a portfolio Or curated Visit Stations


Class Tilt Take a moment to pause and reflect on our cohesive class message How is our message clear Is it

Conceptual - Envisioning our artwork on the

empty wall - Surveying our body of work and

selecting our strongest piece - Beginning to narrate a student and

class voice Material

- Collecting all of our artworks - Moving artworks next to others to

see how they interact - Folding cutting and crafting

individual portfoliorsquos Individual







1020-1035 break

Break Cafeteria Break I will accompany students to bathrooms and cafeteria ( or PP1) ensuring that they all get their primary needs met in the allotted time

1035-1045

D-L UG1

UG2

Demonstration Lecture Digital Slideshow Presentation Ask Write down on a piece of paper one question you have about the exhibition The group will have a discussion that is guided by student questions See I will then show images of past 21st Century Drawing exhibition spaces We will observe assess judge and select aspects of the exhibitions that align with our individual preferences for our exhibition space

Conceptual - Recalling any prior exhibition

experience or beginning to consider our exhibition space

- Observing assessing judging and selecting aspects of past exhibitions that align with our preferences for our exhibition

- Considering how our work is affected by the work that it is surround by

- Recalling what we know about authority in terms of the relationships and shared agreements that serve as choices for our (re)considerations of exhibition


Structure UG UP

Time


Ongoing Assessments

Ask What is important to us in exhibiting our work Ask Now how do we take individual preferences and condense them into a cohesive group exhibition See We will look at how contemporary artists design their exhibition spaces See Fred Wilson- curating museum objects to reveal inherent and underutilized narratives See Mark Dion- a contemporary archeologist who organizes and curates a myriad of objects List On the wall there will be three lists one each for the artist the viewer and the curator Tilt Return to authority Write how each exercises their authority in exhibition spaces artisthellip viewerhellip curatorhellip the artworkhellip Transition Now that we have answered what questions we have and considered the various roles involved in the exhibition process letrsquos curate our work

Material - Silently reflecting and verbally

sharing our opinions and experiences exhibiting artwork

- Using writing tools to brainstorm lists and write out questions we share about exhibition

Individual - Assessing the modes of perception

that other people may have when looking at our artwork

- Considering how our individual work affects the work around it

- Deciding whether to write artist statements or how to title pieces

- Struggling with finishing work or assessing the degree to which a work is (in)complete

Group - Envisioning the collective body of

work and broadening the perspective to include our class as one among a larger cluster of Saturday Studiorsquos classes

- Composing the exhibition space to reflect what we have learned in class

- Crafting ways to engage the role of the artist viewer and curator during our exhibition

1045-1145 SW

critique

Activity Student Curator Students who have completed artwork may place the work on the floor in front of the exhibition mock-up wall We will consider the needs of the artwork Consider how the following roles influence our understanding of our class voice To assess and judge and consider the completion of our work we will Reflect through the eyes of thehellip Artist Viewer Curator The Artwork Ask As the Artist

- Is your artwork completed How do you know

- What is the title of your artwork - Are you including a written statement

Conceptual - Struggling with finishing work or

assessing the degree to which a work is (in)complete

- Assessing the modes of perception that other people may have when looking at our artwork

Material - Moving artwork around on the

mock-up wall to find ideal and balanced places of exhibition

Individual - Finishing artwork - Struggling to finish artwork - Considering how to display artwork

Group - Following through with our chosen

artworks or reconsidering how each work affects the class exhibition space

- Having a conversation between artists about how to complete artwork


Structure UG UP

Time


Ongoing Assessments

Think like a professional artist Be self-critical and self-aware Justify your choices and be certain that this piece is your best chance at showing what is important to you

Viewer

- What is this artwork telling me about the artist Why do I care Think like someone who has no prior knowledge looking at art Why does this person want to engage your artwork How have you given that person every opportunity to access your art

Curator

- How does this artwork speak to the other artworks around it Think like a musician The space between notes is critical- it is through such space that the note becomes what it is

Artwork

- Do I feel honored - Am I sending the right messages - Am I equipped for exhibition

Think like your artwork Once the artist puts the work on the wall- the work begins a new life Is your artwork equipped Does it have what it needs to meet other artworks artists viewers and curators

1045- 1145 SW

D-L

Activity Unfinished Business Student-at-work time will run simultaneously with Activity Student Curators Students will have the freedom to participate in lsquophoto-documentationrsquo or lsquowriting an artist statementrsquo station Demonstration-Lecture Photo Documentation Ask

- Why do we document our artwork - Do we document unfinished pieced

What about pieces that we donrsquot particularly like- do we photograph them If yes why If no why not

Photo-Documentation Conceptual

- Documenting finished artworks for presentationpublicationportfolio development

- Documenting unfinished artworks to develop a progression of work that helps inform personal growth

Material - Placing work to be photographed

and considering how to best document the artwork

- Adjusting lights and the tripod before taking the photographs


Structure UG UP

Time


Ongoing Assessments

A station will be set up near the windows for students to self-document their artwork We will discuss the use of natural vs artificial light in photographing artwork Ask

- What does good documentation look like

- What do we do once the photo is taken - How do artists digitize and share artwork

online Demonstration-Lecture Writing an artist statement Ask

- Why do we write artist statements - What does an artist statement look like

Show I will show examples of artist statements that I have written that range from matter-of-fact to poeticcreative Demonstration-Lecture Create a Portfolio Ask

- What are the reasons weartists keep portfolios

- What does a professional artistrsquos portfolio look like

Make a portfolio to transport home our artwork Keep in mind the size of our artwork and the durability of your portfolio

- Looking at photographs and assessing what good documentation looks like

- Moving the artwork to take several pictures that document different aspects of artwork

Individual - Selecting to photograph a range or

artworks that reveal a student voice and progression of work over time

- Developing a studio habit of documentation

Group - Observing how photographs are

taken by classmates and discussing what makes a strong photo

- Considering how we can use our photos outside of class- in the art world online and in our own portfolios

Writing an artist statement Conceptual

- Offering a written entry point that may guide the way the viewer sees the artwork

- Determining a style of writing that suites the style of the artwork

Material - Writing several drafts until reaching

a clear and legible statement Individual

- Struggling to find the right words and right content that best represent our artists voice

Group - Choosing who will write our

collaborative artist statements Creating a portfolio Conceptual

- Understanding that the preservations of our work is a practical way to assess personal growth and to present a cohesive body of work

Material - Measuring the greatest length of flat

artwork - Cutting double sided paper to fold a

portfolio - Taping to reinforce edges

Individual


Structure UG UP

Time


Ongoing Assessments

- Gathering all of our work and sizing up its volume

- Constructing a portfolio Group

- Gathering all our work and taking home everything that isnrsquot going to be hung in our exhibition

1145- 1155 clean

Clean up Formative Students will be -Washing and drying brushes -Wiping the floor beneath easels and surrounding areas -Restoring materials to their original locations

1155- 1200

Ask Now that we have curated our show what are your expectations for the opening Students will be taking all artwork home that is not going to be presented in our exhibition Send OffWeekly Challenge Post a selfie with our ldquoLandscapingrdquo artwork from the exhibition on wikimarks



Some may several exhibitable artworks Honing down on one may be a challenge

Developing individual plans that suite the preferences of the student to self-guide their selection process

Some may not have any artworks that they want to exhibit

Having individual conversationswriting notes to students that push them to see their artwork as one piece in our broader and continuous journey


Narrative description of the lesson We learn about glassblowing and how to collaborate in the glass hot-shop by creating a collaborative drawing- using glass

Materials Required thick and large sheets of watercolor paper rocks to anchor the paper to the floor 13 yard-sticks a computer- dongle- and video projector glassblowing studio materials and supplies

Title of Lesson Our Glassy Goodbye CourseGT Titles Drawing21 Drawing with Authority


Lesson 8 of 8 Taught on Saturday May 3 2014


Understanding Goal 1 Question What is glassblowing Statement Students will begin to understand and appreciate the craft of glassblowing and the facilities of MassArtrsquos hot-shop Studio Habits Emphasized Develop Craft Observe Related MA Standards 112 Describe and apply procedures to ensure safety and proper maintenance of the workspace materials and tools 66 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns

Understanding Goal 2 Question What are the properties of molten glass that entice us to use glass in our work Statement Students will begin to understand and appreciate glass for its transformative properties such as heat and plasticity Studio Habits Emphasized Observe Reflect Stretch-and-Explore Related MA Standards 39 Create 2D and 3D artwork that explores the abstraction of ideas and representations 88 Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts 89 Identify examples of innovation and tradition in the arts and explain the works in relation to historical and cultural contexts

Understanding Goal 3 Question What have we learned about collaboration that we can use in the hot shop Statement Students will begin to understand and appreciate ways that they can assimilate new ways of making into their own art practice for future use Studio Habits Emphasized Reflect Envision Engage-and-Persist Related MA Standards 19 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media materials and tools 104 Continue the above and integrate knowledge from various disciplines and cultural resources

Structure UG UP

Time


Ongoing Assessments

930-940 SW

Student Reflection in our Gallery We go to the Arnheim gallery and reflect on the course and our exhibition Students will fill out a reflection with four questions

- I came expectinghellip - I foundhellip - I appreciatehellip - I want nexthellip

Transition We go back to room 209

Evidence that students are understanding Studentrsquos will Conceptual

- Reflect on how the class differentiated from our initial expectations

Material - Use the survey as a chance to assess

our growth - Asses he our teacher has guided us

throughout the class Group

- Consider the many ways we have collaborated on projects

- Evaluate how our relationships have impacted our personal growth

Individual - Consider personal growth and reflect

on where we are going next

930-950 D-L

SW UG 12

Schedule Overview ldquoIn our last class we will be gathering any leftover artwork to take home We will join other students for a MassArt Admissions portfolio presentation We will also take a trip to MassArtrsquos hot-shop and collaborate on a good-bye drawing

Conceptual - Begin to understand the safety

precautions we take in a hot-shop - Understand the many properties of

glass such as heat and plasticity - Envision how our collaborative

instincts translate to a new space- the hot shop


Structure UG UP

Time


Ongoing Assessments

UG1

UG2

Afterwards we will end in the gallery where our work is being exhibited along with all of Saturday Studiorsquosrdquo HOOK Irsquove told you all about my career as a glassblower now is the time to step into the hot-shop and find out what makes glass so enticing Ask What is glassblowing See Watch the video by glass artist Etsuko Ichikawa Source httpvimeocom52263660 Throughout the video I will have a pre-safety discussion- explaining the lay-out of the hot-shop and the precautions that Etsuko takes in safely working with glass Ask What are the properties of molten glass that entice Etsuko to use glass in her work All for wait-time and allow students to share their opinions Then ask them what properties of molten glass could they use to make a drawing Etsuko explores the ephemeral and the eternal through artworks including glass paper fiber video and sound Her work is often performative by nature and reflects her Japanese and American upbringings Her drawings with glass represent the moment and memory active in a performance and the tangible remnants of a drawing Ask What have we learned about collaboration that we can use in the hot shop Allow for wait-time ldquoIn the hot-shop we will create a drawing together Each of you will have a chance to perform the mirror game with me I will control the glass and you will be the director Your movements will be mimicked by me as glass burns traces into our watercolor paper Each performance will be part of a whole broken-up drawing somdasheach student will take home a piece of the whole To practice we will play the mirror game with these sticks Think of the sticks as conducting wands that I will mimic with a glassblowing piperdquo

- Consider how the properties of glass can translate into drawing

Material - Acknowledge the dangerous aspects

of glass such as heat - Discover the properties of glass such

as heat and plasticity - Understand how molten glass can

burn traces into heavy-weight watercolor paper

Group - Sharing prior knowledge and

discover glassblowing - Surveying properties of glass that we

find enticing - Envisioning how molten glass can be

used to draw Individual

- Moving our bodies in synchronicity with our partners

- Treating sticks as extensions of our body and directing whole-body movements through the mirror-game


Structure UG UP

Time


Ongoing Assessments

Activity Mirror Games Students will break into groups of two or three One student will take the lead while the other two mimic her movements ldquoThe goal is to act as if you are a reflection in a mirror Mimic the movements of your counterpart as if you are the samerdquo Remember what we discussed when we visit the hot-shop Transition ldquoLauren Wilshusen will be our Admissions representative on Saturday May 3 from 10-11am in Room 406 She is planning to present on portfolio development for students interested in getting into art school (and most hopefully MassArt)rdquo

950- 1000

Transition to Room 406 bathroom break

1000-1050

D-L

Demonstration-Lecture Admissions portfolio development Reflect What have we learned from this course that can be useful in the future

Conceptual - Judge assess and compare our work

to the work of admissible MassArtistrsquos

- Develop a plan for how we can build an admissible portfolio

- Envision ourselves as serious art students

Material - Assessing compositions in

photographed artwork that is successful or not-successful

- Judging photographs shown as examples of good documentation

Group - Asking questions to engage is a

public discourse Individual

- Judge assess and compare our work to the work of admissible MassArtistrsquos



1050-1100

Transition to the Hot Shop bathroom break

1100-1120

Activity Our Glassy Goodbye We will begin with a safety lecture ldquoI am introducing to you a very special place for me The hot-shop is a student-led glassblowing



glass such as heat and plasticity


Structure UG UP

Time


Ongoing Assessments

studio The most important aspect of the shop is our agreed upon code of respect We must respect the space and the material As visitors we must respect the students who are allowing us to borrow their shop-and their timerdquo A safety demonstration will take place I will explain that glass from the furnace is 2100 degrees Fahrenheit and that burns that take place most often happen from hot steal not glass In other words awareness of our surroundings is critical to our safety I will show them around the shop including the furnace and introduce them to the tools of the trade Thirteen sheets (one for each student one for the teacher) of thick water color paper will be prearranged on the hot-shop floor Students will take turns playing the mirror-game with me as we collaborate on a drawing While individual collaborations are taking place the remaining group will be seated safely observing or drawing in sketchbooks After we have all collaborated I will show the class how to clean up and we will return to our room

- Envision how our collaborative instincts translate to a new space- the hot shop






Group - Observing artists at work while

waiting to participate Individual



Transition Return to Room 209 and gather all our belongings Transition We will go down to the gallery together greeting our peers family and friends

1130-1200

Out the door challenge Continue to post on wikimarks drawings that somehow continue with the ideas we have explored in class



The heat and craft of working with glass can be demanding physically

Encouraging students to stay hydrated and step outside to take breaks with help

Trying a new process for the first time can be intimidating

Showing a video of a glass artist and using my personal expertise will help familiarize students with the process We will contribute to a single drawing that gets broken up afterwards Success is measured through collaboration and not by individual drawings


3 Question Form When have our challenges guided our decisions Was that good or not good Statement form Students will begin to understand and appreciate the many ways our frustrations and challenges can help guide us towards new and surprising discoveries Studio Habits Emphasized Stretch-and-Explore Observe Reflect Mass Standards Addressed 512 Demonstrate an understanding how societal influences and prejudices may affect viewers ways of perceiving works of art 89 Identify examples of innovation and tradition in the arts and explain the works in relation to historical and cultural contexts

GENERATIVE TOPIC

Centrality Drawing is the oldest form of art From cave paintings to contemporary art drawing has evolved though time Drawing was once seen as the test of a true artist Artists were skilled draftsman but their drawings were viewed as a step in the creation process In todayrsquos art world drawing has been elevated to the status of painting and sculpture Viewed as an art form in its own right a drawing is not limited as a means to an end Rather drawing includes the use of surprising new materials that often reconsider techniques and habits not centrally associated with drawing Engagement Drawing is the first step in a process of learning how to make artwork Drawing realistically and with personal style are important bench-marks for most students While drawing realistically can be helpful- contemporary artists draw with a freedom not inhibited by realism Discovering the many ways we draw in the 21st century allows us to contribute to a discourse that appropriates traditional habits and techniques with a new sense of authority Accessibility Contemporary art is art that is happening in the now Using contemporary artistrsquos as examples for lessons is the best way to explore drawing in the 21st century Contemporary artists used include Harvey Moon Anthony McCall Heather Hansen Cai Guo-Oiang David Altmejd Nick Cave Willy Veginer Chuck Close Tara Donovan Vik Munez Ori Gersht Shigeo Fukuda Manny Farber Cindy Wright Fred Wilson Thomas Kinkade Jeff Bennet Michelle Arnold Paine Wolf Kahn Maya Lin Julie Mehretu Mark Dion Tim Knowles and Etsuko Ichikawa Our class examines traditional tropes in art such as portrait figure still life and landscape Familiar artists of the past we use include Leonardo Jaques Louis David Degas Rembrant MC Escher Van Gogh Frida Kahlo Juan Sanchez Contan Paul Cezanne and Salvidore Dali Applying technology in our contemporary classroom allows us to stay connected away from class wikimarks is our class Instagram that we post weekly challenges on or any example for 21st century drawing Pose Maniacs is one application that aids artist who draw the figure On Line Drawing Through the Twentieth Century is an online exhibition put on by MOMA featuring artists who draw in the 20th century I found the resource very helpful in understanding contemporary drawing practices and artists Lastly lessons are posted online at httpmr-hacketttumblrcom Referencing contemporary teaching aided us in designing curriculum for the class In particular Olivia Gudersquos Post-Modern Principles and Material Based Self Portrait were excellent contemporary source materials Oliviarsquos lsquoCool Curriculumrsquo is a great resource for more engaging projects We also used Benjamin Bloomrsquos revised taxonomy as a reference material during critiques and brainstorming sessions Connections To Other Areas of Visual Arts Drawing is a conduit linking all areas of visual arts Used primarily as a planning tool drawing connects art worlds in Painting Film Sculpture Fashion Graphic and Industrial Design etc To Other Disciplines Those who draw in other disciplines discover that drawing is tool for organization empowered experiences and empowered learning Beyond School Developing a confidence to draw with authority fosters a natural passage between risk taking and divergent thinking














Ongoing Assessments

1000 Hook SW



1005 DL



1015 UG 1 UG3 SW






Ongoing Assessments





1045

Break Cafeteria




1130 DL






Ongoing Assessments

1140 DL



1150 DL



1140 Clean Up

1150 DL UG1 UG2 UG3




















Structure UG UP

Time


Ongoing Assessments

930 AM SW




Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200





















Ongoing Assessments

1000 Hook SW



1005 DL



1015 UG 1 UG3 SW






Ongoing Assessments





1045

Break Cafeteria




1130 DL






Ongoing Assessments

1140 DL



1150 DL



1140 Clean Up

1150 DL UG1 UG2 UG3




















Structure UG UP

Time


Ongoing Assessments

930 AM SW




Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200











Ongoing Assessments





1045

Break Cafeteria




1130 DL






Ongoing Assessments

1140 DL



1150 DL



1140 Clean Up

1150 DL UG1 UG2 UG3




















Structure UG UP

Time


Ongoing Assessments

930 AM SW




Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200











Ongoing Assessments

1140 DL



1150 DL



1140 Clean Up

1150 DL UG1 UG2 UG3




















Structure UG UP

Time


Ongoing Assessments

930 AM SW




Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200






















Structure UG UP

Time


Ongoing Assessments

930 AM SW




Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments



TL



950

UG1 UG2

UG3

DL






1005 DL






Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments












1025

Break Cafeteria

1040

UG1 UG2




Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG3

SW



Clean Up

1130 DL



1140 Critique





Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200


















Structure UG UP

Time


Ongoing Assessments

930-935 AM

Intro UG1






935- 1020

Warm-up

Challenge

UG 12


Summative






Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments









Station 2





Station 3




Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


1020- 1035 Demo

Lecture


Summative



Prediction






1035-1045 Break



1045-1125 SaW


Summative


Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG 123

















Formative





1125 -1135

Cleanup



1135-1155 Crit




Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments







1155-1200



















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200


















Structure UG UP

Time


Ongoing Assessments

930

SW

Critique




Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


945 DL

UG1-

UG2

UG3




1000 SW

UG1







Summative



Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





1030


Summative






Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

SW




1100 SW

Critique

























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200



























Structure UG UP

Time


Ongoing Assessments

930 DL

Into



Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





935- 945 DL

UG 123







Vocabulary



Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments





945- 1025 SW



Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

1025-1035


1035-1115 SW

Critique


1115-1145 SW

Critique


1145 Clean-up



1155-1200

















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200



















Structure UG UP

Time


Ongoing Assessments

930-945 SW UG1







Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments






945- 1000

Critique

UG2




Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


1000-1035

Demo-Lecture SW



1035- 1045 UG 2




Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG2





1045- 1100 Break


1100- 1130 SW


1120-1130

D-L UG 23

UG 2







Ask



Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG3


See and Discuss









1130-1145

DL SW

UG3




the gallery space


Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

1140 Clean



1145 DL


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200


















Structure UG UP

Time


Ongoing Assessments

930-940 DL

UG 123

















Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG1 UG2

UG3














Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


940- 1020 SW

D-L

















1020-1035 break


1035-1045

D-L UG1

UG2








Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments














1045-1145 SW

critique














Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


Viewer


Curator


Artwork



1045- 1145 SW

D-L











Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments






























Individual


Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments




1145- 1155 clean


1155- 1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200


















Structure UG UP

Time


Ongoing Assessments

930-940 SW













930-950 D-L

SW UG 12







Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments

UG1

UG2














Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments


950- 1000


1000-1050

D-L














1050-1100


1100-1120






Structure UG UP

Time


Ongoing Assessments













1130-1200









Structure UG UP

Time


Ongoing Assessments













1130-1200








drawing in the 21 centuryfeb 21, 2015 · referencing contemporary teaching aided us in designing...

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