Unit Plan Proposal Michelle Garay

Final unit Plan Presentation11/16/2011Michelle GarayARE4351 Teaching Art In Elementary1Painting2Carmen Lomas GarzaPara la Cena

3Carmen Lomas GarzaMaking Tamales

4Carmen Lomas GarzaFaith Healer

5ObjectiveIn this lesson, students will use symbolism to depict a tradition or practice of their culture in a painting. They will explore their heritage and the cultures of their classmates.Students will study how the artist uses perspective and color in her works to inspire how they will use those elements in their own piece.6Next Generation Sunshine State StandardsVA.3.C.1.2:Reflectonandinterpretworksofart,usingobservationskills,priorknowledge,andexperience.VA.3.S.1.3:Incorporateideasfromartexemplarsforspecifiedtimeperiodsandcultures.VA.3.S.2.1:Integratethestructuralelementsofartandorganizationalprinciplesofdesignwithsequentialproceduresandtechniquestoachieveanartisticgoal.VA.3.O.1.1:Demonstratehowtheorganizationalprinciplesofdesignareusedtoarrangethestructuralelementsofartinpersonalwork.VA.3.O.3.1:Usesymbols,visuallanguage,and/orwrittenlanguagetodocumentselforothers.VA.3.H.1.1:Describeculturalsimilaritiesanddifferencesinworksofart.VA.3.H.1.3:Identifyandberespectfulofideasimportanttoindividuals,groups,orculturesthatarereflectedintheirartworks.7This lesson plan was based on analysis of the artists work and developed to provide students with an opportunity to execute intention in producing their art works. The content of this lesson plan was inspired by the idea of investigating community themes, discussed in the article, Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum by Olivia Gude.

Statement of Origin(Gude, 2007, p.8)8ProceduresPresent artwork of Camen Lomas Garza and discuss the meaning of her works, focusing on the symbols she uses to express her subject matter.Begin discussion on the different cultures of students in the class. Explore the purposes of different cultural practices.As a class, brainstorm different traditions of each culture that could be used as subject matter for the paintings (if around the holidays, holiday traditions).Make first sketch of the painting using pencil. Re-look at the exemplar works, emphasizing her use of perspective and detail.Sketch final idea onto illustration board.Explain proper use of painting materials and clean up of materials.Demonstrate color mixing, repeatedly referring back to how to use the color wheel.Paint final idea onto illustration board using acrylic paints.

9AssessmentA peer critique will be conducted, asking students to explain the symbolism in their piece.A rubric will be used by the student and teacher to determine the grade for the art work.10Drawing11Ben HeineYouve Got a Choice

12Ben HeineMoney Rules Man

13Ben HeineICT Overload

14ObjectiveThis lesson plan will focus on social criticism. The students will form an opinion about a current social issue and create a drawing to convey their position.Students will learn new drawing techniques, reviewing the principles of design. They will develop art criticism skills by looking at the artists works and interpreting the iconography.15Next Generation Sunshine State StandardsVA.3.C.1.1:Usetheart-makingprocesstodevelopideasforself-expression.VA.3.C.1.2:Reflectonandinterpretworksofart,usingobservationskills,priorknowledge,andexperience.VA.3.S.2.1:Integratethestructuralelementsofartandorganizationalprinciplesofdesignwithsequentialproceduresandtechniquestoachieveanartisticgoal.VA.3.S.3.1:Usematerials,tools,andprocessestoachieveanintendedresultintwo-and/orthree-dimensionalartworks.VA.3.O.1.1:Demonstratehowtheorganizationalprinciplesofdesignareusedtoarrangethestructuralelementsofartinpersonalwork.

16This lesson was inspired by Art Production: Ideas and Techniques by Linderman. He discusses the process of art creation: deciding what to express, finding how you understand the subject, and deciding on an approach to convey it.Statement of Origin(Linderman, 1997, p.108)17ProceduresIntroduce students to the work of Ben Heine. Ask students what they believe each drawing may be trying to convey.Discuss the topics he uses and form new topics of inspiration.Look at current events to gather ideas. Emphasize the importance of the issue directly impacting the personal lives of the students.Do drawing exercises to learn new shading techniques, practice creating tonal variations, and varying line quality.Make 4 thumbnail sketches of ideas.Create final drawings, utilizing at least 2 techniques from the exercises, with various graphite pencils.

18AssessmentStudents will write a brief artist statement explaining their social issue and how their drawings express their position. A rubric will be used by the student and teacher to determine the grade for the art work.19Ceramics20Dorothy CollectiveCasualties of War

21Dorothy CollectiveCasualties of War

22ObjectiveStudents will learn about our countrys military and the effect of war in our society. They will reflect on the information learned and create a narrative piece inspired by their response.The students will learn hand building techniques in ceramics, such as, using tools to attach pieces of clay properly and how to make pieces more durable for firing.23Next Generation Sunshine State StandardsVA.3.S.1.1:Manipulatetoolsandmediatoenhancecommunicationinpersonalartworks.VA.3.S.2.1:Integratethestructuralelementsofartandorganizationalprinciplesofdesignwithsequentialproceduresandtechniquestoachieveanartisticgoal.VA.3.S.3.1:Usematerials,tools,andprocessestoachieveanintendedresultintwo-and/orthree-dimensionalartworks.VA.3.O.3.1:Usesymbols,visuallanguage,and/orwrittenlanguagetodocumentselforothers.24Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum by Olivia Gude inspired the following lesson plan. Students take part in cultural conversations and have empowered experiences through visual art.Statement of Origin(Gude, 2007, p.11)25ProceduresBegin discussion on branches of the military, who serves in the military, and purpose in our country. Explain how this affects our citizens. Discuss ways it has affected the personal lives of the students (family in the military, family friends, etc..).Form a list of words that describe people in the military.Show images of Dorothy Collective army men and discuss the reasons they chose to depict soldiers in this way. Define what an artist collective is.Students: establish the manner in which the army man will be represented and consider the story that it might tell.Present clay medium. Demonstrate hand building techniques for creating a stand, attaching pieces of clay, and making objects stable (but able to be fired).Do 1 day of building form, 1 day of adding detail by carving.Fire pieces, glaze in army green, and re-fire.

26AssessmentEach class will work as an artist collective by combining our army men. They will be displayed together and we will decipher what message we are collectively portraying. A rubric will be used by the student and teacher to determine the grade for the art work.27Sculpture28Re-imagined Art History

29Re-imagined Art History

30Re-imagined Art History

31ObjectiveThis lesson plan will introduce students to famous works in art history. They will learn art criticism skills to analyze the works and find the focus or what makes it great. They will then work together in groups to transform the 2-D work of art into a three dimensional sculpture. The students will use new mediums.32Next Generation Sunshine State StandardsVA.3.C.1.2:Reflectonandinterpretworksofart,usingobservationskills,priorknowledge,andexperience.VA.3.S.1.1:Manipulatetoolsandmediatoenhancecommunicationinpersonalartworks.VA.3.S.1.3:Incorporateideasfromartexemplarsforspecifiedtimeperiodsandcultures.VA.3.O.2.1:Usecreativeandinnovativeideastocompletepersonalartworks.VA.3.H.3.1:Discusshowknowledgegainedinthevisualartclassroomcanserveaspriorknowledgeinotherclassrooms.VA.3.F.1.2:Exploretheeffectsandmeritsofdifferentsolutionstosolveanartisticproblem.VA.3.F.3.2:Collaboratetocompleteataskinart.

33Art Analysis Looking at and Responding to Art, by Linderman breaks down the art criticism into steps to teach skills to students. Using this information, the lesson can introduce art critique.Statement of Origin(Linderman, 1997, p.216-217)34ProceduresShow presentation on 5 famous art works. Distribute pre-test on the meaning of the works and why they are famous.Cover brief biography of the artist and the time period it was created in. Use modified version of the Feldman method to critique the works:Analyze (what does it look like, using knowledge of Es and Ps) Interpret (what do you think it means) Judge (what does it mean to society and is it successful)Present re-imagined versions of other famous works. Form groups of 4-5 students.Imagine what the unseen elements of the 2-D version may look like. Work collaboratively to design how it will be represented. Decide what elements to incorporate or exclude. Consider spatial relationships.Accumulate materials that can be used to create the basic form of the sculpture (newspaper, balloons, tape etc..). Explain how to use paper mache to unify it.Once form is built and paper mache is dry, paint to complete the sculpture, ensuring all areas of newsprint are covered.

35AssessmentStudents will complete a post-test on the art history works to find what they learned. A rubric will be used by the student and teacher to determine the grade for the art work.36Media Criticism37TOMS Shoes

38ObjectiveFor this lesson, students will learn about the TOMS Shoes mission. They will express their understanding of how poverty affects children their age in other countries by creating pieces that raise awareness, taking into consideration the principles of good design.Students will be asked to participate (with parental permission) in the One Day Without Shoes challenge to show their support for the cause.

39Next Generation Sunshine State StandardsVA.3.S.1.2:Usediverseresourcestoinspireartisticexpressionandachievevariedresults.VA.3.O.2.1:Usecreativeandinnovativeideastocompletepersonalartworks.VA.3.H.1.1:Describeculturalsimilaritiesanddifferencesinworksofart.VA.3.F.2.1:Identifyplaceswhereartistsordesignershavemadeanimpactonthecommunity.VA.3.F.3.1:Createartworkthatcommunicatesanawarenessofeventswithinthecommunity.VA.3.F.3.2:Collaboratetocompleteataskinart.40In Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum , Olivia Gude explains how art allows children investigate and represent ones own experience- generating personal and shared meaning. This idea was the inspiration for this lesson plan.Statement of Origin(Gude, 2007, p.6)41ProceduresWatch first video on TOMS shoes. Questions for discussion:What is the message they are trying to reach to the public?Why might children in other countries not have shoes? Why do you think shoes are so important to every day life?Compile a list of reasons why students are personally grateful to be able to wear shoes.Watch second video and explain the purpose of One Day Without Shoes.Invite students to participate in One Day Without Shoes challenge, given that they receive parental permission in the form of a permission slip.Create mixed media awareness art works about the importance of all children having shoes to wear and/or the reason you will be going one day without shoes.Incorporate text with iconography to create a bold, clear statement.Once complete, post out of the classroom to encourage others to become informed.

42AssessmentPresent what aspect of this issue is being portrayed with the art piece. A rubric will be used by the student and teacher to determine the grade for the art work.43Rubric+ExceptionalSatisfactoryNeeds Improvement20100Students GradeStudents CommentsTeachers GradeTeachers CommentsParticipation and CooperationI followed directions for the project, followed the classroom rules and used the materials safely.Assignment CompletionI completed my work on time and applied what I learned in class to my project.PlanningI planned out the idea behind my artwork based on the available materials.Skills and TechniquesI used the elements and principles of art and techniques learned in class to create my project.CreativityMy project was created by me and expresses my ideas.44ReferencesGude, O. (2007). Principles and possibilities: considerations for 21st century art and culture curriculum, Art Education, 60(1), 6-17.Huffman, E. (1998). Authentic rubrics, Art Education, 51(1), 64-68.Linderman, M. (1997). Art analysis looking at and responding to art. Art in the Elementary School (pp.215-228).Linderman, M. (1997). Art production ideas and techniques. Art in the Elementary School (pp.108-118).Rudner, L. M. and Boston, C. (1994, December). A look at performance assessment for art education, National Art Education Association.Tomsshoes. (2010). Toms-Thank You! [video]. Retrieved from: http://www.youtube.com/watch?v=owTiwnNly_4Tomsshoes. (2010). One Day Without Shoes [video]. Retrieved from: http://www.youtube.com/watch?v=Vlz3QKHJBac

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