self expression concept unit

8/12/2019 Self Expression Concept Unit

http://slidepdf.com/reader/full/self-expression-concept-unit 1/18



communication.• How to interpret emotion in art.• Identify and incorporate nature symbolism.• What symmetry is and how to blend analogous colors in a

symmetrical manner.• Effective research strategies including primary and secondary

sources, cross referencing sources, documenting and citingsources for both information and images use.

• how to verbalize reasoning behind artist’s purpose while usingart vocabulary.

nature symbolism within the final mandala project.• support aesthetic choices they have made and developed in their

artwork with appropriate use of art vocabulary. (Provide vocabularysheet for them to fill out and use in final critique.)

Resources/Materials:

Drake University School of Education building exhibit, “Trauma, Trials and Triumph… As Evidence Through ArtisticExpression” with artwork from students coming from the Iowa Juvenile Home.Video connected with the Trauma and Art exhibit.Photos and examples of Mandalas and the how the Tibetan Buddhist Monks use them for healing of the self and or theearthVideos of Buddhist monk and mandala construction and deconstruction (http://www.youtube.com/watch?v=10084L3Pqsc ,http://www.youtube.com/watch?v=10084L3Pqsc) “The Scream” and “The Voice” by Edvard MunchVocabulary sheet for students to fill out/use in final critique

Stage 2 – Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes) ; Personal Communication (interview, oral exam, discussion) ;Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,Simulation, labs, dramatization)



Pre-assessment :

Formal (Given the week before the unit begins)1) Give the students a pre-test on the Elements of Art and the Principles of Design, review material if needed. Give Pre-Test.

Informal (Given the day before the unit begins)1) TIPS Activity on self-expression and its importance in the lives of artists globally. Have them turn in these notes.2) Have an exit slip having them address the question “How do artists use the Elements of Art and Principles of Design to communicate

themselves through their art?”

Formative Assessment: (will be incomplete until Stage 3 is completely done)

1) Choice board on the Elements of Art and Principles of Design – Have students choose 3 elements and do a thumbnail sketchexemplifying each. Choose 1 of these sketches to create a larger piece from. Have critique over choice board assignment.

2) Written response to artistic images, artist statements, and video from the art exhibit “Traumas, Trials, and Triumphs” from the Iowa Juvenile Home

3) Socratic Seminar on EQ “What universal themes are expressed in art?”. Frontload this conversation with article they will all read andbase discussion on. “Give article as homework the Friday before the discussion, then give 10-15 minutes before Seminar on Monday tocome up with 5 talking points.

4) Research project – find a piece of artwork that you feel expresses emotions in a unique or powerful way. Write 2 page essay – the firstpage about the emotions it evoked in them and the second page with some information about the artists intent in making it.

5) Compare/Contrast the technical and conceptual aspects of “The Scream” and “The Voice” by Edvard Munch. What emotions do theyevoke? How do they evoke them?



6) Vocabulary for Critique – Give students the vocabulary terms, that they will be responsible for filling out and bringing tocritique/incorporate vocabulary when talking about other’s works.

7) Have students do another TIPS activity addressing the same issues of self-expression and its importance in the lives of artists globally.After they have finished, hand back their original notes and have them compare and contrast how their thinking has changed. Studentswill write a page paper on these connections, and self assess how their thinking has changed.

Summative Assessment:

1) Self Expression Mandala Project for the Performance based summative assessment. (Assignment sheet and Rubric included)



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Mandala translated from the original Sanskrit, means “circle” or “completion”. Mandalasare used in Hindu and Buddhist ceremonies. They are a tool for meditation in many

cultures and are even becoming more popular in the Western world. In this article, wewill discuss the uses for mandalas and lessons they can teach you.

Buddhist monks will painstakingly take hours, weeks and even months creating beautifulmandalas with colored sands. These beautiful sacred geometrical patterns will be used inceremonies and then, in an instant, the sand will be thrown to the wind. Why? Because,the monks believe that only in giving up the mandala will the essence (the goodenergies) be sent out into the world. To them, the mandala is more than simply art. Ithas a spiritual message born out of the hearts and consciousness of those who createdit. So, in a sense, in tossing it to the wind, they are generously sharing the beautiful partsof themselves with the world around them.

Each mandala truly is a piece of artwork. They are composed within a circular (althoughsometimes invisible) frame and the designs within that frame are symmetrical. Thesedesigns range rom simple to intricate and some have spiritual symbols with in like thelotus flower, the yin-yang, monks in meditation, the Christian cross and Star of David.All are beautiful and can teach us lessons about ourselves, and the world we live in.

The mandalas we will make will focus on radial symmetry, nature symbolism, andblending of analogous colors in a symmetrical manner. I will also be looking forcreativity, craftsmanship, and effort in the final grading or your mandala.



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self expression concept unit

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