supernatural - caleb ovard...lesson 5: dreams & nightmares lesson 6: ghost sculptures lesson 7:...

Supernatural

Unit Of

Instruction

Caleb OvardFoundations 2

Table of ContentsCourse Rationale

Course Introduction

Equity Statement

Conceptual Framework

Curriculum Overview Grid

Assessment Policies and Procedures

Assessment Overview Chart

Lesson Plans

Lesson 1: Bleach Monsters

Lesson 2: Haunted Chiaroscuro

Lesson 3: Zombification (FULL LESSON)

Lesson 3 Adaptation

Lesson 4: Finger Painting Madness

Lesson 5: Dreams & Nightmares

Lesson 6: Ghost Sculptures

Lesson 7: Fairy-Tells

Lesson 8: Photographical Evidence

Lesson 9: Silent Film Suspense

Table of Contents

Standards Charts

National Art Anchor Standards

State Common Core Standards

CCSS Writing

CCSS Reading

UETS

Curriculum Rationale

A quality art education program provides a learning environment for students to obtain the essential skills to be-come a strong contributor to society. Quality art education teaches critical thinking and problem solving skills, how to face fear and failure, the value of risk taking, and adaptability. Quality art education teaches unique methods of inquiry and exploration. The process of creating causes students to reach higher levels of thinking through accepting the possibility of multiple right answers and solutions or outcomes. Through quality art education students learning the importance of personal judgment and learn to investigate, examine, and cre-ate art works that have personal meaning and value.

“To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination.” –– Albert Einstein

“The arts are an avenue through which youth and communities experience their power to make things and to make things happen.”- Olivia Gude

Course Introduction

Learning the foundations of art is essential for cultivating the imagina-tion and creating artistic experiences that carry meaning. This foundations course teaches critical thinking and problem solving skills through the tool of imagination. These skills will aid my students in using their imaginations to become successful thinkers and problem solvers. The skills and knowledge gained from this foundations course will make my students better artists and better citizens and better people. This foundations 2 unit is designed for my students to examine, inves-tigate, and create artworks through exploring many different mediums. This curriculum is divided into 4 units of instruction. Each unit focuses on a sep-arate foundational medium within art. These units are infused with explora-tions into the enduring idea of the supernatural circumstances which surround us daily. This curriculum is designed for the duration of one semester.

Unit1: Drawing

Unit2: Painting

Unit3: Sculpture

Unit4: Digital

“Imagination rules the world” -Napoleon Bonaparte

Equity Statement

Equity means that everyone is given a fair chance to succeed. To achieve true equity within the classroom the teacher and the students must share the responsibility.

“Unless someone like you cares a whole awful lot, nothing is going to change, it’s not”. Dr Seuss

The Teacher: The teacher is responsible for creating a welcoming, friendly, and safe environ-ment where the students can learn collectively and individually. I will do my best to al-ways have a positive attitude towards my students and be genuinely concerned for their educational welfare. I will be equal and fair to my students by providing multiple ways of presenting information. We all learn differently and I will do my best to discover the needs of my students in order to facilitate equal learning opportunities.

The Students: I expect my students to be patient and willing to try new processes and meth-ods within the scope of art making. Because we all come from different backgrounds and have different personalities my students will respect one another. I will respect my students and their diverse cultural backgrounds and I expect them to do the same for myself and their fellow classmates. Tolerance is an important factor for learning to occur within my classroom. We will respect one another’s opinions even if we disagree.

The Classroom: I will do my best to make my classroom a safe, fun and inclusive environment. Art rooms by their very nature breed creativity and curiosity. I will make my classroom accessible to all my students by having an open door policy. My room will reflect the attitudes of I have for my students. I love learning and I will love my students.

Discrimination: Is the unfair treatment of someone based on their race, age, gender, sexual pref-erence, disability, ethnic origin, citizenship, family status, or social status. My students will understand what it means to discriminate or be discriminated against. At the being of my classes I will announce that if any of my students feel that they are being discrim-inated against in the classroom, they should come see me after class and we will resolve the matter.

Conceptual Framework

Investigate: to carry out an inquiry to discover the facts

Examine: to explain, analyze, or interpret something by identifying its fundamental components

Create: to bring something into existence.

These verbs are found within Bloom’s Taxonomy as cognitive, affective, and psychomotor actions of learning. These verbs are the conceptual framework for this curriculum unit of instruction. Throughout this curriculum the students will use these verbs: investi-gate, examine, and create, to learn and retain the knowledge that will be presented. This is a High school Foundations 2 course. Throughout this unit of instruction, students will learn several different processes and method for making art. The curriculum does not only focus on methods of skill building technique, but also on the ideas and concepts of fear, vulnerability, survival, the supernatural, the sub-conscious mind, and the ephemeral state of emotion. Knowledge of these concepts is essential for success in life and connections will be made on how to best prepare, improve, and overcome the negative effects of life. At least one of the three verbs will be emphasized in each lesson of this unit.

Curriculum Overview Grid

Unit Goals

Lesson 1

Bleach Monsters

Lesson 2

Haunted Chiaroscuro figures

Lesson 3

Zombifaction

Description:

In this

Lesson…

Students will examine the

shapes that bleach creates

on the paper and then using

the shapes they find, create

an image of a monstrous

creature.

Students will explore the

ideas of chiaroscuro and its

form shaping abilities as

they draw a model in the

dark.

Students will explore the

psychological and

supernatural world of

Zombies.

Lesson Goal To investigate the

unconscious mind by

discovering images within

abstract forms.

To examine the method of

chiaroscuro shading in

drawing.

To Investigate the inherent

vulnerability within each of

us to become monsters.

Learning

Outcomes

Students will examine the

bleach splattered paper and

create an image of a

monstrous creature from

their imagination.

Students will investigate the

method of chiaroscuro

shading and create an image

that shows their ability to

portray the figure through

shading.

The will students investigate

the ideas behind zombies

and create an image of

themselves as a one of the

undead.

Artistic

Inspiration

Francisco Goya (sleep of

Reason), Rorschach inkblots,

magic eye pics

Caravaggio, Rembrandt,

Henry Fuseli, Durer

Greg Nicotero: Walking

dead makeup artist

Workshops Blind contour drawings,

contour Lines, prismacolor

techniques

Gradient and Value scales,

shading

Gestures and figure

drawing, zombie poses

Production

and Studio

Concepts

Bleach paper, Contour Line

Drawing, Prismacolors

chiaroscuro shading,

modeling

Mixed Media, Figure

Drawing

Assessments Discussion, Self‐Evaluation,

Rating Scale

Critique, Rating Scale,

Flashlight Contest(Pre‐

assessment)

Gestures Pre‐assessment,

Discussion, Art Journals,

Interviews, Critique, Artist

Statement, RubricStandards National:C123,P13,R123

State: 1ab 3a 4ab

CCSS R: 1,2,4,5,6,7,9,10

CCSS W: 1,2,5,10

National:C123,P13,R123

State: 1ab 2ab 3a 4ab

CCSS R: 1,2,4,5,6,7,9,10

CCSS W: 1,2,5,10


State: 1ab 2ab 3ab 4abc

CCSS R: 1,2,4,5,6,7,8,9,10

CCSS W: 1,2,5,7,8,9,10

Unit 1: Drawing

To investigate drawing and mark making, examine drawing as an art form, and create drawings that

explore the supernatural abilities of monsters.

Unit Goals

Description:

In this

Lesson…

Lesson Goal

Learning

Outcomes

Artistic

Inspiration

Workshops

Production

and Studio

Concepts

Assessments

Standards

Lesson 4

Finger Painting Madness

Lesson 5

Dreams & Nightmares

Students will explore the medium of

finger painting through the vehicle of

stories, namely Local Urban Legends.

Students will explore the world of dreams

and nightmares and become similar with

several painting techniques.

To examine the medium of finger

painting as a tool for illustration.

To create a painting that has technique,

content and good composition.

Students will investigate urban legends in

the surrounding community and create a

finger painting that illustrates an event

that takes place in their urban legend.

Students will examine their dreams and

create a series of visual representations of

their most vivid dreams.

Thisamericanlife.org, The vanishing

Hitchhiker, Folk tales, Urban Legends,

Supernatural tv series, X‐files

Francisco Goya, Salvador Dali, Sigmund

Freud, Royal Nebeker, Sandy Skoglund,

Rothko, Bill Viola, edvard munch

What is an urban legend?

Storytelling through images

How to finger paint?

Dreams and Interpretations

Painting‐mixing, brushes, Gesso

Color Theory

Finger Painting Painting, Illustration, Color mixing

Art Journal, Thumb nails, Critique, Rubric Color Theory Pre‐'play'painting, Dream

Journal, Critique, collaborative show with

psychology class.


State: 1ab 2ab 3a 4abc

CCSS R: 1,2,4,5,6,7,9,10

CCSS W: 1,2,5,6,8,9,10



CCSS R: 1,2,4,5,6,7,8,9,10

CCSS W: 1,2,5,7,9,10

To investigate and examine painting techniques, and create images that explore the supernatural nature

of urban legends.

Unit 2: The Perils of Painting

Unit Goals

Description:

In this

Lesson…

Lesson Goal

Learning

Outcomes

Artistic

Inspiration

Workshops

Production

and Studio

Concepts

Assessments

Standards

Lesson 6

Ghost Sculptures

Lesson 7

Fairy‐Tells

Using tape and plastic wrap the students

will create a group figure sculpture that

incorporates a part of the body from

each person in their group.

Exploration of the elements of storytelling

within fairytales and examining the

dwellings faerie creatures live in.

To explore the ephemeral nature of

ghosts and figure sculpture.

To investigate the process of creating a

physical sculptural habitat for a fairytale

creature to scale.

Students will examine the supernatural

and ephemeral principles behind ghosts

and create a figure sculpture that shows

their vision of a 3D ghost.

Students will investigate the world of

fairytale creatures and create a sculptural

artwork of a fairytale creature's home.

Mark Jenkins Charles Simonds, Spiderwick Chronicles,

Hans Christensen Anderson, Grimm's

Fairytales, Russian Fairytales, The littles

Tape and plastic wrap techniques Character Creation, Assemblage, Clay

Figure Sculpture Model sculpture, Character and set design

Discussion, Art Journal, Group Artist

Statement, Culture Shock, Flash‐mob

Exhibition

Discussion, Art Journal, Photo Reference,

artist statement, Rubric


State: 1ab 2ab 3a 4abc

CCSS R: 1,2,4,5,6,7,8,9,10

CCSS W: 1,2,4,5,7,8,9,10

National: C123,P123,R123

State: 1ab 2ab 3a 4ac

CCSS R: 1,2,4,7,9

CCSS W: 1,2,3,4,5,6,7,8,9,10

Unit 3: Spooky Sculpture

To investigate and examine the methods of documenting paranormal activity and create artworks that

explore the nature of the ephemeral.

Unit Goals

Description:

In this

Lesson…

Lesson Goal

Learning

Outcomes

Artistic

Inspiration

Workshops

Production

and Studio

Concepts

Assessments

Standards

Lesson 8

Photographical Evidence

Lesson 9

Silent Film Suspense

Students will Investigate the processes

used by early spirit photographers and

integrate knowledge of digital

photography.

Introduction of the history of film and silent

movies. We will make short films in the

genre of silent film.

To investigate the medium of digital

photography through a sensitive or

satirical supernatural lens.

To investigate the medium of film as art and

create a short film in style of silent films.

Students will examine early photographs

that captured supernatural entities and

create digital images that illustrate what

a supernatural entity looks like to them.

Students will investigate the processes of

making silent films and create a short film

that illustrates their ideas of what fear is.

Staveley Bulford, William Hope, William

H mumler

The general, The phantom of the Opera, The

cabinet of Dr Caligari, Nosferatu

Lighting, Camera Angels, Shutter speeds,

Photoshop tutorial and hot keys

Camera angles, Lighting, sound, editing,

acting, script writing, casting, directing,

storyboards

Digital Photography, Photoshop Film production, Editing, Directing, Acting,

Lighting

Pre assessment‐ Frame it, Critique Pre Assessment‐ Whose line is it any way?

And Flashlight lighting.

Storyboards, critiques, final show and rubric.


State: 1ab 2ab 3ab 4ac

CCSS R: 1,2,5,6,7,8,10

CCSS W: 1,2,3,4,5,6,7,8



CCSS R: 1,2,3,4,5,6,7,8

CCSS W: 1,2,4,5,6,7,8,10

Unit 4: Digital

To investigate and examine digital methods of creating art and create images/films that explore the

connection of fear and the supernatural.


Why assess?

Assessment is used to gather information in order to make an evalu-ation. Effective assessment can improve classroom instruction, em-power students, increases student interests/motivation, and provide feedback on how the student is progressing.

Assessment Tools

Discussions: I will break up the class into smaller groups and ask a guided question which will lead my students to begin a dialogue about the subject in question. I will float from group to group and observe the dialogue that is presented. From my observa-tions I will determine if the subject needs further.

Think, Pair, Share: Students will share their thoughts with one or two our class members.Art Journals: Students will keep a art journal which they will keep sketches, thumb nails, and research questions.

Thumb Nails: Students will sketch up several thumb nails and pick their favorites. They will use those favorite picks as proposals for projects which they will discuss with me.

Workshop/Demo Notes: Students will include notes from demos and workshops within their art jour-nals.

Interviews: Throughout the semester I will have several short interviews with each student. They will show me their art journals and together we will express questions or con-cerns they have.


Assessment Tools

Class activities: Activities which are specific to the individual lessons. See lessons for examples.

Bell Ringers: At the beginning of class the students will answer a question which will be submitted to me.

Later slips: A paper which the students will record a response or further questions which did not get answered during the class period which will be handed in before they leave the classroom.

Rubrics: Several rubrics will be used for grading. They are specific to the lessons that use them.

Quick survey: Students will raise their hands or step to either side of the room to indicate their level of understanding. Example “If you understand raise your hand”


Evaluations

Visual Art Journals (10%) The visual art journal is a sketchbook kept by the student. It contains both assigned and independent entries. Entries may include assigned topics, exercises/studies of art technique, sketches of ideas, thinking and working processes, workshop notes, definitions, goals, art research and questions etc. Journal entries will be reviewed and assessed weekly. The entries will be assessed by checklists, rating scales, and teacher-student interviews. Criteria for assessing entries: each entry is worth 10 points -Content(5 points): includes all written assignments and demo/ workshop examples -Development of Ideas(4 points): demonstrates the progression of thoughts and research -Craftsmanship(1 point): entries are readable and presented in a orderly manner

Mini Portfolios (50%) Mini portfolios are a meaningful collection of the student’s work that shows the ef-fort, progress, and achievement of the student. Each main project will have a mini portfolio in which the student turns in their work. The importance of the mini portfolios is to assess the growth and development of the students. The portfolios will also be used to evaluate the student’s progression. I will use a holistic approach to judge, rate, and score the entire portfolio as a single quantity of information. Portfolios will be assessed by checklist and rubric rating scale. Criteria for assessing portfolios: each portfolio is worth 10 points -Researching(2 points): selection and development of themes, content, processes, and techniques through research.

-Creating(3 points): personalized and expressive approach used to create their work. Use of technical skill present in the work.

-Resolving(5 points): personalized and expressive solutions to problems encountered. Improvement from past performances and achievement of goals. Reflection on artistic process. Composition is solid.


Evaluations

Critiques (10%) During each project students will perform an informal formative assessment cri-tique. The critique is designed to give positive feedback to the students and proved sugges-tions for areas of improvement. The critique is designed to drive the student into further exploration of thoughts and expressions. The students, along with the teacher will discuss the ideas and directions of each individual student’s work. Criteria: -Participation(5 points): Student participates in comments and questions

Final Show (30%) At the end of the unit or semester the students will submit works to a final show. The submissions will be completed works. The submissions will be graded on a double rubric rating scale. The students will fill out a rubric rating their own performance and the teacher will fill out a separate rubric. Between the two rubrics the students will receive a final grade for the unit.

Assessment Overview Grid

LessonsPre-assessment Formative Summative

Lesson 1 Bleach Monsters

I spy Monster Critique Self-Evalution

Lesson 2 Haunted Chiaroscuro

Flashlight Figure Critique Rating Scale

Lesson 3 Zombification

GesturesDiscussions, Art Journals, Critique, Artist Statements

Flash Mob Exhibiton, Rubric

Lesson 4 Finger Painting Madness

Story Time Art Journals, Thumbnails, Critique Rubric

Lesson 5 Dreams & Nightmares

Pre-'play' painting Art Journals, Dream Journals, Critique,

Final Critique, Collaborative Show

LessonsPre-assessment Formative Summative

Lesson 6 Ghost Sculptures

Culture ShockArt Journals, Group Artist statement, Critique

Flash Mob Exhibiton

Lesson 7 Fairy-Tells

Bellringer: papertowerArt Journal, Discussions, critique, Artist Statement

Photograph

Lesson 8 Photographic Evidence

Bellringer: questions

Art Journals, Discussions, Brainstorm, workshops, critique, Artist statement

Rubric

Lesson 9 Silent Film Suspense Visual Journal,

Discussion, Video View worksheet

Film rubric

Lesson Plans

Lesson 1: Bleach Monsters

Description: Students will examine the shapes that bleach creates on the paper and then using the shapes they find, create an image of a monstrous creature.

Learning Outcomes:

• Students will examine the bleach splattered paper and create an image of a monstrous creature from their imagination.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,BStandard 3: Expressing Objectives AStandard 4: Contextualizing Objectives A,BCCSS Writing Standards:Standard 1: A,C,D,EStandard 2: B,EStandard 5, Standard 9Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 9, Standard 10

SupernaturalFoundations 2

Grades: 9-12

Assessments:• I spy monster: Pre-assessment name

learning game. Students will create paper monsters using markers and cut up paper. The we will play I spy to learn eachothers names. I will use this game to assess the level of craft and creativity that the class holds. ( Pre-assessment)

• Critique: This will be the first informal cri-tique. The students will manly be looking at eachothers images and decided which ones they find aesthetically pleasing.

• Self-Evaluation form: Participation points and full scores if the assignment was com-pleted on time.

Materials:Bleach, paper, nupastels, colored construction paper. scissors, markers

Duration: 2 Days

*Lesson adapted from Olivia Gude’s Spiral workshop

Bleach Paranoic Critical Investigation, Spiral Workshop

Goya, The Sleep of Reason produces monsters

Rorschach Inkblots

Lesson 1: Bleach MonstersSupernatural

Foundations 2Grades: 9-12

Procedures:Day 1: We will get to know eachother by play-ing Ispy monster.Day 2: We will discuss the unconcious mind and seeing images from the minds eye. We will discuss Goya’s Sleep of reason piece. We will look at Rorschach inkblots. Afterwards I will hand out construction paper that has had bleach splattered on it. The student will look at the designs the bleach splat-ters made and create images from their uncon-cious minds. At the end of class we will have a critique. Manly to look at the cool things people saw in their splatters. Thent the students will fill out a later slip and self evaluation form to recieve credit for the assignment.

Workshops:Contour Lines, Nupastels

Artists: Francisco Goya (sleep of Reason), Rorschach inkblots

Lesson 2: Haunted Chiaroscuro

Description: Students will explore the ideas of chiar-oscuro and its form shaping abilities as they draw the figure in the dark.

Learning Outcomes:

• Students will investigate the method of chiaroscuro shading and create an image that shows their ability to portray the fig-ure through shading.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,BStandard 2: Precieving Objectives A,BStandard 3: Expressing Objectives AStandard 4: Contextualizing Objectives A,BCCSS Writing Standards:Standard 1: C,D,EStandard 2: A,B,EStandard 5, Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 9, Standard 10


Grades: 9-12

Assessments:• Flashlight Figure Pre-assessment: Stu-

dents will be given a flashlight and an emo-tion. They will use the flashlight to light a classmate in a way that creates and exampli-fies that emotion.

• Critique: The critique is used to gage where the student is with their artistic pro-cess. I will know by what they present in the critique whether they need closer attention and one on one instruction.(Formal, Forma-tive)

• Rating scale: The students final project will be graded on a rating scale. I will have a simple rubric that has the rating scale and the student and I will fill it out together. (Summative)

Materials:Black Paper, white conte crayon, white graphite sticks

Duration: 2 Days


Portrait of ninty year old man, Albercht Durer

Chiaroscuro figure from Olivia Gude’s Spiral workshop

Lesson 2: Haunted ChiaroscuroSupernatural


Procedures:Day 1: Flashlight Preassessment. Discussion on method of shading and chiaroscuro. Work-shops on Value shading and chiaroscuro meth-ods. Then Time to draw model in the dark with directional lighting. Then Critique at the last 20mins of class.

Day 2: Work on Chiaroscuro drawings. Final Critique. Students will select their three best and submit them to me with the rating scale.

Workshops:Value scales, Chiaroscuro Artists:

Rembrandt, Henry Fuseli, Caravaggio, Albercht Durer

Caravaggio, Calling of ST. Mathew

Henry Fuseli, The Nightmare

FULL Lesson 3: Zombification

Description: Students will explore the pychological and supernatural world of Zombies and exam-ine the vulerable state they are in by turning themselves into zombies.

Learning Outcomes: • Students will investigate the uncanny

nature of zombies in order to examine what makes zombies so popular and scary by researching zombie lore and how the undead have been portrayed in movies, books, and articles.

• Students will investigate their own vulerable nature of becoming monsters by examining zombie survival tactics and creating a class zombie survival guide.

• Students will investigate the elements that make up zombies and create a lifesize cardboard cutout image of themselves that illustrates what they would look like if they were turned into a zombie.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,2,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,BStandard 2: Precieving Objectives A,BStandard 3: Expressing Objectives A,BStandard 4: Contextualizing Objectives A,B,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,C,EStandard 5, Standard 7Standard 8, Standard 9Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 8, Standard 9Standard 10


Grades: 9-12

Assessments:• Gestures: At the begining of class we will

have a 10 min session of speed gesture draw-ings and two 10min sustained drawing. I will walk around the room to see how each stu-dent is handling the figure in their gestures and sustained drawings. Pre-assessment

• Discussions: The discussions will be geared to get the students thinking about the ideas of vulerability and fear. I will use them to gage the students interest and understand-ing of the subject, also as teaching opportu-nities to clearify material we’ve already gone over.

• Art Journals: The students will write their research notes, sketches, and questions they would like answered. I will have an inter-view with each student and we will discuss their art journals and questions together in order to faciliate understanding and learn-ing. (Interview Assessment Tool)

Materials:Paper, Drawing boards, Pencils, prismacolors, Oil pastels, Markers, Cardboard, Wall Projec-tors

Duration: 8 Days


FULL Lesson 3: ZombificationSupernatural


Workshops:Figure drawing techsOil pastels

Assessments Cont: • Critique: The critique is used to gage

where the student is with their artistic pro-cess. I will know by what they present in the critique whether they need closer attention and one on one instruction.(Formal, Forma-tive)

• Artist Statement: Students will create an artist statement that explains how and why they turn into a zombie. I will use these statements to assess their final art pieces. (Formal, Formative)

• Rubric: Students will fill out a rubric and state how many points they wish to recieve for the assignment.(Summative)

• Flash Mob Exhibition(Summative)

Procedures:Day 1: Students will come in and sit down. I will have students help pass out the materials.(paper and drawing boards) I will begin with the Gesture poses pre-assessment. I explain the rule of the gesture game. And we will begin ges-turing at higher time incruments and gradually get down to 15 secs and then finally 7sec. Then we will do two separate 10 minute sustained poses. After the 10 min sustained poses we will have a quick 10min critique on the students sus-tained and gestured drawings. It will be a walk around style and say what you like about the works or point out any elements of design that are working in the drawings. Next I will introduce our next art project through a power point presentation. We will disscuss the ideas of: The uncanny fear and how we are vulerable to becoming monsters.Discussion points:Uncanny: What makes something Uncanny?What makes zombies so scary? so popular?What unconcious fears do zombies represent? Lastly I will hand out the zombie survival assignment worksheet.

Acommodation: Dyslexic student helps-Buddy system: Students will be grouped into pairs and check up on eachother and their prog-ress for this lesson. Student exchange phone numbers and call or text one another to make sure the other has not been turned into a zom-bie and is on schedule with the class. Partici-pation points granted to those who follow the buddy system. My Powerpoints will have visual referenc-es along side verbal phases when ever possible. I will highlight important information on my worksheets in different colors for that stu-dent.

Artistic Inspiration:Greg Nicotero: The Walking Dead makeup artistMax Brooks: The zombie survival guide

Greg Nicotero’s Walking Dead Make up

FULL Lesson 3: ZombificationSupernatural


Day 2: Students will get into table groups and share their findings from the survival research. They will make a master list of their survival tips. Then as a class we will see who has the most survival tips and the winners will be re-warded with chocolate. Then the students will turn in their homework. Next I will give a workshop on figure drawing and zombie poses. Students will then begin sketching gestures of poses they want to use for their cutouts. Next the students will pose with the projector light on them so their shadows cast on the wall. One student will pose and another student will quickly and lightly with a pencil draw their contour shape from the pose. At the same time another student or myself will take a picture of the student posing so they can have photo reference to work with when they begin filling in their figure.Day 3: Continued shadow drawing and photo taking until each student has a cardboard sil-houette to work with. Students who had their cutouts done the last class period will be working on compiling our classroom zombie survival guide wall. The wall will be a grabby board for student to place images of survival tactics and cool zombie stuff.

Day 4: I will introduce the artist Greg Nicotero, the lead make up artist for the The Walking Dead TV show as our bellringer. Then I will give a workshop on building the figure from the outside in and one on how to use oil pastels. The rest of the time will be spent on working on their cutouts.Day 5: We will have a mid-way class Critique. Students will describe the direction or artistic process they are trying to achieve. Then the class will give feedback and suggestions on how that student can achieve their person goal with the work.Day 6: Work day.Day 7: Final Work day.Day 8: The students will write an artist state-ment that explains how and why they turn into a zombie and fill out the rubric. Then we will do a Flash mob exhibition. We will take our finished zombie selfs out into the hallway of the school and stand all of our zombies up in the hall.

Survival Tips: Step 1: Search online and other sources for zombie survival

tips/tactics/ and skills.

example search: How to survive a zombie apocalypse,

Zombie survival guides, etc.

Step 2: Read through and list 3 of your favorite tips that you

found.

1.

2.

3.

Step 3: pick your favorite of the 3 and memorize the main

facts, points, or things you need to do.

Step 4: Be prepared to share your tactics with class next class

period.

12/16/2013

1

What does ‘uncanny’ mean???

The uncanny is that class of frightening which leads back to what is known of old and long familiar.

How’s this possible?How s this possible?

In what circumstances can the familiar become

uncanny and frightening?

Here’s an example:

12/16/2013

2

Why are zombies so popular?

What makes zombies so scary?

What unconscious fears do zombies ?represent?

Greg Nicotero

• Gregory Nicotero :

• Born March 15, 1963, is an American speical effect artist, actor, and director. His first major job in special effects makeup was on the George Amakeup was on the George A. Romero film Day of the Dead(1985)

Worst

Best:

(Really Artisitically Developed)

RESEARCHING: (Content)

Selection and development of

themes and content through

research. 2pts Sad Not so Hot OK Cool RAD!

CREATING: (Technique)

Personalized and expressice

approach used to create works.

Use of Technical skill present in

the work. 3pts

Sad Not so Hot OK Cool RAD!

RESOLVING: (Composition)

Personalized and expressive

solutions to problems

encountered. Improvement from

past performances and

achievement of goals. Reflection

Sad Not so Hot OK Cool RAD!

Worst

Best:

(Really Artisitically Developed)

Circle the word that best describes your work.

Zombie Cut outs Rubric

Lesson 3 Adaptation

Adaptation: Lower Grade3rd grade Class: Since Zombies have violent, morbid “uncanny” attritubes, I would switch from zombies to Super-heros and have the students create their very own new super hero...or Villian. Mwahahaha!

Procedures:Day 1: Look at super heros and talk about their powers and attritutes.Do gesture drawing activity as before but with no sustained poses. Only poses that superheros would do.Brainstorm ideas about what pow-ers they wish they had. After brain-storming start assignment of creating poster sized superheros. Workshop on prismacolors. Limit the drawing mediums to pencils, markers, and prismacolors.Day 2: Work on posters during the class time.Day 3: Finish up posters and have students give short presentations about their new super hero.

Learning outcome:Students will investigate the attri-butes of superheros and create poster sized drawing of themselves as a new superhero.

Assessments:Gesture pose game. 30 sec gestures.I will have them hold up their favor-ite images and I will walk around and quickly assess the drawing skills of the class.

Presentations: Students will present their newly created Superheros to the class and explain their powers and whether they are good or evil super-heros.

FULL Lesson 3: Zombification-Adapted for 3 GradersSupernatural


Workshops:Prismacolors Artistic Inspiration:

Marvel comics, DC comics

DC Comics: Justice League

Lesson 4: FingerPainting Madness

Description: Students will explore the medi-um of finger painting through the ve-hicle of stories, namely Local Urban Legends.

Learning Outcomes: • Students will investigate Local Urban Leg-

ends and write about their findings. • Students will investigate urban legends in

the surrounding community and create a finger painting that illustrates an event that takes place in their urban legend.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,2,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,BStandard 2: Precieving Objectives A,BStandard 3: Expressing Objectives AStandard 4: Contextualizing Objectives A,B,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,C,D,EStandard 5, Standard 6Standard 8, Standard 9Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 9, Standard 10


Grades: 9-12

Assessments:• Story time: Students will enter the dark

room. The lights are off the windows closed and blackout. Suddenly a flashlight turns on to reveal...my face and the story telling be-gins. Students will have the opportunity to tell a scary story. Pre-assessment activity

• Art Journal: I will check the students art journals for completion of the research as-signment and find out if they have any ques-tions or concerns. (Interview Assessment tool)

• Thumb nails: Students will create 10-15 thumbnails in their art journals of compo-sitions for their final painting. I will check them off for participation points during the interview. (Interview Assessment tool)

• Critique: The critique is used to gage where the student is with their artistic pro-cess. I will know by what they present in the critique whether they need closer attention and one on one help.(Formal, Formative)

• Rubric: Both the students and I will fill out a rubric which will determine their final grade for the project. Students will be grad-ed on composition, concept, and technique. (Summative)

Materials:PaperFinger paintsBlack Butcher paperFlashlightUrban legends

Duration: 5 Days

The Big Book of Urbal Legends, a Paradox Press Illustration release

Surgeon’s Photograph, 1939

Lesson 4: Finger Painting MadnessSupernatural


Procedures:Day 1: Story time activity and introduction into investigation of urban legends. Thumbnails assignment.Day 2: Art journal entries interviews and Finger painting workshop/Begin paintings Day 3: Work dayDay 4: CritiqueDay 5: Final images due at the end of class cri-tique

Workshops:ThumbnailsFinger painting

Artistic Inspiration:Thisamericanlife.org, The vanishing Hitchhiker, Folk tales, Urban Legends, Supernatural tv series, X-files

Terry Beatty, Artist Trading Cards

Lesson 5: Dreams & Nightmares

Description: Students will exlpore the world of dreams and nightmares and become fimilar with several painting techniques.

Learning Outcomes: • Students will investigate the processes

and techniques used by symbolists and surrealist artists and write about theose processess that are most interesting to them.

• Students will investigate color theory through examining Rothko’s paintings and use the elements and principles of color theory to create paintings that show their knowledge of color theory.

• Students will examine their dreams and create a series of visual representations of their most vivid dreams.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,B,Standard 2: Precieving Objectives A,BStandard 3: Expressing Objectives A,BStandard 4: Contextualizing Objectives A,B,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,C,D,EStandard 5, Standard 7Standard 9, Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 8, Standard 9Standard 10


Grades: 9-12

Assessments:• Pre-’play’ painting: Students will be giv-

en paint, brushes, and canvus, and with no prior instruction create large expressive color field paintings. (Pre-assessment)

• Art Journal: I will check the students art journals for completion of the symbolist/sur-realists research assignment and find out if they have any questions or concerns. (Inter-view Assessment)

• Dream Journal: Students will keep a dream journal and have 4-6 enteries of dreams.(Interview Assessment)

• Critique: The critique is used to gage where the student is with their artistic pro-cess. I will know by what they present in the critique whether they need closer attention and one on one help.(Formal, Formative)

Materials:Paint, Brushes, canvas, etc, materials for painting processColor Theory imagesDream Theory

Duration: 6 Days

Lesson 5: Dreams & NightmaresSupernatural


Procedures:Day 1: Pre-assessment Expressive ‘Play’ paintings. Discussion of Rot-hko color fields and color theory. Color game-Arrangement of the classes paintings into a color field of brightest to darkest hue. Color theory workshop.Day 2: Symbolists, Surrealists, and Dream Discussion. Introduce Dream show. Brainstorm dream options. Begin projects.Day 3: Painting dayDay 4: Painting day and Critique.Day 5: Final painting dayDay 6: Portfolio review and submis-sions for dream show.

Workshops:Color Theory-Mixing colorsGesso it first!..sometimes

Artists: Francisco Goya, Salavdor Dali, Sigmund Freud, Royal Nebeker, Sandy Skoglund, Rothko, Bill Viola, Edvard munch, Redon

Redon, The Teeth

Rothko, No. 61, Rust and Blue

Assessments cont:• Final Critique: Students will show their

completed works and decide of which paint-ings they wish to submit to the collaborative show. Students will show all works doing this day and receive a grade on their portfolio of paintings. (summative)

• Collaborative show: We will collaborate with the psychology class to create a show about dreams and interpretation of those dreams. My Students will submit at least one painting. Each submission must have a artist statement which shall be kept hidden until the final day of the show. Psych kids will try to interpret my students dreams by viewing their paintings.

Lesson 6: Ghost Sculptures

Description: Using tape and plastic wrap the students will create a group figure scuplture that incor-porates a part of the body from each person in their group. Also they will create a story for their ghost sculpture.

Learning Outcomes: • Students will investigate the ephemeral

nature of ghosts and ancestry and write about their ancestors in their art journals.

• Students will create a group artist state-ment for their sculptures which explains the history and life of their ghost.

• Students will examine the supernatural and ephemeral principles behind ghosts and create a figure sculpture that shows their vision of a 3D ghost.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,B,Standard 2: Precieving Objectives A,BStandard 3: Expressing Objectives AStandard 4: Contextualizing Objectives A,B,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,C,D,EStandard 4, Standard 5Standard 7, Standard 8Standard 9, Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 4, Standard 5Standard 6, Standard 7Standard 8, Standard 9Standard 10


Grades: 9-12

Assessments:• Culture Shock: Game where students get closer

to the middle if they know the asnwer and farther to the walls if they don’t. (Pre-assessment)

• Discussion: We will disscuss as a class the impacted our ancestors have had on us and their supernatural influences. I will ask questions that guide the discussion. (Think,Pair,Share assessment)

• Art Journal: I will check the students art journals for completion of the research assignment and find out if they have any questions or concerns. (Inter-view Assessment)

• Group Artist Statement and Final critique: The group artist statements will be haded in on the final critique day and will be graded by a checklist. The critique will be graded by rubric that the students will grade themselves and turn into me. (formative)

• Flash-mob Exhibition: Students will place their ghost sculptures in random places through out the school campus with their artist statements and document the reactions of their fellow schoolmates. Quick Presentations of observations. Documenta-tion will be done in their art journals. I will check the journals one week after the flash mob to see if they’ve asnwered the critiera assignment.

Materials:Packing tapePlastic wrapscissors

Duration: 5 Days

Lesson 6: Chost SculpturesSupernatural


Procedures:Day 1: Introduction of ghosts, ancestors and scupltures topic. Play culture shock preassess-ment game. Explore the ephemeral nature of ghosts. Begin research of ancestors.Day 2: Talk about Mark Jenkins SculpturesTape, scissors and plastic wrap techniques and saftey tips workshop. Begin group tape sculp-tures.Day 3: Critique in progess. Continued work on sculptures. Disscusion about creating histo-ries for their sculptures. Assign homework for students to bring clothing items to dress their sculptures.Day 4: Finish sculptures and dress them. Flash-Mob Exhibition and documentations.Day: 5 Gather up sculptures. Art journals and Presentations of flash mob experience.

Workshops:Tape, scissors and plastic wrap techniques and saftey tips workshopHow to dress your sculptures

Artists:Mark Jenkins

Mark Jenkins, Sculptures- above and middle

Tape Sculptures, unkown author

Lesson 7: Fairy-Tells

Description: Exploration of the elements of story-telling within fairytales and Investigating the dwellings faerie creatures live in. Creation of a scupltureal work of art the resembles a Fairy creature’s place of dwelling.

Learning Outcomes:

• Students will examine fairytales and write about the attritubes of Fairytale creatures and characteristics of where they make their homes.

• Students will invent a new creature that resides in a fairytale and create a sculptural artwork of a fairytale creature’s dwelling.

Standards met:National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 2,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,B,Standard 2: Precieving Objectives A,BStandard 3: Expressing Objectives AStandard 4: Contextualizing Objectives A,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,EStandard 4, Standard 5Standard 7, Standard 8Standard 9, Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 3, Standard 4Standard 5, Standard 6Standard 7, Standard 8Standard 9, Standard 10


Grades: 9-12

Assessments:• Bellringer: Paper tower contest. Students

will be challenaged to create a paper tower structure that stands on its own. I will use this time to observe my students and see if they have knowledge of scupltural tech-niques. (Pre-Assessment)

• Art Journal: During class work time I will check the students’ journals for completion of the art journal entry assignment on Fairy-tale research. (Informal, formative)

• Class Discussion: The students will partic-ipate in classroom discussion and dialog, demonstrating what they have learned. I will take note of which students understand the concepts of the class and which students need more instruction. (Informal, formative)

• Workshops: During each workshop the students will be given mini assignments. I will use these mini assignments to assess the skills of processes gleaned.(Informal, Forma-tive)

• Critique: The critique is used to gage where the student is with their artistic process. I will know by what they present in the cri-tique whether they need closer attention and one on one help.(Formal, Formative)

Materials:Mixed media optionsCardboardClayMiniture flora and fona

Duration: 6 Days

Assessment Cont:• Artist statements: These statements will be

use by me and the students as a bench mark for what they were trying to achieve. (For-mal, Formative)

• Rubric: Both the students and I will fill out a rubric which will determine their final grade for the project. Students will be graded on composition, concept, and technique. (Sum-mative)

• Photograph: Students will photograph their dwellings where the dwelling would be locat-ed. Example: under the deck or in the gar-den. Pass/Fail- graded as a check list

Lesson 7: Fairy-TellsSupernatural


Procedures:Day 1: Preassessment bellringer: Paper towers.Introduce the project of fairytale dwellings through viewing Charles Simonds dwellings sculptures. Show other inspirational illustra-tions. Read Favorite fairytale and have the students begin researching. Character creation workshop.Day 2: Assemblage workshopDay 3: Clay WorkshopDay 4: CritiqueDay 5: Work DayDay 6: Final Critique and photo assignement turn in.

Workshops:Character creationAssemblageclay do’s and don’t

Artists:Charles Simonds, Hans Christensen Anderson, Grims Brothers, Shana Robins

Charles Simonds, Dwellings



Shana Robins

Lesson 8: Photographical Evidence

Description: Students will Investigate the processes used by early spirit photographers and integrate those processes into digital photography.

Learning Outcomes:

• Students will Investigate the history of su-pernatural phenomon within the commu-nity and write about their findings in their art journals.

• Students will examine early photographs that captured supernatural entities and create digital images that illustrate what a supernatural entity looks like to them.

Standards met:

National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objectives 1,2,3 Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,B,Standard 2: Precieving Objectives A,BStandard 3: Expressing Objectives A,BStandard 4: Contextualizing Objectives A,CCCSS Writing Standards:Standard 1: A,C,D,EStandard 2: A,B,EStandard 5, Standard 6Standard 7, Standard 8Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 3, Standard 4Standard 5, Standard 6Standard 7, Standard 8Standard 9, Standard 10


Grades: 9-12

Assessments:• Bell Ringer Questions: I will use these ques-

tionnaires to understand where my students are in the knowledge of the art making pro-cess. (Pre-assessment)

• Art Journal: During class work time I will check the students’ journals for completion of the art journal entry assignment. (Infor-mal, formative)


• Brainstorm: During the brainstorming activity I will circle around the students ob-serving their brain webs and help answer any questions the student might have.(Informal, Formative)

• Workshops: During each workshop the students will be given mini assignments. I will use these mini assignments to assess the skills of processes gleaned.(Informal, Forma-tive)

Materials:CamerasComputersFlashlightsPhotoshopInternetArt history images

Duration: 6 Days

Assessment Cont:• Critique: The critique is used to gage where

the student is with their artistic process. I will know by what they present in the cri-tique whether they need closer attention and one on one help.(Formal, Formative)

• Artist statements: These statements will be use by me and the students as a bench mark for what they were trying to achieve. (For-mal, Formative)

• Final Rubric: Both the students and I will fill out a rubric which will determine their final grade for the project. Students will be graded on composition, concept, and tech-nique. (Summative)

Lesson 8: Photographical EvidenceSupernatural


Procedures:Day 1: Introduction of the history of spirit pho-tography. Brainstorming activity: Answer the question: ‘Have you ever seen something that you can’t explain?

Day 2: Workshop on Camera Angles and Light-ingDay 3: Workshop on PhotoshopDay 4: Class CritiqueDay 5: Workday. Finish up Photoshop editing and artist statementsDay 6: Photographs due. Final Critique

Workshops:Camera AnglesLightingPhotoshop Demo and short cuts

Artists:Staveley Bulford, William Hope, William H mumler, Eugene Thiebault,

Eugene Thiebault, henri robin and a specter

Staveley Bulford, Miss Even’s with Specter

The Ghost of Bernadette Soubirous unknown, 1890

Lesson 9: Silent Film Suspense

Description: Introduction of the history of film and silent movies. We will make short silent films that explore the connection between fear and the supernatural.

Learning Outcomes: • Students will examine the history of mov-

ing pictures and write about they’ve learned.• Students will create a short film that

shows their understanding of the techniques, effects, acting, camera angles, lighting and editing used in old silent films.

• Students will examine scripts and script writing and create a script for their film.

• Students will explore storyboards and how they are used by the film industry and with that knowledge they will create a series of storyboards for their film.

• Students will investigate the processes of making silent films and create a short film in the style of silent film that illustrates their ideas on the conections between fear and the supernatural.

Standards met:

National Standards: Standard 1: Creating Objectives 1,2,3Standard 2: Presenting Objective 3Standard 3: Responding Objectives 1,2,3State Standards:Standard 1: Making Objectives A,B,Standard 2: Precieving Objectives A,BStandard 3: Expressing Objectives A,BStandard 4: Contextualizing Objectives A,B,CCCSS Writing Standards:Standard 1: A,B,C,D,EStandard 2: A,B,C,D,EStandard 4, Standard 5Standard 6, Standard 7Standard 8, Standard 10CCSS Reading Standards:Standard 1, Standard 2Standard 3, Standard 4Standard 5, Standard 6Standard 7, Standard 8Standard 9, Standard 10


Grades: 9-12

Assessments:• Visual Journal: During class work time I will

check the students’ journals for completion of the visual journal entry assignment. (In-formal, formative)


• Video View worksheet: Generic worksheet with spaces for each technique discussed in class which the students will use to fill in their findings from the Video View assign-ment. ( Formal, Formative)

Materials:ProjectorSilent film clips (A Trip to the Moon, The General, Safety Last!, Nosferatu, The cabinet of Caligari, etc)Historical imagesVideo camera for each groupComputers with editing software

Duration: 15 Days

Assessment Cont:• Film Rubric: The rubric will act as a check

list and grading tool. It will be a reference guide for the students and myself. I will use the rubric to check off that the final film has fulfilled each part of the assignment. Stu-dents will have access to this rubric when the prompt is given for the final project. (Sum-mative)

Lesson 9: Silent Film SuspenseSupernatural


Procedures:Day 1: Introduce the history of film and silent film. Discuss how silent films tell stories: intro-duce techniques such as Props, lighting, camera angles, editing and acting styles. Pre-assessment Show video examples of the above mentioned techniques. Day 2: Introduce script writingDay 3: Introduce storyboardingDay 4: Introduce Editing and editing tech-niques.Day 5: Form students into groups of 4 or 5 for the final project Day 6,7,8: The groups will brainstorm ideas and create a script and storyboards from their ideas.Work with student groups to create concrete ideas for stories about Fear and the supernatural which can be made into a film. After develop-ing a story the groups will begin shooting their films.Day 9: Mid-way Critique. Students will show their in process work and recieve feedback.Day 10: WorkdayDay 11: WorkdayDay 12: Workday. Push for final edits.Day 13: Final Critique.Day 14: Videos due-Film FestivalDay 15: Gnome Awards

Workshops:Exploring Silent film through video clipsScript writingCreating StoryboardsSimple EditingLighting and camera angles

Safety Last!

A trip to the Moon

Standards Charts

National Arts

Anchor

Standards

Process

Components

Experiment/Imagine/Identify

Anchor Standard: Initiate making

works of art and design by

experimenting, imagining and

identifying content.

Investigate/Plan/Make

Anchor Standard: Investigate, plan

and work through materials and

ideas to make works of art and

design.

Reflect/Refine/Continue

Anchor Standard: Reflect on, share

insights about, and refine works of

art and design

Select/Analyze

Anchor Standard: Select and analyze

their artwork and the work of others

when deciding what artwork to

present.

Prepare/Curate

Anchor Standard: Use a variety of

methods for preparing their artwork

and the work of others for

presentation.

Exhibit/Share

Anchor Standard: Communicate

artistic meaning through sharing

their work and the work of others.

Lesson 1: Bleach

Monsters

Students will use their imaginations

to find images within the bleach

splattered paper and create

artworks that show those images

they see.

Lesson 2:

Haunted

Chiaroscuro

Students will write down tactics,

techniques, and processes, etc in

their art Journals about the artworks

they research.

Lesson 3:

Zombifaction

Students visual art journals will be

used for planning, working through

ideas, and designing their artworks

Lesson 4: Finger

Painting Madness

Student will turn in an artist

statement that explains the

composition, content, and

techniques used to create the work.

Lesson 5:

Students will make several paintings

and decided which one they wish to

Creating Presenting

Lesson 5:

Dreams &

Nightmares

turn in and display for the final

show.

Lesson 6: Ghost

Sculptures

Students will decided the pose,

gesture, clothing, and persona that

their tape figure possess when

displaying their sculptures.

Lesson 7: Fairy‐

Tells

Lesson 8:

Photographical

Evidence

Lesson 9:

Silent Film

Suspense

Students will put on a film festival to

exhibit their films and receive

awards.

National Arts

Anchor

Standards

Process

Components

Lesson 1: Bleach

Monsters

Lesson 2:

Haunted

Chiaroscuro

Lesson 3:

Zombifaction

Lesson 4: Finger

Painting Madness

Lesson 5:

Experience/Analyze/Interpret

Anchor Standard: Experience,

analyze and interpret art and other

aspects of the visual world.

Critique/Evaluate

Anchor Standard: Use criteria when

responding to art.

Communicate/Internalize

Anchor Standard: Communicating

through art helps viewers

understand and appreciate people,

the natural world and constructed

environments.

Students will initiate a flash mob

with their zombie figures in the halls

of the school.

Students will interpret their dreams

and illustrate them in a finger

Responding

Lesson 5:

Dreams &

Nightmares

Lesson 6: Ghost

Sculptures

Lesson 7: Fairy‐

Tells

Lesson 8:

Photographical

Evidence

Lesson 9:

Silent Film

Suspense

painting.

Students will critique their classmate

work halfway through the

production of the project. The

critique is designed to gain feedback

and allow the students to respond to

eachothers art.

State Com Core Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

MAKING

Artwork created in lesson fulfills critera


PRECEIVING

Class Critiques at midway and final turn in of artworks.

Class Critiques at midway and final turn in of artworks.

EXPRESSING




CONTEXTUALIZING



CCSS WritingGrade 11-12 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Text Types and Purposes

1. Write arguments focused on discipline-specific content.A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Students will create Artist Statements.

B. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Students will defend their choices of location and style of dwellings that their fairy creatures live in.

C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Student will create a work that uses the method of Chiaroscuro. The work will show the students use of the layers of shading within the work.

D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Students will establish a painting style and voice.

E. Provide a concluding statement or section that follows from or supports the argument presented.

Artist

Statements

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Students will create

videos in the style of

historical silent films.

A. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Artist

Journal entries

Story boards

B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Students will flesh out

their Tape figure

sculptures by giving

them gesture and

poses, personalities,

clothing, and attitudes.

C. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

The editing process the

students use to create

transitions and phrases

will facilitate literacy of

the film text.

D. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

The students will create

monsters of metaphor

as they search for

similar images within the

bleach paper and use

variation of line convey

the metaphor visually.

E. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Artist statements

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students will write up a zombie survival plan.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Art Journals. Students will research and keep record of brainstorming and revising ideas.

Class critique

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Students will gather info on their legends using a varity of internet and other sources.

Students will post their ghostly images and write a description on the class blog.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Students will research zombie survival tactics.

Students will research unique painting methods.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Students will research local urban legends, using multiple sources, internet, interviews, reference books. Their findings will be recorded in their art journals and transfigured into the artworks.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Students will be encouraged to look for references on pinterest, tumble, deviant art, etc.

Range of Writing10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Students will have daily art jounral assignements.

Grade 11-12 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9Key Ideas and Details

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Experimentation of the caravaggio's chiaroscuro method.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Students will take the complex text of their dreams and create a illustration the represents their dreams.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Students will explore the implications of a zombie outbreak and provide survivul tactics. Also they must work through the process of creating lifesized figures.

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Vocabulary specific to film making, along with the editing process

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

The basics of shading as it pertains to modeling the figure.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Students will discuss the artwork of William Hope and the implications of creating false images.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Students will use several technological sources in creating their videos. Cameras,Photoshop, YouTube, I movie, Etc

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Students will collaborate in groups to create the tape sculptures of the human figure.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Students will research urban legends and create painting that illustrate those legends.

Range of Reading and Level of Text Complexity10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Students will be able to read and comprehend images with a new aesthetic lens.

CCSS Reading

Utah Effective

Teaching Standards

Standard 1: Learner

Development

The teacher

understands cognitive,

linguistic, social,

emotional and physical

areas of student

development.

Standard 2: Learning

Differences

The teacher

understands individual

learner differences and

cultural and linguistic

diversity.

Standard 3: Learning

Environments The

teacher works with

learners to create

environments that

support individual and

collaborative learning,

positive social

interactions, active

engagement in learning,

and self‐motivation.

Standard 4: Content

Knowledge

The teacher

understands the central

concepts, tools of

inquiry, and structures

of the discipline.

Standard 5:

Assessment

The teacher uses

multiple methods of

assessment to engage

learners in their own

growth, monitor learner

progress, guide planning

and instruction, and

determine whether the

outcomes described in

content standards have

been met.

Standard 6:

Instructional Planning

The teacher plans

instruction to support

students in meeting

rigorous learning goals

by drawing upon

knowledge of content

areas, Core Curriculum

standards, instructional

best practices, and the

community context.

Standard 7:

Instructional Strategies

The teacher uses

various instructional

strategies to ensure that

all learners develop a

deep understanding of

content areas and their

connections, and build

skills to apply and

extend knowledge in

meaningful ways.

Standard 8: Reflection

and Continuous

Growth

The teacher is a

reflective practitioner

who uses evidence

to continually evaluate

and adapt practice to

meet the needs of each

learner.

Standard 9: Leadership

and Collaboration

The teacher is a leader

who engages

collaboratively with

learners, families,

colleagues, and

community members to

build a shared vision

and supportive

professional culture

focused on student

growth and success.

Standard 10:

Professional and

Ethical Behavior

The teacher

demonstrates the

highest standard of

legal, moral, and ethical

conduct as specified in

Utah State Board Rule

R277‐515.

Lesson 1:

Bleach Monsters

See Assessment

Overview Chart

a&d. This lesson is an

adaptation from one of

the most brilliant minds

in the art education

field.

Lesson 2:

Haunted Chiaroscuro

See Assessment

Overview Chart





field.

Lesson 3:

Zombification

a‐e. Creates an

environment that

allows for individual

teacher/student

assessment and

instruction

See Assessment

Overview Chart

b. This lesson adapts to

younger grade levels

and acommadates for

students will Dyslexia





field.

Lesson 4:

Finger Painting Madness

a. Self directed learning

occurs through personal

research

See Assessment

Overview Chart

Lesson 5:

Dreams & Nightmares

a. Incorporates students

interest by allow them

to engage in self inquiry

See Assessment

Overview Chart

This lesson collaborates

with a teacher outside

of my field of study as

well as has my students

collaborating in groups.

Lesson 6:

Tape Scupltures

e. Students will develop and

become literate within the

field of artistic study through

research and vocabulary

terms.

See Assessment

Overview Chart

Lesson 7:

Fairy‐Tells

See Assessment

Overview Chart

d.This lesson has my

students documenting

their work and turning

photographs to me for

documentation.

Lesson 8:

Photographical

Evidence

e. Students will develop

technical skills in the

photoshop

See Assessment

Overview Chart

Lesson 9:

Silent Film Suspense

e. Students will learn

how to use video

cameras, lights and

mics, etc. As well as up

to date video editing

software

See Assessment

Overview Chart

a.My lessons meet the

utah state standards.

supernatural - caleb ovard...lesson 5: dreams & nightmares lesson 6: ghost sculptures lesson 7:...

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