Instructional Plan
Template
Leslie Emerich
Art Teacher
Unit Description: This unit is designed to integrate seventh grade visual art and social studies. The unit is taught in the visual arts class but will also address many of the social studies standards as well as the visual arts standards. This unit allows students to learn about various world cultures throughout history. A jigsaw technique is used so that students research only one world culture and share the information with the rest of the class. This saves time and allows for increased student learning. Students are able to make connections between the culture and the artwork produced by the individuals of the culture. The use of technology enables students to research a specific culture and share the information with their classmates. Students are given the opportunity to observe the artwork in a museum as well. An art production assignment will happen simultaneously with the art history assignment. This ensures that students have very little down time as well as an opportunity to increase their understanding through a hands-on experience with the artwork.
Instructional Plan Title:
Artwork of World Cultures
Keywords: seventh grade, visual arts, social studies, technology, art history, art criticism, culture, artwork, Navajo sand painting
Curriculum Area: Visual Arts
Thematic or Cross Disciplinary/Subject Matter: Visual Arts and Social Studies
Grade Level: seventh grade
Appropriate Group Size(s): Whole group, partners
Time Expected to Complete Instructional Plan:
Instructional Objectives: Upon completion of this unit, students will be able to do the following:
Descriptive Text:
Visual Arts
RESPONDING TO ART: History
Students
understand the significance of visual art in relation to historical, social,
political, spiritual, environmental, technological, and economic issues.
7.1.1 Identify who, what, when, where, and why a
work was made; and analyze the relationship between a work of art and the
history, politics, and technology of the culture.
7.1.2 Research and compare works of art to
identify similarities and differences in function or purpose.
7.1.3 Identify, compare, and contrast themes, symbols, and ideas that represent various cultural groups.
Students
recognize significant works of Western and non-Western art and understand the
chronological development of art movements.
7.2.1 Identify and be familiar with a range of
works of art from major periods of Western art identifying artist, culture,
style, and aspects from the historical context of the work.
7.2.2 Research and identify how changes in
beliefs, customs, and technology affect artists’ styles of work.
7.2.3 Match major works of art throughout time with the approximate time-period or movement and defend choices.
Standard 3
Students
describe, analyze, and interpret works of art and artifacts.
7.3.1 Analyze the artist’s use of sensory, formal,
technical, and expressive properties in a work of art.
7.3.2
Construct meaning and support well-developed
interpretations of the work with personal response, research, and properties
found in the work.
7.3.3 Expand on and use appropriate art vocabulary.
RESPONDING TO ART: Aesthetics
Standard 6
7.6.1 Understand that artists have different philosophies when creating art; and, identify and discriminate between works made from different philosophies (imitationalism, formalism, emotionalism, instrumentalism, and institutionalism).
CREATING ART: Production
Standard 7
Students
observe, select, and utilize a range of subject matter, symbols, and ideas in
their work.
7.7.2 Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork.
7.7.3 Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate personal statements.
Students
understand and apply elements and principles of design effectively in their
work.
7.8.1 Apply elements (line, shape, form, texture,
color, value, and space) and principles (repetition, variety, rhythm,
proportion, movement, balance, emphasis, and unity) in work that effectively
communicates their ideas.
7.8.2 Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, warm, cool, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, one and two point perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
Standard 9
Students
develop and apply skills using a variety of two dimensional and three
dimensional media, tools, and processes to create works that communicate
personal meaning.
7.9.1 Select and utilize the visual
characteristics and expressive features of a given medium to enhance meaning in
their work.
7.9.2 Demonstrate appropriate use of different
media, techniques, and processes to communicate themes and ideas in their work
including:
DRAWING:
Media: pencils, colored pencils, markers, ink, chalks, crayons, oil pastels, charcoals
Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one and two point perspective
SCULPTURE/ARCHITECTURE/JEWELRY:
Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper, foam core
Processes: carving, additive, subtractive, modeling, constructing, casting, enameling
NEW MEDIA:
Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film
Processes: computer processes in programs such as Artrageous, Open Eyes, Hyperstudio, KidPix
7.9.3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
Students
reflect on, revise, and refine work using problem solving and critical thinking
skills.
7.10.1 Revise and refine work through reflection,
analysis, synthesis, peer critique, and self-evaluation.
7.10.2 Identify connections between their work and
similar works of art for the purpose of identifying criteria and revising and
refining of their work.
7.10.3 Demonstrate respect for their work and the work of others.
CAREERS AND COMMUNITY
Standard 12
Students
understand how art experiences affect daily life and identify opportunities for
involvement in the arts.
7.12.1 Identify contributions that artists and art-related professionals have made to
society.
7.12.2 Examine and critique art at local museums,
galleries, performance centers, or exhibitions in the community.
7.12.3 Identify ways one can become actively involved in supporting the arts in the
community
Standard 13
Students
identify and make connections between knowledge and skill in art and all other
subject areas such as humanities, sciences, and technology.
7.13.1 Compare similar themes, concepts, or time periods between art and other
disciplines.
7.13.2 Create an integrated product or performance and analyze how integration of disciplines enhances knowledge.
Standard 14
Students
understand the connections between many art forms including dance, theater,
music, visual arts, and media arts.
7.14.1 Analyze how two or more art forms are used to communicate ideas.
7.14.2 Create an integrated work of art using two or more art forms.
Standard
1
History
Students will examine the major movements, events, and figures
that contributed to the development of nations in modern
Historical Knowledge
7.1.2 Describe
the achievements of ancient
7.1.11 Explain
how
Research Capabilities
7.1.20 Form and
respond to historical questions, and use a variety of information resources* to
find and evaluate historical data on the people, places, events, and
developments that have played a part in the history of
*information resources: print media, including books, magazines, and newspapers; electronic media, such as radio, television, Web sites, and databases; and community resources, such as individuals and organizations
Standard
2
Civics
and Government
Students will trace the historic development of different forms
of government and compare various contemporary governments in
International Relations
7.2.7 Describe
different sources of authority and power of government in African, Asian, and
Southwest Pacific countries.
Example: Tradition, religion, force,
constitution, consent of the governed.
7.2.9 Use data gathered from a variety of information resources* to research current political trends and events in African, Asian, and Southwest Pacific countries.
*information resources: print media, including books, magazines, and newspapers; electronic media, such as radio, television, Web sites, and databases; and community resources, such as individuals and organizations
Places and Regions
7.3.4 Name and
locate major regions, mountain ranges, river systems, countries, and cities in
7.3.5 Identify
and compare physical and cultural sub-regions of
Environment and Society
7.3.14 Analyze
historical maps, and give examples of how land and water forms, climate, and
natural vegetation have influenced historical trends and developments in
7.3.15 Use a variety of information resources* to identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues.
*information resources: print media, including books, magazines, and newspapers; electronic media, such as radio, television, Web sites, and databases; and community resources, such as individuals and organizations
Standard
4
Economics
Students will examine the influence of physical and cultural factors
upon the economic systems found in countries of
7.4.1 Give
examples of trade between countries in
Example: Voluntary trade results in increased
production, increased consumption of goods and services, and lower prices for
consumers.
Standard
5
Individuals,
Society, and Culture
Students will examine the role of individuals and groups in
societies of
7.5.1 Compare
and contrast how social institutions, including the family, religion,
education, government, and the economic system influence individual behavior in
different societies in Africa, Asia, and the Southwest Pacific in the past and
present.
Example: Compare ideas regarding individual
responsibility in Confucianism and Buddhism,
or compare the role of the individual in family life in selected cultures.
7.5.2 Explain
the term social status*, describe how this concept helped to determine
individual roles in African, Asian, and Southwest Pacific societies in the
past, and compare with ideas about social status today.
Example: Identify the various levels of society
in ancient
7.5.5 Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics, and Chinese calligraphy.
7.5.6 Identify
major languages spoken in areas of
7.5.9 Give examples of the benefits of connections among cultures, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning from technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.
*social status: the position a person has in a society
*cultural diffusion: the spread of ideas from one culture to another
*ethnocentrism: the attitude that one’s own culture is superior to any other culture
*information resources:
print media, including books, magazines, and newspapers; electronic media, such as radio, television, Web
sites, and databases; and community resources, such as individuals and
organizations
English/Language Arts: Grade 7
: Standard 6
WRITING: English
Language Conventions
Students
write using Standard English conventions appropriate to the grade level
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Capitalization |
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7.6.8
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Use
correct capitalization. |
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Spelling |
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7.6.9
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Spell
correctly derivatives (words that come from a common base or root word) by
applying the spellings of bases and affixes (prefixes and suffixes). |
English/Language Arts: Grade 7
: Standard 7
LISTENING AND
SPEAKING: Skills, Strategies, and Applications
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||||
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7.7.5
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Use
speaking techniques ・including adjustments of tone, volume, and timing
of speech; enunciation (clear speech); and eye contact ・for effective
presentations |
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Descriptive Text:
Information Literacy
ILS 1: accesses information efficiently and effectively.
ILS 2: evaluates information critically and competently.
ILS 3: uses information accurately and creatively.
The student who contributes positively to the learning community and to society is information literate and
ILS 8: practices
ethical behavior in regard to information and information technology.
ILS 9: participates effectively in groups to pursue and generate information (shares and collaborates).
Museum Resources:
Preparation:
All materials and supplies needed for the production of the sand paintings must be purchased prior to the beginning of the unit. The art teacher will need to create a PowerPoint about Native American culture and artwork. This PowerPoint presentation will serve at least two purposes. It enables the teacher to share information about the culture and serves as a model for the student presentations. The field trip to the Eiteljorg museum must be planned and organized. It is necessary to consider transportation as well as the schedule. It is helpful to give students page numbers in the art textbooks about each culture. Students should be given some specific websites about each culture as well. The art teacher must spend some time researching resources before beginning the unit.
Strategies and Activities:
Student Assessment:
Describe how this Instructional Plan could be extended or
expanded.
Teachers may expand this unit by creating a test or quiz to further assess student understanding of the various world cultures. Students would be more accountable for the information given to them by their classmates. Teachers may require a formal writing assignment as an explanation of the personal sand painting. The assignment would then be graded using a writing rubric.
Provide family activities if applicable.
Teacher Notes:
Research and plan the trip to the Eiteljorg museum well in advance.
Create a sample sand painting so that you will be able to anticipate student questions and concerns
Teachers may want to show students a few sand paintings done by students in years past. These examples will help students to visualize how to design a sand painting that incorporates their lives with the Navajo style.
It is important to model the PowerPoint presentation so that students know what is expected of them. By modeling, you are ensuring that the various learning styles are represented within the unit. PowerPoint instructions may be helpful for those students who are unfamiliar with the program; however some students may come to you with PowerPoint experience. It is helpful to demonstrate on the classroom computer the steps required to create a PowerPoint slide and how to retrieve an image from the Internet to place on that slide. By using a jovian to connect the classroom computer to the television, students will be able to view the necessary process.
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Multimedia Project: PowerPoint Presentation
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CATEGORY |
4 |
3 |
2 |
1 |
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Presentation LA: 7.7.5 |
Well-rehearsed with smooth
delivery that holds audience attention. |
Rehearsed with fairly
smooth delivery that holds audience attention most of the time. |
Delivery not smooth, but
able to maintain interest of the audience most of the time. |
Delivery not smooth and
audience attention often lost. |
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Content SS: 7.5.2 art: 7.1.1 |
Covers topic in-depth with
details and examples. Subject knowledge is excellent. |
Includes essential
knowledge about the topic. Subject knowledge appears to be good. |
Includes essential
information about the topic but there are 1-2 factual errors. |
Content is minimal OR
there are several factual errors. |
|
Mechanics LA: 7.6.8 |
No misspellings or
grammatical errors. |
Three or fewer
misspellings and/or mechanical errors. |
Four misspellings and/or
grammatical errors. |
More than 4 errors in
spelling or grammar. |
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Attractiveness Information Literacy #3 (see below) |
Makes excellent use of
font, color, graphics, effects, etc. to enhance the presentation. |
Makes good use of font,
color, graphics, effects, etc. to enhance to presentation. |
Makes use of font, color,
graphics, effects, etc. but occasionally these detract from the presentation
content. |
Use of font, color,
graphics, effects etc. but these often distract from the presentation
content. |
Information Literacy standard 3: uses information accurately and creatively.