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Unit Plan Overview

National Core Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work

  • VA:Cr1.2.IIIa: Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

Anchor Standard 2: Organize and develop artistic ideas and work.

  • VA:Cr2.1.IIIa: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

  • VA:Pr4.1.IIIa: Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.

Anchor Standard 7: Perceive and analyze artistic work

  • VA:Re.7.1.IIIa: Analyze how responses to art develop over time based on knowledge of and experience with art and life

Anchor Standard 8: Interpret intent and meaning in artistic work.

  • VA:Re8.1.IIIa: Analyze differing Interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

Anchor Standard 9: Apply criteria to evaluate artistic work.

  • VA:Re9.1.IIIa: Construct evaluations of a work of art or collection of works based on differing sets of criteria.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

  • VA:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding and local contexts.

  • VA:Cn11.1.IIIa: Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

What broad, overarching
understandings are desired of students?

  • Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

  • Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

  • Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

  • People gain insights into meanings of artworks by engaging in the process of art criticism.

What are the overarching
“essential” questions that this unit is based on?

  • What conditions, attitudes, and behaviors support creativity and innovative thinking?

  • What factors prevent or encourage people to take creative risks?

  • How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

  • How do life experiences influence the way you relate to art?

  • How does learning about art impact how we perceive the world? What can we learn from our responses to art?

  • How does making art attune people to their surroundings?

  • What is the value of engaging in the process of art criticism?

  • How does knowing and using visual art vocabularies help us understand and interpret works of art?

As a result of this unit, students will be expected to demonstrate an understanding of:

As a result of this unit, students will be able to demonstrate an understanding of identity in relation to themselves, art, and society. They will know how to conduct research of artists, refine ideas for art-making, write an artist statement, and how to give and receive constructive criticism.

What “essential” and unit questions will focus the activities of this unit?

  • What is identity and why is it important?

  • How does an artist's identity influence their work?

  • How do artists and designers create works of art that effectively communicate to others aspects of identity that the viewer may be unfamiliar with?

Key Vocabulary or Concepts:

Psychology, Identity, Id, Ego, Superego, Erik Erikson's Stages of Development, Identity vs Role Confusion, Social Cultural Theory, Dissociative Identity Disorder, Gestural, Grid Process, Prosopagnosia, Pointillist, Scumbling, Sfumato

Major Learning Activities:

Lesson One

  • Class Discussion

  • Identity Map

Lesson Two

  • Artist Exploration

  • Concept Drawings for Final

Lesson Three

  • Work on Final Project

Lesson Four

  • Art Statement

  • Critique

Unit Plan Overview: List
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