Floresville ISD LoTi Lesson Plan

 

Character Ed. - C Kilduff - Artisitic Responsibility 
 

 

 

Lesson Information
Title of Lesson Character Ed. - C Kilduff - Artisitic Responsibility
Grade Levels 7th, 8th
Subject Fine Arts
Course No course information associated with this lesson.
Authors and Contributors

ckilduff 
Lesson Submission Date 4/11/2007 3:00:06 PM
Lesson Approval Date 4/12/2007 7:23:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		§117.35. Art, Grade 7. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas from direct observation, imagination, personal experience, and school and community events; and (B) compare and contrast the use of art elements and principles, using vocabulary accurately. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on direct observations, personal experience, and imagination; (B) incorporate design into artworks for use in everyday life; and (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) analyze ways that international, historical, and political issues influence artworks; (B) analyze selected artworks to determine cultural contexts; and (C) identify career and avocational choices in art. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze and compare relationships, such as function and meaning, in personal artworks; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, and intent.
Targeted TAKS /
Department Objectives 		Fine Arts have no targeted TAKS or department objectives. Social Studies and Language Arts TAKS objectives are supported in a secondary fashion by the fine art curriculum

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		How do artists serve their communities? What does it mean to produce art for the general public? What is an artist’s responsibility to their community? What does it mean to represent everyone?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Knowledge – The student knows the elements and principles of design Comprehension – The student understands the meaning of the elements and principles of design and can demonstrate the meaning. Application – Students will be able to apply their comprehension of the elements and principles of design in providing answers about how they demonstrated a specific element or principle of design in their handbook cover during both formative and summative critiques Analysis – The students will analyze the situations of their everyday life and create icons for those situations. Students will also be able to analyze the icons of others for meaning and relevance to the project. Learners will be able to analyze their own artwork and the artwork of others and be able to illustrate specific elements and principles at work in the piece. Synthesis – The student will be able to create an original artwork for the handbook cover competition which utilizes several of the elements and principles of design. Evaluation – Students will be able to evaluate the works of peers according to a rubric, debate over areas of opportunity in peer’s works, offer suggestions for improvement, and grade submitted works fairly.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Adjusted Questions , Interest Based Investigations ,
Description Interest-based Investigations – All students [Special Education through G/T students] will have independent research time on computer to investigate personally selected artists and works, time periods, anatomical references, gesture references, and pose references. The Goal for special education students is to better scaffold their thinking through examples while G/T students may have a broader and deeper understanding their selected materials & subject matter. All research must be related to material to be used on the handbook cover design. Adjusted Questioning - During daily formative assessments and during the summative evaluation, questioning will be scaled to match ability level.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Laptop/Tablet computer LCD projector Internet access/World Wide Web Microsoft Word or other writing software applications to record their personal research findings in their system folders
Web Resources

 

Assessment
Assessments

Peer Evaluations done by attached rubric 
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/Topics• Identifying the role of an artist is society and connecting that information to specific historical figures in the history of art. • Making connections between figures from art history and the character pillar of responsibility. EXAMPLE: How did Pablo Picasso show responsibility in his painting “Guernica”? Who did he represent? Why was this historically important? • Interpret artwork for personal meaning and expression • Identifying examples of the elements and principles of design in action in personal artworks and the artworks of peers • Interpret personal artworks to demonstrate how artist choices reinforce and convey meaning • Analyze what art is in a community setting – what does art specifically created for the community look like?

EBAMActivities leading up to culminating activity: 1. Students will discuss the painting “Guernica” by Pablo Picasso. They will analyze it for contextual information, historic importance, and how it illustrates the concept of responsibility. 2. Students will watch a refresher presentation on the tablet PC about units of measurement. 3. Students will take a mini-quiz on units of measure on the tablet PC [in large groups] 4. Students will create a sketch for their handbook cover idea 5. Students will have open access to the various classroom computers including the tablet PC for personal research for their handbook cover designs. 6. Students will have a peer-based formative critique to identify and address areas of opportunity in the design work. 7. Students will create a final copy of their design on white paper in ink.

Performance TaskThe Students will be able to present an informed defense to their peers and instructor about the use of the elements and principles of design in their original artwork created for the handbook cover competition. Students will evaluate the final copies in a summative peer critique based on the teacher-generated rubric and assign peer-based grades to the works. Each class will evaluate and chose the best designs to be entered in the overall competition.

Resources• Teacher • Teacher’s personal resource materials [art books from personal library] • Internet • Local art museums including the McNay Art Museum and the San Antonio Museum of Art • Class room set of text books