Art Unit Plan

Art Public Art

Natasha Kowalchuk

Fall 2013

TABLE OF CONTENTS
Main Ideas and Focusing Questions 3 Unit Summary and Rationale 4 Graphic Organizer 5 Learning Outcomes 6 Unit Assessment Plan 7 Unit Schedules: Unit At A Glance 8-9 Unit Schedules: Day-By-Day ..10-15 Learning Resources ..16

UNIT SUMMARY/OVERVIEW
Through the unit students will examine public art through activities, projects and presentations.

Themes: Style, artists, artistic periods, evaluate, technique, symbols, space, 2 dimensions, first perspective, 3 dimension, positive and negative space, pattern, composition, expression, critique, environment Overview: The program of studies for Art in grades 7-9 are broken into Drawings, Compositions and Encounters. The Public Art unit that I created looks at goals and outcomes from all of these areas; however, it focuses on Encounters. The unit is designed to discover, compare and create art works that have been a part of cultures and society across time. It is intended to motivate students to interact with the environment and to appreciate artworks in public spaces. The unit is divided into 4 sections; Public Art Around the World, Local Public Art, Designing and Creating. Each topic in the unit builds off of the other to give students a deeper understanding of the history and impact of public art. It also will give students the chance to create an art work with extensive inspiration sources and purpose.

RATIONALE Students in junior high school are just starting to develop meaning and understanding of historical art and their own. They are beginning to apply techniques and practices to create works that are expressive of their own thoughts, beliefs and abilities. Art is an option that invites students to express themselves and develop their natural curiosity. The Public Art Unit really lets students explore the areas they are interested in while learning from their peers and comparing art from around the world. Every student can relate to the unit, even if they have never taken art before. Public art is intricate part of our everyday lives and everyone is impacted by it. Students have individual knowledge and experiences based on what they have already encountered due to traveling, research or social media which can be brought into the classroom. Examples would be having students that have travelled to iconic landmarks such as the Eiffel tower and the Statue of Liberty share their travel photos and explain why they visited the area. Others would be to have students bring images of public art that they encounter on their way to school.

Unit Plan
Name: Natasha Kowalchuk Grade/Subject: Art Grade 9 Unit: Public Art

Focusing Questions for Unit 1. How has public art impacted societies around the world? 2. What are the different kinds of public art and how are they displayed in the local area? 3. How do you design and create an art work for the public using the knowledge you have of your community? Key Concepts for Unit Public Art History Society Design Composition Concepts Sculpture Symbols Expression Environment General Learning Outcomes for Unit Students will: 1. Compare different cultures and societies historical/current view on public art using multimedia platforms. 2. Explain how and why different artists created and designed the local public artworks and express their opinions. 3. Develop a design for a local public art work using multimedia platforms that take into consideration the environment it will be in. The design will include sketches and resource materials as well as a blue print for a 3D model. 4. Create a scaled down 3D model of the public art work they designed. 5. Discuss and critique the work of their peers in a productive and safe environment. Specific Learning Outcomes for Unit 1) Drawings a) A changing point of view can allow a more thorough analysis of the subject matter of drawing. b) The subjective perception of the individual student affects the way he/she expresses action and direction c) Knowing the terms of design, media and techniques used in ones own drawings helps in descriptions and analysis of ones own and others works. 2) Compositions a) Organic shapes derived from natural objects can be developed into 3-dimensional forms. b) Variation of form c) Control of colour and space d) Control of space e) Differences in size or value of design elements in compositions suggest dominance and emphasis of larger, stronger elements. f) The same forms, when composed with different spatial relationships, present different visual effects. 3)Encounters a) Images of individual peoples change through time and across cultures b) Images of nature change through time and cultures

c) A particular concept of beauty can be discerned in works of a specific historic period d) The ways people use art changes through time e) Society has various ways of preserving and displaying public and private art works.

Environment

Monument, Sculpture, Historical, Iconic, Landscape, Mural

Historical changes

Society and cultural Respiratory perspectives

World Wide Public Art

Thematic and Stylistic variations

Artists Structures Personal connections

Excretory

Local Public Art

Society

Comparing

Blueprinting Recording

Individual meaning/ concepts

Designing def
Techniques Considering the natural environment Perspective

Structure Thematic and stylistic variations

Creating
Society and cultural impacts and inspiration

impact of motor system on body functioning

Techniques for building 3D sculptures

Unit Summative Assessment Plan

Learning Outcomes
(GLOs/SLO #s) Students will:

World wide Art 5%

Local Art Presentati on 15%

Planning and Design 25%

Model 30%

Artist Statement 10%

Critique 5%

Participation 15%

Total 100%

Compare different cultures and societies historical/current view on public art using multimedia platforms.
1.

Explain how and why different artists created and designed the local public artworks and express their opinions.
2. 3. Develop

a design for a local public art work using multimedia platforms that take into consideration the environment it will be in. The design will include sketches and resource materials as well as a blue print for a 3D model.
4. Create a scaled

down 3D model of the public art work they designed.

5. Discuss

and critique the work of their peers in a productive and safe environment.

Dates:_November 4- December 12
Lessons Mon-Thursday 45 min, Friday 30 Min November Monday 4 Lesson 1: Intro to Public Art: Videos Pre Assessment Group Chart 11 Lesson 6 Intro to Local Artists. Video/presentation Place that artwork 18 Lesson 11 Review research methods. Presentation research time Group check in 25 Lesson 16 Making ideas into images. Video Demo sketch/resource collection 2D Design sketch Resource gathering Tuesday 5 Lesson 2: Virtual world Wide tour presentation/ videos Doodle Notes 12 Lesson 7 Intro to presentation project. Going over criteria, creating groups Demo Project 19 Lesson 12 Presentation research work time Presentation Research Due 26 Lesson 17 Creating a solid concept and piecing together design. Group review and reflection. Wednesday 6 Lesson 3 Group Activity Different kinds of Public Art Drawing and word chart. Thursday 7 Lesson 4 Comparing: The impact public art has had on societies and cultures through history. Student jigsaw 14 Lesson 9 Presentation research time Group check in Friday 8 Lesson 5 Free Art Friday (ongoing project) 15 Lesson 10 Free Art Friday (ongoing project) 22 Lesson 15 Free Art Friday (ongoing project) 29 Lesson 20 Free Art Friday (ongoing project)

13 Lesson 8 Intro to research methods for artists. Presentation research time Class discussion Class research on smart board. 20 Lesson 13 Presentations

27 Lesson 18 Drawing different angles. Developing a blue print 2D-3D design sketch Designing with intention to build. Drawing/planning demo

21 Lesson 14 Intro to design: Developing ideas Demo idea chart Pre Assessment Design Basics Brainstorming activity 28 Lesson 19 Intro to creating a model from a variety of materials. Video, presentation Demo materials Planning for using the materials sheet

December Monday 2 Lesson 21 Start creating model Designs Due 9 Lesson 26 Creating time Last chance check in and review time Tuesday 3 Lesson 22 Creating time Check in 10 Lesson 27 Intro to artist statements Class artist statement Model due Wednesday 4 Lesson 23 Creating time Peer check in and mini critiques 11 Lesson 28 Artist Statement Due Thursday 5 Lesson 24 Creating and adjusting time 12 Lesson 29 Critique Friday 6 Lesson 25 Free Art Friday

World Wide Local Designing Creating Free Art Friday

Summative Assessment Due Formative Assessment Due Demo

Day by Day Schedule

Lesson Content Number
1 -45 min

GLO/SLO

Assessment
-participation -questioning -oral response -observation -Group sheets -Oral -Questions -response group discussion 7 -Doodle notes 12 -Oral -discussion -questions

Intro to Public Art: Students will: Explain what they believe public art is in rotating groups. Videos Discuss their different answers Pre Assessment Reflect on lesson and make new observations Group Chart
Create a class definition Students will :

2 - 45 min

Virtual world Wide tour presentation/ videos Doodle Notes

Participate in the virtual tour through questions and note taking Discuss different countries/historical views on public art Reflect on last classes definition/refine last class definition Add examples to group sheets 21
Students will

3-45 min Group Activity Different kinds of Public Art Drawing and word chart. 4-45 min Comparing: The impact public art has had on societies and cultures through history. Student jigsaw 5-30 min Free Art Friday (ongoing project)

Examine different kinds of public/private art. Answering the questions: How is public art different from private art? And What are the different forms of public art? Create word chart that examines the different kinds of public art
Students will Reflect and study a particular society in history in their booklet. Explain the area they looked at to a group. Create a mini explanation on what their group learned

-Oral -pair and share discussions -Booklet explanation

Students will: Create and design their own work based on the criteria set at the start of the project. Students will

6-45 min Intro to Local Artists. Video/ presentation Place that artwork 7-45 min Intro to presentation project. Going over criteria, creating groups Demo Project

Oral Questions Requested materials Oral

Evaluate and discuss public art works in Lethbridge, using examples of personal experiences Reflect on videos shown in class in groups Complete the place that artwork game
Students will Create groups for their projects Design an outline for their project that looks at what artist they are choosing and how they wish to present.

Oral Observation

13

8-45 min Intro to research methods for artists. Presentation research time Class discussion Class research on smart board. Presentation research time 9-45 min Group check in

Students will

Oral Create a presentation based on research methods shown in class. Group reflection Evaluate and reflect on their presentations Observation Evaluate and reflect on the art work they are researching.

14
Students will

Create a presentation based on research methods shown in class. Evaluate and reflect on their presentations Evaluate and reflect on the art work they are researching.
Students will Create and design their own work based on the criteria set at the start of the project. Students will

Oral Group discussion Observation

10-30 min

Free Art Friday (ongoing project)

Oral Discussion Pair share Oral Demo questions Observations Group discussion

1145min

Review research methods. Presentation research time Group check in

Create a presentation based on research methods shown in class. Evaluate and reflect on their presentations Evaluate and reflect on the art work they are researching. 19

12-45 min

Students will Presentation research work time Complete their presentation project research Presentation Research Due

13-45 min

Presentations

Students will 21 Present their research to 22 their peers

14-45 min

Intro to design: Developing ideas Demo idea chart Pre Assessment Design Basics Brainstorming activity Free Art Friday (ongoing project)

Students will Create an idea chart in groups. Develop ideas for public art works.

Oral Questions Smart board questions Rubric Oral Observation Class discussion Rubric Oral Observations Idea chart

15-45 min

Students will Create and design their own work based on the criteria set at the start of the project.

Oral Observation Group observations Oral

16-45

Making ideas into

Students will

min

images. Video Demo sketch/resource collection 2D Design sketch Resource gathering Creating a solid concept and piecing together design. Group review and reflection. Drawing different angles. Developing a blue print 2D-3D design sketch Designing with intention to build. Drawing/planning demo
Intro to creating a model from a variety of materials. Video, presentation Free Art Friday (ongoing project)

Reflect on the videos and demonstration in class Reflect on their ideas from last class. Design a public art project based around an idea Gather resources from various places (magazines, online)

Observation Idea chart

Students will

1745min

Design a public art work based around a solid and developed idea. Reflect and share idea with others. Offer constructive ideas to other students Explain their idea through images and sketches.
Students will

Oral Observations

18-45 min

Create multiple images from different angles to show different perspectives. Develop ideas on materials that will be used in making the art work. Request and materials that are needed to create the project that are not listed on the board.

Oral Observation

19-45 min

Students will

Reflect on their designs from last class and the presentation today. Redesign and add any additional materials needed or additional plans
Students will

Oral Observation Class discussion

20-30 min

Create and design their own work based on the criteria set at the start of the project.
Students will

Oral Group discussion Observation Oral Observations Worksheet Oral

21-45 min

Start creating model Designs Due

22-45 min 23- 45 min

Create and design their own work based on the criteria set at the start of the project. Hand in design sketches for review Students will 3
Create a public art model based on their design sketches. Students will

Creating time Check in Creating time Peer check in and mini critiques Creating and adjusting time

Evaluate and reflect on other students works and provide meaningful suggestions and encouragement. Evaluate and reflect on their own work and make adjustments
Students will Create a public art model based on their design sketches.

Oral Observation

24-45 min

Oral Observation

25-30 min 2645min muscles 27-45 min

Free Art Friday

Students will

Create and design their own work based on the criteria set at the start of the project. Lesson 23 Creating time Last chance check in and review time Intro to artist statements Class artist statement Model due Artist Statement Due
Students will

Peer review and evaluate other students works and offer suggestions based on the design elements learned in class. Create their public art model Students will Create an artist statement as a class and reflect on it in groups. Create their own artist statement based on their work. Hand in their model 11
Students will: Peer review other students artist statements and give suggestions Reflect on their artist statement and finish it.

Oral Observation Questions Oral Observation

Oral Model Rubric

28-45 min

29-45 min

Critique

Students will Explain their work using the terms on design discussed in class. Reflect on their artist statement and answer questions from students and the teacher Reflect on other students works and express themselves using questions and statements that use terms discussed in class.

Oral Class discussion Questions Artist statement Comments Oral Critique stations questions and comments

Resources
Class Website http://www.artslethbridge.org/public-art.html http://www.artslethbridge.org/images/stories/upload/Arts%20Directory%20Map.pdf Personal photos Demo materials Presentation slides Paper Yarn, glue, wood, wire, paint, clay, computers, cardboard, buttons, popsicle sticks, fabric, water colours, charcoal, pencil crayons, rulars, pastels, straws, stencils, crayons, ink, cotton, magazines, newspapers, student materials brought in http://land8.com/profiles/blogs/madison-square-park-debut-red-yellow-blue-by-orly-genger YouTube (Example videos used) http://www.youtube.com/watch?v=3sa0yHoe710 http://www.youtube.com/watch?v=3sa0yHoe710 http://www.youtube.com/watch?v=KbmGb4jRB-w http://www.youtube.com/watch?v=uzNVo8NbpPI Art books such as Exploring Visual Design, A-Z of Art, Discovering Canadian Art.