Unit Title: In the Minds of Artists

Grade level: High School 11th Grade

Length of unit: 6 Weeks
Stage 1 Desired Results
Meaning
Essential Questions:

Do we learn essential skills from Art?

How do images influence our view of the world?
How does the presenting/sharing of artworks/objects influence and shape ideas, beliefs, and experiences?
How does art Evolve? How do Artists grow and become accomplished in art?
How do artists/designers create works that effectively communicate?
How does trial and error help art evolve?
How does life inspire art? Art inspire life?
Knowledge & Skills Acquisition

Learning Goals:
Creating:
Visualize and hypothesize to generate plans for ideas and direction for creating art and design that can affect social change. ( Investigate, Plan, Make)
Choose from a range of materials & methods of traditional & contemporary artistic practices to plan works of Art & Design.
Presenting:
Make, explain, and justify connection between artists or artwork and social, cultural, and political history. (Analyze)
Responding:
Evaluate the effectiveness of an image(s) to influence ideas, feelings, and behaviors of specific audiences. (Perceive)
Connecting:
Synthesize knowledge of social, cultural, historical, and personal life within art making approaches to create meaningful work.
Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of society. ( Interpret)
CCSS Writing:
Draw evidence demo informational text to support analysis, reflection, and research.
CCSS Language Arts:
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
CCSS Reading:
Cite strong and thorough textual evidence to support the analysis of what the test says explicitly as well as inferences drawn from the text, including where
the text leaves matters uncertain.

Students will be able to

Analyze the impacts on an artists life that lead to their creativity and artistic style.
Respond to artistic movements and the impacts they, the art, and artists had socially, politically, and
esthetically.
Demonstrate skills/techniques used by artists to create an original work.
Evolve their own designs and explain the processes that lead to this development.
Identify and Describe different art movements through history.
Make inferences about artists and why they used/developed the styles they did.
Do independent research on artist.
Be able to list and describe facts about specific artists and art movements.
Make connections to how artists convey thoughts, emotions, ideals through art.
Discuss and hypothesis how art impacts society.
Examine what essential skills are developed through the creative process.

Resources/Materials:
Textbook
Internet-Google Search Engine
Youtube Series:
Art History in a Hurry: https://plus.google.com/112648655390124336550/videos
All Art materials in the classroom
Unit Checklist- will have the list of what needs to be completed by the end of the unit.
Lesson PODs
Library

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)
Diagnostic Assessment:

Students will complete an initial journal entry to establish baseline for understanding, students will then create an original
work and fill out an evaluation discussing -social, cultural, historical, and personal life within art making approaches to create
meaningful work.

IF students have already mastered this thought process they will still do the exercises, however they will provide and in
depth analysis of their work at this stage. This analysis should reflect their understanding of the concepts presented.

Formative Assessment (Assessment for Learning):

Student will create a weekly journal entries using google classroom (or some other tech). 3 times a week students will
photograph their work, attach the photo of progress to their slide in google classroom, and provide a journal entry that
discusses what they have learned, how they are applying that knowledge and how they will proceed in the future.
Students will also have a checklist that has steps they must complete during the unit including teacher check-ins where the
teacher must sign off on in order for the students to progress.
These assessments allow for me to gauge how the students are progressing, mastering the concepts, and managing their
time. Students may need to repeat some of the steps to gain mastery. This also allows for me to use questioning to guide
learning and assess who needs more attention to be successful and who does not.

Summative Assessment (Assessment of Learning):

Students will be creating a second work of art that is a refined version of the first, this should reflect their learning. Students
will present this to the class for review. They will provide a brief summary of the work to the class that addresses-Make,
explain, and justify connection between artists or artwork and social, cultural, and political history. (Analyze)

For the end of unit there will be: Performance Assessment-Final Original work, and class presentation, Peer Critiquestudents will provide both written and oral reviews, Self Evaluation form completed-students will evaluate their work,
teacher evaluation form, and Final Journal entry that reflects summative learning and addresses how they have evolved over
the unit.
The self evaluation will assess how the students applied learning from their research.
The performance assessment will measure how effectively students apply skills and evolve their designs.
Students will speak on how they have conveyed thoughts, emotions, ideals through art.
Students will examine what essential skills they developed through the creative process.

Stage 3 Learning Plan

Week 1

Week 2

Monday

Tuesday

Wednesday

Thursday

Friday

Week 1 only
Warm Up-Shared Reading
Read from the article Inspiration:
Where do Artists Get Their
Ideas?while students read along
silently from copies provided.
QAR will be used to generate
questions for class conversation of
the reading.
Unit Introduction-Class discussion
on time line, expectations, purpose.
Pass out unit materials, checklist,
rubrics, notecards.
Q&A-answer any student questions
about unit.
Initial Journal - discuss your current
understanding of the artistic process
and what makes art, what is arts
impact?

In Class Work Day

In Class Work Day

In Class Work Day

In Class Work Day

Week 2 only
Greet Students at door.
Warm Up Activity-Show three
slides of artwork and have students
throw out thoughts about the work
to get them into gear for peer
review workshop.

In Class Work Day

Review, Q&A

Greet Students at door and set Greet Students at door

Greet Students at door
daily achievement goal-what
and set daily achievement
and set daily achievement
they will be working on.
goal-what they will be
goal-what they will be
Meet with students about
initial original work.
working on.
working on.
Discuss ideas, see what
Move around room and
help they may need and get
observe, use questioning to
Move around room and
them started creating.
further development of ideas Move around room and
observe, use questioning
and work.
observe, use questioning
to further development of
to further development of
ideas and work.
Move around room and
observe, use questioning to Journal Day- last 10 minutes
ideas and work.
further development of
to photograph work in
Journal Day- last 10
ideas and work.
progress and journal about
minutes to photograph
what you have done so far and
work in progress and
what you are planning to do to
journal about what you
evolve the work.
have done so far and what
you are planning to do to
evolve the work.

Review, Q&A

In Class Work Day

In Class Work Day

In Class Work Day

Greet Students at door and set Greet Students at door

Greet Students at door
daily achievement goal-what
and set daily achievement
and set daily achievement
Meet with students about
they will be working on.
goal-what they will be
goal-what they will be
initial original work.
working on.
working on.
Move around room and
Discuss ideas, see what
Move around room and
help they may need and get
observe, use questioning to
Peer Collaboration/Review day.
them started creating.
further development of ideas Move around room and
observe, use questioning
This is an in progress critique to
and work.
observe, use questioning
to further development of
Move around room and
help generate ideas and improve
to further development of
ideas and work.
work. Students will fill out feedback observe, use questioning to Journal Day- last 10 minutes
ideas and work.
Journal Day- last 10
cards.
further development of
to photograph work in
ideas and work.
progress and journal about
minutes to photograph
Journal Day-last 10 minutes to
what you have done so far and
work in progress and
journal about what you have learned
what you are planning to do to
journal about what you
from the review and what you are
evolve the work.
have done so far and what
planning to do to evolve the work.
you are planning to do to
evolve the work.

Week 3

Monday

Tuesday

Wednesday

Greet Students-ask about

weekend.

Greet Students at the door. In Class Work Day

Thursday

Friday

In Class Work Day

In Class Work Day

Class discussion of first

Greet Students at door.( 5 min)
Greet Students at door and
stage of unit-creating
have them gather in groups
Warm Up-Read Aloud-provides
students with a list of quotes from
original work. (20 min)
with students they have not
Warm Up-Vocab breakdown-Have
artists about art, give them a few
students share any vocabulary they
worked with before.( 5
minutes to read then share the
have questions on. Demonstrate adding
min)
Intro research stage-Go
ones they like and what it means
over expectations of
visuals to help understanding as the
to them. (10 min)
independent research, as
vocal is discussed. (10 min)
well as group work. Go
Get students started on
over sketchbook and
group discussion. This time
Intro to the artistic process. Short
Get students started on research,use
powerpoint with discussion about
research requirmentsnote taking strategies and graphic
is for students to share and
how art is created. (5 min)
minimum three artists and
organizers. Can use online, library,
compare what they are
two art movements to be
books in class to research at least three
learning from research, to
covered,
artists and two art movements on the
refine any notes, and to add
Evaluation of initial work.
Students will fill out a self
checklist. Can add any additional artist
to class timeline. Use note
evaluation of work, then pair and Explain how to add to the
or art movement they wish but have to
taking strategies and
share with partner. (20 min)
class timeline.(10 min)
meet the minimum from list too.
graphic organizers.

Week 4

Journal Day-last 10 minutes to

journal about what you have
learned from the review and what
you are planning to do to evolve
the work.

Demonstration of
different note taking
processes and graphic
organizers. (10 min)
Last 5 min free time.

In Class Work Day

In Class Work Day

Greet Students at door.( 5 min)

Greet Students at door

and have them gather in
groups with students they
Warm Up-Vocab breakdown-Have
students share any vocabulary
have not worked with
they have questions on.
before.( 5 min)
Demonstrate adding visuals to
help understanding as the vocal is
discussed. (10 min)
Get students started on
group discussion. This
time is for students to
Get students started on
research,use note taking strategies
share and compare what
and graphic organizers. Can use
they are learning from
online, library, books in class to
research, to refine any
research at least three artists and
notes, and to add to class
two art movements on the
timeline. Use note taking
checklist. Can add any additional
strategies and graphic
artist or art movement they wish
organizers.
but have to meet the minimum
from list too.
Move around room and
observe, use questioning
to further development of
Move around room and observe,
use questioning to further
ideas and work. (20 min)
development of ideas and work.
(20 min)
Journal Day- last 10 minutes to
photograph work in progress and
journal about what you have done
so far and what you are planning
to do to evolve the work.

Move around room and observe, use

questioning to further development of
ideas and work. (20 min)
Journal Day- last 10 minutes to
photograph work in progress and
journal about what you have done so
far and what you are planning to do to
evolve the work.
In Class Work Day
Greet Students at door.( 5 min)
Warm Up-IRE Questioning to help
deepen thinking over the research and
how it connects to their work.(10 min)
Get students started on research,use
note taking strategies and graphic
organizers. Can use online, library,
books in class to research at least three
artists and two art movements on the
checklist. Can add any additional artist
or art movement they wish but have to
meet the minimum from list too.
Move around room and observe, use
questioning to further development of
ideas and work. (20 min)
Journal Day- last 10 minutes to
photograph work in progress and
journal about what you have done so
far and what you are planning to do to
evolve the work.

Greet Students at door.( 5 min)

Warm Up-IRE Questioning to help
deepen thinking over the research and
how it connects to their work.(10 min)
Get students started on research,use
note taking strategies and graphic
organizers. Can use online, library,
books in class to research at least three
artists and two art movements on the
checklist. Can add any additional artist
or art movement they wish but have to
meet the minimum from list too.
Move around room and observe, use
questioning to further development of
ideas and work. (20 min)

Move around room and

observe, use questioning to
further development of
Journal Day- last 10 minutes to
ideas and work. (20 min)
photograph work in progress and
journal about what you have done so
far and what you are planning to do to
evolve the work.
Greet Students at the door,
have them take a seat.

Warm Up- Four CornersHave the students move to

the corner that they think
inspires art the mostSocial, Environment,
Craftsmanship, Creativity.
Let them discuss, share,
and change mind.
Get students going on
creating revision of original
work.
Check in with students on
checklist, and what ideas
they have for evolving their
work based on what they
have learned.

In Class Work Day

Greet Students at door and set
daily achievement goal-what they
will be working on.
Move around room and observe,
use questioning to further
development of ideas and work.
Journal Day- last 10 minutes to
photograph work in progress and
journal about what you have done so
far and what you are planning to do to
evolve the work.

Week 5

Monday

Tuesday

Wednesday

Thursday

Friday

In Class Work Day

In Class Work Day

In Class Work Day

In Class Work Day

In Class Work Day

Greet Students at door and set

daily achievement goal-what
they will be working on.

Review, Q&A- process so far

answer any questions as a
group. (10 min)

In Class Work Day

In Class Work Day

In Class Work Day

In Class Presentation Day

In Class Presentation Day

Greet Students at door and set

daily achievement goal-what
they will be working on.

Greet Students at door and set

daily achievement goal-what
they will be working on.

Greet Students at door.

Students will present and

discuss their work, what
they learned and how they
applied that knowledge.
Both original and revision
will be presented. (30
min)
Students will complete
the peer review forms for
the critique and share
thoughts with the
presenter.
Students will complete
self evaluation of entire
project using rubric as a
guide.
Student will complete a
final journal with photos
of their work and address
their overall growth.

Students will present and

discuss their work, what
they learned and how they
applied that knowledge.
Both original and revision
will be presented. (30
min)
Students will complete
the peer review forms for
the critique and share
thoughts with the
presenter.
Students will complete
self evaluation of entire
project using rubric as a
guide.
Student will complete a
final journal with photos
of their work and address
their overall growth.

Greet Students at door and set Greet Students at door

Greet Students at door
daily achievement goal-what
and set daily achievement
and set daily achievement
they will be working on.
goal-what they will be
goal-what they will be
working on.
working on.
Move around room and
Meet with students about
Short Demo on Craftsmanship
observe, use questioning to
revision of original work.
for final submission. (5min)
Move around room and
further development of ideas
Discuss ideas, see what help
observe, use questioning
Move around room and
and work.
they may need and get them
observe, use questioning
to further development of
Move around room and
started creating.
observe, use questioning to
to further development of
ideas and work.
further development of ideas
ideas and work.
Journal Day- last 10 minutes to
photograph work in progress
Move around room and observe, and work.
Journal Day- last 10
and journal about what you
use questioning to further
minutes to photograph
have done so far and what you
development of ideas and work. Journal Day- last 10 minutes
work in progress and
are planning to do to evolve the
to photograph work in
journal about what you
work.
progress and journal about
have done so far and what
what you have done so far and
you are planning to do to
what you are planning to do to
evolve the work.
evolve the work.

Week 6

Review progress on checklist.

Remind students this is the last
work day for projects and to
Move around room and
observe, use questioning to
Move around room and observe, complete anything needed on
further development of ideas
use questioning to further
checklist. (5 min)
and work.
development of ideas and work. Pass Out forms for final word
Submission. Second copy of
Rubric, self and peer
Journal Day- last 10 minutes to
photograph work in progress
evaluation forms.
and journal about what you
Demo art presentation. (10
have done so far and what you
min)
are planning to do to evolve the
Work Time-check in with
work.
students as they work.(20 min)
Journal Day- last 10 minutes
to photograph work in
progress and journal about
what you have done so far and
what you are planning to do to
evolve the work.