Unit and Lesson Standards, Goals, and Objectives Alignment

Standards
Comprehend Reflect Create Transfer
Prepared Graduate Competencies
Lessons 1, 2, Lesson 1,2 Lessons 1,2 Lesson 1,2
Recognize, articulate, Use specific criteria to Create works of art that Transfer the value of
and debate that the discuss and evaluate articulate more visual arts to lifelong
visual arts are a means works of art sophisticated ideas, learning and the human
for expression feelings, emotions, and experience
Lessons 1, 2 points of view about art
Lesson 1,2 Critique personal work and design through an Lesson 2
Explain, demonstrate, and the work of others expanded use of media Identify, compare and
and interpret a range of with informed criteria and technologies. justify that the visual
purposes of art and arts are a way to
design, recognizing that Lessons 1 Lesson 1,2 acknowledge, exhibit
the making and study of Recognize, articulate, and Develop and build and learn about the
art and design can be implement critical thinking appropriate mastery in diversity of peoples,
approached from a in the visual arts by art-making skills using cultures and ideas
variety of viewpoints, synthesizing, evaluating, traditional and new
intelligences, and and analyzing visual technologies and an Lesson 1,2
perspectives information. understanding of the Transfer the value of
characteristics and visual arts to lifelong
Lesson 1,2 Lesson 1 expressive features of learning and the human
Recognize, articulate, Recognize, demonstrate, art and design experience
and debate that the and debate philosophic
visual arts are a means arguments about the Lessons 2 Lesson 1,2
for expression nature of art and beauty Recognize, compare, and Identify, compare and
(aesthetics) affirm that the making justify that the visual
Lesson 1,2 and study of art and arts are a way to
Explain, demonstrate, design can be acknowledge, exhibit
and interpret a range of approached from a and learn about the
purposes of art and variety of viewpoints, diversity of peoples,
design, recognizing that intelligences, and cultures and ideas
the making and study of perspectives
art and design can be
approached from a
variety of viewpoints, Lesson 2
intelligences, and Recognize, interpret,
perspectives and validate that the
creative process builds
Lesson 1, 2 on the development of
Students will be able to ideas through a process
analyze, interpret, and of inquiry, discovery,
make meaning of art and research
and design critically
using oral and written
discourse.
Lesson Objectives (Aligned to Blooms, Standards, Grade Level Expectations, Art Learning,
Literacy and Numeracy)
Lesson 1
Given examples of
artwork, swbat discuss
what inspired the
artists. (Blooms:
Evaluating - Standard:
Transfer - GLE: Viewer
and patrons make
person meaning and
infer artistic intent - Art
Learning: Art and
Culture - Literacy)
Lesson 2
Given examples of
artwork, swbat discuss
what the difference
between different
cultures masks, and why
they might have been
made. (Japanese, Inuit,
Native American,
Chinese, African, and
Italian.) (Blooms:
Evaluating - Standard:
Transfer - GLE: Viewer
and patrons make
person meaning and
infer artistic intent - Art
Learning: Art and
Culture - Literacy)
Lesson 1
Given prompts students
will be able to create
sketches that synthesize
their ideas. (parts to
whole) (Blooms: Create -
Standard: Reflect - GLE:
Evaluative criteria is used
when responding to works
of art. - Art learning: used in traditional,
Ideation - Literacy)
Lesson 1
Using their artwork
students will be able to
explain their artistic
choices in design that
express identity. (Blooms:
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics. - Art
learning: Expressive
features and
characteristics in art -
Literacy)
Lesson 2
Using their artwork
students will be able to
explain their artistic
choices in design that have
a purpose. (Blooms:
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics.
Lesson 2
Given prompts students
will be able to create
sketches that represent
purpose behind their
design. (parts to whole)
(Blooms: Create -
Standard: Reflect - GLE:
Evaluative criteria is used
when responding to works
Lesson 1 Lesson 1
Using pinch,coil, and/or Given examples of
slab techniques, swbat artwork, swbat discuss
create an artwork that what inspired the
expresses identity in a artists. (Blooms:
3D form. (Blooms: Evaluating - Standard:
Creating - Standard: Transfer - GLE: Identify,
Create - GLE: Materials compare, and justify that
and processes can be the visual arts are a way
to acknowledge, exhibit
unique, and inventive and learn about the
ways - Art Learning: diversity of people,
tools and procedures - cultures, and ideas - Art
literacy) Learning: Art and
Culture - Literacy)
Lesson 2
Given painting and Lesson 2
plaster mold techniques, Using their artwork
swbat create a mask that students will be able to
expresses a explain their artistic
purpose.(Blooms: choices in design that
Creating - Standard: have a purpose.
Create - GLE: Materials (Blooms: Analyse -
and processes can be Standard: Transfer -
used in traditional, GLE: Transfer the value
unique, and inventive of visual arts to lifelong
ways - Art Learning: learning and the human
tools and procedures - experience.
literacy
Lesson 2
Given examples of
artwork, swbat discuss
what the difference
between different
cultures masks, and why
they might have been
made. (Japanese, Inuit,
Native American,
Chinese, African, and
Italian.) (Blooms:
Evaluating - Standard:
Transfer - GLE: Identify,
compare, and interpret
works of art derived
from historical and
cultural settings, time
periods, and cultural
contexts. - Art Learning:
Art and Culture -
Literacy)
of art. - Art learning:
Ideation - Literacy)

Lesson 2
Using their artwork
students will be able to
explain their artistic
choices in design that have
a purpose. (Blooms:
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics.