Department of Arts Administration, Education and Policy

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UNIT PLAN OVERVIEW
(Revised 2017)

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Teacher Candidate Danielle Hickman
School Elementary (4-5 grade)
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UNIT TITLE Steven-YOU
Length of Class Period 1 hour
Approximate Number of Students in Each class 20
Beginning Date for this Unit
Ending Date for this Unit
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ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal
relevance and interest when expressing themselves through visual art.

Critical & Creative Thinking: Students combine and apply artistic and reasoning
skills to imagine, create, realize and refine artworks in conventional and innovative
ways.

Authentic Application and Collaboration: Students work individually and in groups

to focus ideas and create artworks that address genuine local and global community
needs.
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PROGRESS POINTS (FROM ODE STANDARDS)

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- Recognize that examining the artistic works of others leads to understanding about
cultural traditions, history, politics and their world.
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- Describe, interpret and evaluate artworks empathizing with and challenging the opin-
ions of others.
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- Select, manipulate and refine arts concepts and processes to produce artworks that vi-
sually communicate their experiences, ideas and viewpoints.
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- Connect the content of visual artworks to interdisciplinary concepts, issues and
themes.

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CRITICAL ISSUE / BIG IDEA
A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). At this point in time students are recognizing diversity of peers inside the classroom. Stu-
dents need to see diversity as an opportunity to expand their understanding of the world
around them. The vast differences between each other should be seen as an individuals
unique qualities that makes them themselves. These differences we have provide opportuni-
ties to integrate everyones talents into one functioning and supportive community that every-
one has the potential to thrive in. Students also have an understanding of cartoons as a visual
media used for leisure activity but maybe haven't been put in the position to view what they
are watching through a critical lens. Technical application students may be familiar with digital
applications, needs further assessment. Students also are familiar with traditional illustrative
mediums and will have the option to utilize that over digital form.
!B). The art of cartoons is often put aside and not viewed as something that can be interpreted
critically. Our students however are watching and engaging them routinely and may not fully
understand the messages being communicated to them because they view it as simply fun.
By introducing cartoons in the classroom through an educational and critical lens we are tak-
ing an art form that students are already routinely accessing and getting them to view it from
an educated perspective. They will then shift from just receiving the messages flashing in front
of them to questioning them and comparing them to life from an educated view point. Car-
toons themselves are developed centered around communicating to particular age groups in
relation to things they are potentially experiencing in life, as educators we can barrow from the
familiar format and meet our students where they are at. With this lesson they will develop an
understanding of character design and development which can be studied through that pro-
fession of art as well as a lesson in diversity and difference through the conceptual break
down of the cartoons message and purpose through carefully constructed character develop-
ment and story telling.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)

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The class will be viewing the TV show Steven Universe from a critical perspective. They will
interpret and respond to the gems social history and develop themselves into one implement-
ing code-switching to experience a unique and crafted culture. They will be relating this art
form to their lived experiences through inventing a gemsona (gem persona) that relates to
them in three ways, the rest of their gems personality is decided through personal choice and
vision. Students will also research rock types and how they are formed to help them under-
stand where their gem comes from and how it could impact their personality. After they devel-
op their gemsona they will have to craft a way for it to function and contribute to society. They
will do this through defining how their cartoon counterpart will help humans make the world a
better place utilizing their unique abilities as they brainstorm and implement qualities into that
persona to reflect upon. Students will then live a day in their gems shoes and develop a diary
entry or video log describing a day they contributed to the world or society as they experience
society for the first time through the eyes of the gem they crafted. All of their findings will be
documented onto a character sheet where they will display their research and description
along with a visual depiction of their gem rendered either through traditional or digital medi-
um. Once all students develop a gemsona into a character sheet accompanied with a story we
will combine them into a directory. This character book/directory will be accessible to every
class and work as a fun way to reference each other as well as work as a means to display
students work.

Essential Questions (provocative, engaging, critical)

- What qualities about yourself make you feel unique?
- What are qualities do you feel you were born with?
- What qualities do you feel you developed through life?
- How can you use individual unique qualities and talents to contribute to society?
Possible Integration

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History:
- Systems of government and class. In Steven Universe the Gems home world is developed
based off a political meritocracy system. Their class system is caste based which means
your position in society is decided on birth rights and privilege. This can be an opening to
discuss social class, power positioning, and privilege.
!Health:
- Through the depiction of fusion amongst gems it would be a safe way to meet students
where they are at by using material that is accessible and familiar to them to discuss
relationship dynamics and consensual activity. This show delicately approaches topics
involving sex and relationships in ways that are easily digestible for children expressing
sexual overtones through dancing, love, union, teamwork, and friendship. It does a good job
exhibiting complex relationship dynamics and how to find ways to manage and approach
them in the moment as well as through time.
- Gender identity is a topic that has gained a lot of momentum in the pervious years. Gems in
Steven Universe are gender neutral and only exhibit qualities leaning on the feminine side
to masculine side. During this stage of development students are exploring what it means to
have an identity and how they can express it. This show exhibits that your gender doesnt
have to define you as masculine or feminine, that its separate from your physical being you
can select which life style better suites you. For example the gem Jasper shows masculine
qualities through their muscles and deeper more authoritative voice while Pearl chooses to
show more femininity through her clothing representation and slender appearance.
!Science:
- In science they could cover rock development and identification. The Gems came to Earth
originally to instill kindergartens which are areas they plant and farm rocks (other gems).
The location, depth, and process of placement effects what kind of gem that is developed.
This could be a fun and creative way to discuss the process of rock formation and lead into
rock and gem identification.
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DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
Lesson One
Title Kindergarden
Lesson Lesson one is the research, development and production stage. Students
Description will be introduced to the television show Steven Universe. They will
research rock types and develop a character around the rock of their
choosing. Based off the rocks location and chosen personality traits the
student will develop and describe their character through written and
visual depiction. After a draft of findings and sample design of the
character is approved in their sketchbook, the student will format findings
into an organized layout of a character sheet onto project paper. They will
accompany their information with a finished drawing of their character.
Lesson Two
Title Log Date

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 Lesson In lesson two we will document and illustrate our gemsona as a part of
Description society. Similar to how the character Peridot journals her everyday
experiences of Earth in her audio journal, the students will be required to
document and illustrate one day of their gem functioning and contributing
to a community they have chosen to become apart of using their unique
attributes. Gems have powers that surpass that of humans thus could be
extremely helpful to allow their abilities to meld into our societies. This
demonstrates that something that is new or different doesn't have to be
threatening or scary, it can actually be extremely helpful to be willing to
integrate.
Lesson Three
Title The Crystal Gems
Lesson Lesson three is where we develop a visual community through our work.
Description Students will print copies of their character sheets and assemble a gem
directory. Each class will vote on the name of their group of gems which
will title their directory, similar to how the gems who left home world to
live on Earth define themselves as the group The Crystal Gems. These
directories will be available to view in each class and will be used to
explore different perspectives of communities through the eyes of these
uniquely crafted gemsonas via their character sheet and journal entry.
The directories will be unitized to review, discuss, and reflect upon our
findings and our overall experience of the project.
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Explain how technology has been used in this unit
Technology will be used for research and development purposes to aid students in creating
unique and meaningful projects that best represent the emotions and knowledge they wish to
share and express. They will be permitted to use iPads/computers for research and as a
medium in which to draw via illustrative applications. A computer will also be used to stream
episodes of Steven Universe for the class as an introduction to the project.

LESSON PLAN
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Teacher Candidate Danielle Hickman
School Elementary (4-5 grade)
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LESSON NUMBER 1
Lesson Title Kindergraden
Length of Class Period 1 hour
Approximate Number of Students in Each class 20

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 Beginning Date for this Lesson
Ending Date for this Lesson
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CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

- 2PE Identify and communicate how historical and cultural contexts influence ideas
that inform artists.

- 4PE Compare and contrast how form and style are influenced by social, environmental
and political views in artworks.
CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

- 1PR Integrate observational and technical skills to strengthen art making.

- 2PR Use digital tools to explore ideas, create and refine works of art during the art
making process.
CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

- 1RE Apply reasoning skills to analyze and interpret the meaning in artworks.

- 2RE Describe how personal experiences can influence artistic preferences.

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Performance-based Assessment Objectives
- Students will identify and reflect upon how cultural contexts and influences informed the
creation of Steven Universe through the vision of the artist Rebecca Sugar via teacher
presentation accompanied with open class discussion.
- Students will compare and contrast how form and style are influenced by the different
discoveries through research via comparing their work to that of their peers through out the
process of designing and developing their character sheets.
- Students will integrate observational and technical skills through research and development
of gemsona character sheets by exploring research information and trying illustration
applications.
- Students will have the option to explore using digital tools to create and refine character
sheets.
- Students will apply reasoning skills to analyze and interpret the meaning of their gemsona
and its function in community.
- Students will be able to describe how personal experience influenced their design and
artistic personal preference through check off and articulation of their discovery and overall
character design.
Performance-based Assessment Strategies
(attach assessment documents if applicable)

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- Students will illustrate a mock up character sheet with no specified format only requiring
information on their gemsona and a visual example of their gem which can be constructed
via sketchbook drawings or through the gem maker online application.
- Students will finalize and complete an appropriately formatted character sheet that displays
personal choice and creativity expressing the gems personality through subtle design
choices and depiction. The character sheet will include a visual representation of their gem
drawn traditionally or digitally and a list of personality trait identifiers describing the
gemsona.
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Academic Language
Vocabulary (define each)

- Cartoon: two-dimensional animated illustration representing themes similarly found in life.

!- Character Design: Conceptual bases of a character, their visual development and
!- functional purpose.

Character Style: The artists rendered perception of a concept or character in mind that is

!- unique to their vision.

Character Sheet: The blueprint of your character; a document presenting visual and written

!- information covering the character it is representing.

Constructed Reality: An alternate universe that has been developed and functions similarly

!- onGem-sona:
a timeline like our own.

A personality developed based off of gem culture.

!- Personalization: Integration of design techniques involving more careful consideration of
color, font, composition, ext.. to further express the identity and feeling of a piece.
!- Gender Quality: depiction of gender being either masculine, feminine, or neutral.
Additional Language Demands (specific communication task)
- Students will develop a character worksheet that identifies their characters: Name, Gem
type, Origin, Age, Gender Quality, Likes, Dislikes, and About Section that describes
something unique about them that can later be represented in how they intend to contribute
to society.
- Students will use their sketchbooks to document information gathered throughout the
process of designing their gemsona as well as respond to guided prompts provided on day
one pf the lesson.
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Accommodations for Special Populations

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- Student in class has been identified as having issues involving emotional disturbances.
Reports have included issues with disrupting instruction and other students and include
difficulties focusing, staying on task, fidgeting, staying in seat, completing work, and disrupting
fellow students. To accommodate this student they will be permitted to stand at their desk as
they work. They also will be permitted to be relocated if issues arise with fellow students, they
will have the option to be placed with other students (twice) or to be moved to a more
secluded area of their preference inside the classroom. Relocation will be expressed in the
manner of student choice and not be executed as punishment from teacher. As/If difficulties
arise teacher can first do vocal check ins walking over and addressing/redirecting the
situations as they occur. The teacher can also work to develop ques to remind student to stay
on task, this can be done through appropriate shoulder touches and reminders to be on task.
To aid in task progression the teacher can write on the board as to what is expected of all
students from class that day. If student continues to escalate they will be encouraged to work
out their feelings in their sketchbook to discuss with the teacher later. Student will be offered
additional time to work on project if needed during study hall or lunch/recess.
Art/Visual Culture Examples (list all artists, artwork or media used)
- Rebecca Sugar: Television show Steven Universe
- http://www.dressupgames.com/gemsona-maker-game (Used for brainstorming and reference)
- Cartoon Network Mini-episodes The Class Room Gems
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Preparations
Materials/Resources for Teacher
- Projector
- Computer
- Speakers
- Black board
- Chalk
- Gem-sona examples
Materials for Students
- iPad
- Coloring material: Colored pencils, markers, crayons
- Sketchbook
- Pencil
- Pen
- Eraser
- Project Paper
- Access to printer
- Handout: Gem-Sona Template
Safety Procedures
Students will not be working with material that requires specialized safety instruction. They will
be expected to act in accordance of classroom rules and management.
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LEARNING ACTIVITY

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Getting the Classroom Environment Ready
Day 1 - Prior to students entering the classroom, the teacher should already have the presen-
tation exhibited on the board and the lights dimmed. By having this students will be prompted
that there is information to be given and thus they must enter class and move directly into their
seats.
!Day 2 - Prior to students entering the class room, the teacher should place a character design
template sheet inside of each sketchbook. The powerpoint should be exhibited on the board
as well and prepared for use upon class entering.
!Day 3 - Prior to students entering the class room, the teacher should place a rubric for charac-
ter design sheets inside of each sketchbook. The powerpoint should be exhibited on the board
as well and prepared for use upon class entering.
!As an opening before each class the teacher will play the opening sequence song to Steven
Universe, eventually this will encourage a call back from students who will begin singing along
to the intro as they walk into class. This will keep students encouraged and into the project as
a community slowly develops from all of them working together to become apart of Rebecca
Sugars world through their character design.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day 1 - Lesson 1:! Task 1 - Students enter and locate to Timing - 2 minutes Supplies - N/A
Kindergarden assigned seats.

D1 - L1 T2 - Open with discussion over essential T - 12 min! S - Power Point

questions. Opening with them allows ( 3 min per Presentation
students to consider viewing their project question)
from this perspective.

D1 - L1 T3 - Play intro to Steven Universe, tell T - 3 min S - Power Point

students for this project we are imagining Presentation!
we are being recruited by artist Rebecca
Sugar to invent a unique character for her
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Speakers
show. To create this character we need to
break down the show and consistently
consider those essential questions.

D1 - L1 T4 - In order to develop a character we must T - 3 min S - Power Point

further our understanding of the constructed Presentation
reality Rebecca Sugar has made. Explain
what a constructed reality is, in particular
this is a reality invented by Rebecca Sugar
and a team of creators through the medium
of cartooning. Explain that to make cartoons
it takes a team of unique individuals who
pull from multiple perspectives to keep the
show interesting and relevant.

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 D1 - L1 T5 - Ask students if they are familiar with T - 6 min
Steven Universe and the story line Re-
becca has constructed. If possible allow
students to explain dynamics between
home world gems and Earth gems. Wrap
up with brief explanation filling gaps of
what they missed. The main points to hit
are:!
- Gems are created with purpose.!
- Gems are created with unique abilities
that make all of them diverse from one
another.!
- Gems on Earth seek to contribute to
society and become unified with hu-
man culture bringing their unique abili-
ties in to help. Gems on home world
are created into their working position
and experience less freedom.

D1 - L1 T6 - Further explanation of gems and T - 6 min S - Power Point

what they are. Through powerpoint play Presentation!
Classroom Gems videos What are
Gems? and How are Gems made?
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Speakers

D1 - L1 T7- Introduction to character design T - 5 min S - Power Point

portion of project. You all have been Presentation
hired to join a classroom level
crewniverse! Together we are going to
develop a directory of gems and
document their unique abilities and
contributions to society. Before going into
assignment requirements we need
volunteers to keep the crewniverse
running efficiently! At this point in time
assign jobs to students to: - Hand out
Sketchbooks - Hand out iPads - Hand out
material - Sketchbook collector - ipad
collector - Material collector - Clean up
checker. Providing students with jobs aids
in classroom function and makes
students feel more responsible for their
learning. Jobs are volunteer base.

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D1 - L1 T8 - Give project break down expectations T - 8 min S - Power point
and requirements. Explain that there are presentation
two components being assessed: Visual
and informational depiction of the
character. Explain the high level of
personalization, that every choice is a
building block of their character. Exhibit
options they have in developing their
character either through their individual
style or through Rebecca Sugars. For
students who struggle with conflict of
realism or envisioning a character in
Rebeccas style will have the option to use
a Gemsona-Maker application. All students
will be required to draw their gem in their
sketchbook accompanied with three point
explanations for choices they made in the
visual design. They will also be required to
have the information for the character
sheet covering: Rock-type, Origin, Age,
Gender Quality, Likes (5), Dislikes (5),
About Section (4-5 sentences) before
progressing to final rendering. Students
should relate to their gemsona in three
ways, by placing part of the student in their
own work and then seeing how that
character contributes to society is an
indirect way of showing the student they
also could be contributing to their own
community through their abilities.

T9 - Request crew-niverse sketchbook T - 3 min S - Sketchbook,

passer to hand out sketchbooks. Pencil, Eraser,
Power point.

D1 - L1 T10 - Post pre-project reflection questions T - 10 min S - Sketchbook,

on the board - This is the time to revisit Pencil, Eraser,
essential questions and have students Power point.
respond to them in their sketchbook for the
remainder of time. If students finish
questions early they are to begin
brainstorming ideas for their gemsona.!
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Use this time to walk around and visit with
students and see how they feel about the
introduction to the project so far. Document
if they seem interested, things they dont
understand, gain information to continue
moving project forward in a way that is
suitable for the class as a whole.

D1 - L1 T11 - Request sketchbook pick-up, have T - 2 min S - COLLECT

clean checker assist in collecting of Sketchbooks!
sketchbooks and to let you know when all
has been collected.
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D1 - L1 T12 - Class Exists T - Close S - N/A

Day 2 - Lesson 1 Task 1 - Students enter and locate to Timing - 2 minutes Supplies -
assigned seats. As students enter play Powerpoint,
intro to Steven Universe. Speakers

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 D2 - L1 T2 - Use powerpoint slides to remind T - 3 min S - Powerpoint
students what they are to be doing today:
Today they are collecting information for
their Gemsona character sheet. By the end
of class they are to be approved to begin
working on their final rendering. Students
need to consider What makes my
gemsona unique?, How can my gem
function in human society?, Does where
my gem is formed impact what it cares
about?, What can impact my gems
qualities and traits?

D2 - L1 T3 - Ask students who intends to use the T - With S - PowerPoint!

gem maker application. If more than half
the class intends to do brief presentation
presentation: 8
minutes!
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- http://www.dres-
on how to navigate the maker and what to
do once gem form is complete. If less than
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With-out
supgames.com/
gemsona-maker-
half the class intends to pull aside those presentation 2 game
students for a separate tutorial so other minutes
students can work without delay.

T4 - Request crewniverse sketchbook T - 3 min S - Power point,

handout and iPad hand out. Remind iPads, Sketchbooks,
students that they are to be using iPads for Pencil, Eraser
research and project purposes, if they
complete their project early they are to get
their design approved and begin working
on the final character sheet.

D2 - L1 T5 - This would be the time to hold a T - 6 min S - iPad, http://

separate presentation for those who want www.dres-
to use the gemsona maker. Through supgames.com/
explanation you will demonstrate how to gemsona-maker-
navigate to and through the gemsona game, printer
maker application. Once the gem is
developed students will screenshot their
gem and print the results, this can function
as their sketchbook drawing if they glue it
into their sketchbook and include the three
point explanations to visual design choices
they made during their process. For
example: Olive has markings that resemble
seismic waves because she is known to
cause disturbances involving seismic
activity, an arrow would then point to said
markings.

D2 - L1 T6 - As students work walk around and T - 15 min S - iPad,

monitor activity, take note on how their Sketchbook, Pencil,
research is progressing. What do students Eraser, Printer,
seem to be struggling with? Allow students Gemsona maker
to talk quietly amongst themselves to
discuss their designs and findings.

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D2 - L1 T7 - Perform a check up, by a raise of T - 2-8 min S - iPad,
hands see how many students are close to Sketchbook, Pencil,
completing their gemsona worksheet, if Eraser, Printer,
half the class raises their hands consider Gemsona maker
reviewing details for final character sheet
production. This would cover: Design
choices that represent your character, for
example - In Olives likes and dislikes
section instead of - marks I used
seismic waves, this illustrates Olives ability
involving that. Let students know they can
develop the character based off of
Rebeccas style or through the vision of
their own. Announce again they can
choose between using a digital or
traditional medium.

D2 - L1 T8 - Students continue to work and T - 15 min S - iPad,

research. Sketchbook, Pencil,
Eraser, Printer,
Gemsona maker

D2 - L1 T9 - Request crew-niverse collectors to T - 3 min S - COLLECT iPad,

pick up iPads and sketchbooks, have clean and finished
checker assist in pick up and to alert you sketchbooks
when it is complete. Instruct collectors to
not pick up sketchbooks of those who are
not yet finished.

D2 - L1 T10 - Display end goals, explain to T - 5 min S - Power point

students they will be taking the information
they collected today and reformatting it into
a finished designed character sheet. State
you will be looking for unique renditions of
Rebeccas style and encourage being
original with their choices. State if they did
not complete and get approved for their
character design in their sketchbook that it
is homework and will be checked at the
beginning of next class.

D2 - L1 T11 - Class Exits T - Close S - N/A

Day 3 - Lesson 1 Task 1 - Students enter and locate to Timing - 2 minutes S - Power point,
assigned seats. As students enter play Speakers
intro to Steven Universe.

D3 - L1 T2 - Review expectations for end results of T - 5 min S - Power point

project. Cover how individual choice and
personalization should be evident through
choices in design. Encourage capturing the
personality of their gemsona. Review
sizing and format of character sheet, page
should be 8.5x11 in, half of the sheet is
dedicated to the visual information and the
other half is the written information.

D3 - L1 T3 - Request crew-niverse to hand out T - 3 min S - iPads,

sketchbooks and iPads Sketchbook, rubric

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D3 - L1 T4 - Request crew-niverse to hand out T - 5 min S - iPad, art
project paper to those who are working application, art kits,
through traditional media, give brief pencil, eraser, paper
explanation on how to divide paper (1 half
for image, the other half for written
information, fill the page). Also have art kits
handed out by crew-niverse to each table,
each art kit should include: 1 pack of
crayons, 1 pack of markers, 1 pack of
colored pencils, 2 rulers. Each table
receives 1 art kit.

D3 - L1 T5 - Ask class through a show of hands T - 10 min S - iPad, art

who intends to render their project digitally. application, art kits,
If more than half the class raises their hand pencil, eraser, paper
cover how to use digital art application.
This would include: use of paint brush and
pen tool, basic navigation, how to use
layers to color, fonts, format, and how to
print. If less than half the class raises their
hand pull aside those students and host
presentation separate so other students
can begin working on their project.

D3 - L1 T7 - As students work walk around T - 20 min S - iPad, art

classroom and assess progress. If students application, art kits,
seem to be falling behind investigate why. If pencil, eraser, paper
they are having issues with the gem
application or digital art application
encourage students to work together to
resolve issues. Permit low volume
discussion of project and allow students to
move around the class to visit each others
work and progress.

D3 - L1 T8 - Ask students as a whole how progress T - 6 min S - iPad, art

is coming along with the assignment, find application, art kits,
out if they will need an additional studio day pencil, eraser, paper
to work on project or if it would be
acceptable to take the rest home from
homework. Ask them how they feel so far,
what they like, what they dislike, and what
they would like to do with their gemsona
next.

D3 - L1 T9 - Request crew-niverse to collect iPads, T - 4 min S - COLLECT iPad,

sketchbooks, and art kits. Have clean up art kits, sketchbooks
checker assist in pick up and have them
alert you when it is complete.

D3 - L1 T10 - Handout sticky notes, tell student to T - Close S - COLLECT final

write comment or question involving their project
final project and attach to the back of their
project, when they go to leave the
classroom they are to place their project in
the green or red bin. The green bin means
the project is complete and the student
understood what was required, the red bin
means it is incomplete or the student is
unsure of what still maybe required. If
students project is not yet printed they can
submit a piece of paper with their name on
it stating unfinished digital along with their Page| 1! 4
comment card.
 Clean-up Procedures (Room, Materials & Work Storage)
- Clean-up procedures are carried through assigned jobs established at the beginning of the
unit called the crew-niverse, if the students dont seem fatigued they will keep their job
through the completion of the unit. If a student begins to seem disinterested in their job or no
longer wants the responsibility they will be pulled to the side and gave the option to choose
someone they trust to take over. Students who work for the crew-niverse will be offered
incentive through miniature art supplies or bonus points.
Closure, Review & Anticipation (whats next?)
- The next project to follow in this unit is story telling with our newly developed unique
characters. The students will have to write a story about their gem contributing to a community
using their unique abilities. They will then illustrate or communicate visually in some manner
their gem. This will be done through video recording and cosplay or written entries
accompanied with drawings. We will cover issues of presentation that can happen in cosplay
or through visual art representation. This will touch base on how people who cosplay Garnet
essentially use black face to take on their identity, we will review if this is consider
appropriate and what possible implications could arise. We will also cover the drawn
representations created by fans of Rebeccas art to assess if their story representations are
appropriate. The students main focus will be how the unique abilities of their gems can
contribute to a community and culture much different from their own.
Supplemental Activity
- If students work ahead of what is assigned they will be individually introduced to the next
part of the project until it is complete. Once their project is completed they will be permitted to
choose to draw in their sketchbook, practice creating using digital art applications, read, or be
provided with a separate supplemental art activity from the pile of suggestions provided to the
class for when this down time happens.
Teacher reflection focused on the lesson after it has been taught
N/A
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Be sure to attach to the full instructional unit

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