Project Title: Beyond My Art

Project Description (a vignette or some paragraph):

Often times students identify with one art form, and stick with it, without exploring the other
opportunities in the artistic world that they have not been exposed to. This project will allow
students to teach and learn from each other. In the beginning of the course, students will have
identified themselves with one or more art form. Students will be paired (teacher selected)
with others who identified with a different art form, and will act as both teachers and students
during the course of the project. After being introduced to the idea of interdisciplinary arts,
each student will come up with a ‘lesson,’ or mini project, that they will teach their partner that
is relevant to their art medium of choice, and relevant to the interests of their partner. This
could be learning a song, a scene, a drawing technique, a dance style, etc… The students will
have the opportunity to present their creation in whatever way they see fit, and will have a
discussion among themselves about what they learned while doing this. The second part of the
project introduces the idea that one form of art can enhance another. The pairs are challenged
with the task to combine the two projects they taught each other to create something unique,
and meaningful to them. The students will then share their creations with the rest of the class,
and then discuss/reflect how learning and creating with other art forms can influence the art
that they identify with.

UbD Planning Template:

ESTABLISHED GOALS with
Standards
- Be exposed to, and
experience different forms
of art
- Create art outside of
comfort zone
- Collaborate with peers to
create meaningful art
- Respond to music with
movement by using
choreography as a form of
expression and
communication (HCAD.5.1)
- Collaborate in rehearsals
and concerts by
participating in a variety of
performances and other
music activities (HCAR.6.1)
- Examine ways in which
personal experiences
influence critical judgments
about works of music and
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
- Draw inspiration from other resources in their life, including
other art forms, to influence their own art.
- Use art to influence, or draw together a community.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… - How can I use my art to
- Art is not split into distinct influence others?
sections, but rather draws - How can I allow others to
in from other forms to influence my art?
constantly improve and - How can I bring my art into
evolve. the community?
- Art is everywhere in the
community, and is
constantly evolving.
Acquisition
Students will know… Students will be skilled at…
- How to draw upon other art - Collaborating with peers
forms to inspire their own with different artistic
art. strengths to create new
 musical performances, by - How to approach an idea to ideas
constructively critiquing make it meaningful to - Openly exploring their
their peers (HCAD.8.2) them. interests in a new artistic
- How to work with an field.
unfamiliar topic and apply it - Reflective writing
to something familiar. - Preparing a short lesson
- How to work with others
who have different
knowledge than them.
- How to prepare and
present a group project.
- How to plan and teach a
short lesson on something
they are knowledgeable
about.
- How to reflect on
experiences in a meaningful
way.
- How to provide
constructive criticism to
their peers.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Leadership PERFORMANCE TASK(S):
Cooperation Students will show that they really understand by evidence of…
Collaboration Using and working with other students to explore new art forms,
Presentation while understanding how one art form can influence another.
Reflection
Receptive to other art OTHER EVIDENCE:
Willing to allow art to be Students will show that they have achieved stage 1 by…
influenced Participating in written or verbal discussions about how this
experience...
1. influenced how they will move forward with their art.
2. Inspired them to collaborate with their peers to continue
making new art.
3. Gave them the realization that art is not a black and white
term, but rather a very colorful, and shaded term that
deserves to be explored.
Stage 3 – Learning Plan
At this point in the year, students will have spent four classes on each art form, taught by other
teachers, guest mentors, or the instructor of the class. They have done mini projects specific to that art
form.

Day 1
Students will self identify with either music, theater, art, or dance based on interest, and comfort
level with the art form. They will then be assigned partners with different interests. We will spend the
rest of the class watching videos or looking at examples of different types of ‘collaborative art.’ This
art may not necessarily be between art forms, but will be ‘non-traditional’ forms of art. Students are
encouraged to ask questions about collaboration in the arts.

Examples:
https://www.youtube.com/watch?v=348oljxFdkk
http://arts.unl.edu/hlfpa/hixson-lied-college-videos/interdisciplinary-arts-symposium
https://vimeo.com/148368173

Day 2
Students will have a conversation with their partner about each of their art forms. Students will take
into account likes and dislikes, as well as begin brainstorming a mini lesson that they would like to
teach their partner in the next class. This could be a lesson on a certain dance style, a painting or
drawing technique, a singing technique, or an acting technique. Students should not feel limited, but
rather draw on an idea that they are particularly knowledgeable about, and share it with their
partner. Teacher will be floating around the room offering guidance, suggestions, and inspiration to
any students that seem stuck.
HW- Come up with a ‘lesson’ focusing on an aspect of their art form, taking into account the interests
of their partner, and be ready to begin teaching next class. If any materials are needed, talk to the
teacher.

Day 3
Students will present their lesson idea to their partners, and will figure out a way to present their
work to the class.
HW- Finish the lesson and be prepared to present something to the class.

Day 4
Students will present, in whatever way they see fit, their projects they have been working on with
their partner. This could be a performance, a classroom engaged experience, or an explanation of a
work of art.

Day 5
Students will mix up and discuss in small groups what they learned from each experience, and how
they can take that, and apply it to their own art, or be inspired to go and create art.
Students will then get back with their partner and figure out how to combine their two projects. If
combining the two projects seems nearly impossible, students can think of a project that combines
their two art forms. This could be an easy match, in which case students are encouraged to think
outside the box and create something unique from their peers or the norm (i.e. musical theater… go
further!)

Day 6
Students will spend the class collaborating with their partner on their project, using the
classroom/school resources, and using the teacher for guidance.

Day 7
Students will present their creations in whatever way they see fit. After, there will be a full class
discussion about what worked, what didn't work, and how this kind of project could influence their
own art in the future. After, there will be a written reflection to elaborate on what was discussed in
class to be turned in next class.
ADAPTATIONS & MODIFICATIONS What changes related to color, size, pacing, and modality will you
need to make available overall? How can you increase or decrease the challenge/complexity while
retaining focus. Be specific and provide examples.
Since this project is so student driven, it is important to pre-select students to work together, keeping
in mind the strengths and weaknesses of each student. By monitoring the groups that my need extra
assistance, the teacher can, and should be ready to offer any guidance with materials (art supplies,
school instruments), or assistance as necessary that might not be needed for other students.
EXAMPLE END OF PROJECT ASSESSMENT RUBRIC:
4 3 2 1

Leadership Student thoughtfully Student created a Student created Student did not
created a short lesson short lesson a lesson that was create a short
relevant to his/her art relevant to his/her not relevant to lesson.
form, and was able to art form, but was the art form.
teach their partner a unable to teach
skill or idea in that art their partner the
form. skill or idea in the
art form.

Cooperation Student willingly Student was Student willingly Student was

learned a lesson about unwilling to learn a learned a lesson unwilling to
another art form from lesson about about another learn a lesson
his/her peer, and another art form art form from about another
completed the project from his/her peer, his/her peer, but art form from
they presented to the but completed the did not complete his/her peer
best of their ability. project they the project and did not
presented to the presented to complete the
best of their ability. them. project.

Collaboration Student was able to N/A N/A Student was

cooperatively work not able to
with their partner to cooperatively
create a project that work with their
combined their two art partner to
forms. create a
project.

Presentation Student presented both Student presented Student Student did not
of their projects in an both projects, but in presented only present either
appropriate manner to an inappropriate one project in an of the projects.
the class. manner. inappropriate
-or- manner.
Student presented
only one project in
an appropriate
manner.
 Oral Student gave Student gave Student did not Student did not
Reflection thoughtful comments thoughtful give thoughtful participate in
during class for at least comments during comments during the oral
3 projects, and verbally class for at least 1 class, but reflection.
stated to the class how projects, and verbally stated to
the project would verbally stated to the class how the
influence the art the class how the project would
he/she makes in the project would influence the art
future. influence the art he/she makes in
he/she makes in the the future.
future.

Written Student gave a Student gave a Student gave an Student did not
Reflection thoughtful written thoughtful written insincere written write a
reflection stating what reflection stating reflection about reflection.
he/she learned through what he/she learned the experience,
this project about through this project with no specific
another form of art, about another form reasons on how
and how it will of art, OR how it will it influenced
influence the art influence the art him/her.
he/she makes in the he/she makes in the
future. future.

Provide open ended structure