Our New Habitable World
Unit Focusing Lens: Innovation
Intro Lesson: Choices
Lesson 1: Innovation
Lesson 2: Structure and Function
Unit Strands (Standards, PGCs, and GLEs)
Standard 1: Observe and Learn to Comprehend
PGC: -Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
GLE: Visual arts learning involves analyzing the formal and sensory qualities of art.
Standard 2: Envision and Critique to Reflect
PGC: -Critique personal work and the work of others with informed criteria
-Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
GLE: Specific methods of planning support the development of intended meaning.
Standard 3: Invent and Discover to Create
PGC: -Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
GLE: Use artistic media and expression to communicate personal and objective points of view.
Standard 4: Relate and Connect to Transfer
PGC: -Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
GLE: Viewers and patrons make personal meaning and infer artistic intent.
Unit Enduring Understandings
Intro Lesson: Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences.
Lesson 1: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time
Lesson 2: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Unit Inquiry Questions
Intro Lesson: Sketchbook Cover- Your Ideal Thinking Lab
-How can plans become works of art?(GLE 2)
-How can talking or thinking about the visual characteristics of art improve the intended meaning in a work of art? (GLE 1)
Lesson 1: Painting Your Ideal World / Habitat
-Why is planning an important aspect of art? (GLE 2)
-What drives an artist to choose one thing over another? (GLE 1)
-Where do ideas come from, and how do they evolve? (GLE 3)
-Why would an artist want to make art about the world in which he or she lives? (GLE 4)
Lesson 2: Building Your Ideal Transportation
-How do artists plan works of art? (GLE 2)
-What is the relationship between technology and art? (GLE 3)
-How does art provide information about a person, idea, or culture? (GLE 4)
Lesson Intro - Ideal Creative Thinking Lab
Lesson Description- Students will brainstorm, sketch and add color to their creative thinking lab/ sketch book cover design. They will have a chance to explore 2D materials and “warm-up” to the subject of art.
Lesson PGCs
Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
Lesson Enduring Understandings
Unit:
Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences.
Lesson plan:
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches to develop technique and communicate ideas.
Visual imagery influences understanding of and responses to the world.
Lesson Inquiry Questions
-How can plans become works of art?(GLE 2)
-How can talking or thinking about the visual characteristics of art improve the intended meaning in a work of art? (GLE 1)
Objectives (with complete alignment)
-Given prompts, TSWBAT brainstorm sketchbook cover designs that are original. (Creating - Reflect - GLE 2- Ideation - Literacy)
-Given media, TSWBAT create a drawing of their “ideal thinking space” on the cover of their sketchbook that is critically thought out. (Creating - Create - GLE 3 - Media / techniques)
-Shown artwork by the teachers, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture)
-Given media, TSWBAT compose a sketchbook cover that demonstrates the inherent characteristics and expressive features of art. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Using their artwork, TSWBAT reflect upon and discuss the compositional strengths and weaknesses of their work, as well as challenges and successes in their process. (Evaluating- Transfer- GLE 1 - Reflection / assessment)
Lesson 1 - Ideal Habitable Planet
Lesson Description- Students will brainstorm, sketch and paint a final creation of their ideal place to live! They will have the chance to explore habitat creation through landscape, climate control/out of control, nature, how humans fit into this new world...etc.
Lesson PGCs
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Critique personal work and the work of others with informed criteria
Lesson Enduring Understandings
Unit:
Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time
Lesson plan:
Artists use the inherent characteristics and expressive features of art to communicate meaning in all forms of art.
Planning and refinement is an essential component in creating art in all its forms.
Works of art reflect the experiences of the artist.
Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Lesson Inquiry Questions
-Why is planning an important aspect of art? (GLE 2)
-What drives an artist to choose one thing over another? (GLE 1)
-Where do ideas come from, and how do they evolve? (GLE 3)
-Why would an artist want to make art about the world in which he or she lives? (GLE 4)
Objectives (with complete alignment)
-Given the RAFT prompt from this lesson, TSWBAT brainstorm ideal world designs that are original and well thought out. (Creating - Reflect - GLE 2 - Ideation - Literacy)
-Shown artwork by contemporary artists and by fellow students, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture - Literacy)
-Using preliminary sketches, TSWBAT create an acrylic painting with a foreground, middle ground, and background, light and shadow with a clear light direction, and use of mixing primary colors to create their own colors in an effective composition. (Applying - Comprehend - GLE 3 - Expressive features and Inherent characteristics - numeracy)
-Given acrylic paint, TSWBAT create the illusion of 3-dimensionality by using light and shadow from a specific, identifiable light source in their acrylic landscape. (Applying - Comprehend - GLE 3 - Media / techniques)
-Given acrylic painting materials, TSWBAT compose an acrylic painting that demonstrates the inherent characteristics and expressive features of art. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Given acrylic painting materials, TSWBAT create a painting of their “ideal world/habitat” on a canvas that is critically thought out and incorporates the 5 required components decided on by the class - water, air/atmosphere, shelter, plants, and another component of their own choice. (Creating - Create - GLE 3 - Media / techniques)
-Using their completed acrylic paintings, TSWBAT reflect upon and discuss the use of space and value in their own artwork. (Evaluating- Transfer- GLE 1 - Reflection / assessment - Literacy)
Lesson 2 - Ideal Transportation
Lesson Description- Students will design a new, ideal form of transportation for their habitable planet by exploring a variety of original, exciting and functional ideas and will create a 3-dimensional version of their ideal mode of transportation! They will problem-solve and critically consider how it will work, what they want to put in it, how they want to design it, etc.
Lesson PGCs
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
Critique personal work and the work of others with informed criteria
Lesson Enduring Understandings
Unit:
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Lesson Plan:
Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches
Lesson Inquiry Questions
-How do artists plan works of art? (GLE 2)
-What is the relationship between technology and art? (GLE 3)
-How does art provide information about a person, idea, or culture? (GLE 4)
Objectives (with complete alignment)
-Given the RAFT prompt from this lesson, TSWBAT brainstorm innovative transportation designs that are original and well thought out, and correlate to the world they designed in the previous lesson. (Creating - Reflect - GLE 2 - Ideation - Literacy)
-Given various sculptural materials, TSWBAT create a full round sculpture that demonstrates the inherent characteristics and expressive features of art, with an emphasis on form. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Shown assembled artwork by contemporary artists (in our power-point: see attached) and by fellow students, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture - Literacy)
- Given various sculptural materials, TSWBAT create a full round sculpture of an original mode of transportation with careful craftsmanship and implied functionality that is relevant to their designed world. (Applying - Comprehend - GLE 3 - Media / techniques)
-Using their completed sculptures, TSWBAT reflect upon and discuss the use of form, functionality, and correlation to their designed world. (Evaluating- Transfer- GLE 1 - Reflection / assessment - Literacy)
Intro Lesson: Choices
Lesson 1: Innovation
Lesson 2: Structure and Function
Unit Strands (Standards, PGCs, and GLEs)
Standard 1: Observe and Learn to Comprehend
PGC: -Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
GLE: Visual arts learning involves analyzing the formal and sensory qualities of art.
Standard 2: Envision and Critique to Reflect
PGC: -Critique personal work and the work of others with informed criteria
-Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
GLE: Specific methods of planning support the development of intended meaning.
Standard 3: Invent and Discover to Create
PGC: -Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
GLE: Use artistic media and expression to communicate personal and objective points of view.
Standard 4: Relate and Connect to Transfer
PGC: -Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
GLE: Viewers and patrons make personal meaning and infer artistic intent.
Unit Enduring Understandings
Intro Lesson: Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences.
Lesson 1: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time
Lesson 2: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Unit Inquiry Questions
Intro Lesson: Sketchbook Cover- Your Ideal Thinking Lab
-How can plans become works of art?(GLE 2)
-How can talking or thinking about the visual characteristics of art improve the intended meaning in a work of art? (GLE 1)
Lesson 1: Painting Your Ideal World / Habitat
-Why is planning an important aspect of art? (GLE 2)
-What drives an artist to choose one thing over another? (GLE 1)
-Where do ideas come from, and how do they evolve? (GLE 3)
-Why would an artist want to make art about the world in which he or she lives? (GLE 4)
Lesson 2: Building Your Ideal Transportation
-How do artists plan works of art? (GLE 2)
-What is the relationship between technology and art? (GLE 3)
-How does art provide information about a person, idea, or culture? (GLE 4)
Lesson Intro - Ideal Creative Thinking Lab
Lesson Description- Students will brainstorm, sketch and add color to their creative thinking lab/ sketch book cover design. They will have a chance to explore 2D materials and “warm-up” to the subject of art.
Lesson PGCs
Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
Lesson Enduring Understandings
Unit:
Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences.
Lesson plan:
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches to develop technique and communicate ideas.
Visual imagery influences understanding of and responses to the world.
Lesson Inquiry Questions
-How can plans become works of art?(GLE 2)
-How can talking or thinking about the visual characteristics of art improve the intended meaning in a work of art? (GLE 1)
Objectives (with complete alignment)
-Given prompts, TSWBAT brainstorm sketchbook cover designs that are original. (Creating - Reflect - GLE 2- Ideation - Literacy)
-Given media, TSWBAT create a drawing of their “ideal thinking space” on the cover of their sketchbook that is critically thought out. (Creating - Create - GLE 3 - Media / techniques)
-Shown artwork by the teachers, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture)
-Given media, TSWBAT compose a sketchbook cover that demonstrates the inherent characteristics and expressive features of art. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Using their artwork, TSWBAT reflect upon and discuss the compositional strengths and weaknesses of their work, as well as challenges and successes in their process. (Evaluating- Transfer- GLE 1 - Reflection / assessment)
Lesson 1 - Ideal Habitable Planet
Lesson Description- Students will brainstorm, sketch and paint a final creation of their ideal place to live! They will have the chance to explore habitat creation through landscape, climate control/out of control, nature, how humans fit into this new world...etc.
Lesson PGCs
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Critique personal work and the work of others with informed criteria
Lesson Enduring Understandings
Unit:
Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time
Lesson plan:
Artists use the inherent characteristics and expressive features of art to communicate meaning in all forms of art.
Planning and refinement is an essential component in creating art in all its forms.
Works of art reflect the experiences of the artist.
Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Lesson Inquiry Questions
-Why is planning an important aspect of art? (GLE 2)
-What drives an artist to choose one thing over another? (GLE 1)
-Where do ideas come from, and how do they evolve? (GLE 3)
-Why would an artist want to make art about the world in which he or she lives? (GLE 4)
Objectives (with complete alignment)
-Given the RAFT prompt from this lesson, TSWBAT brainstorm ideal world designs that are original and well thought out. (Creating - Reflect - GLE 2 - Ideation - Literacy)
-Shown artwork by contemporary artists and by fellow students, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture - Literacy)
-Using preliminary sketches, TSWBAT create an acrylic painting with a foreground, middle ground, and background, light and shadow with a clear light direction, and use of mixing primary colors to create their own colors in an effective composition. (Applying - Comprehend - GLE 3 - Expressive features and Inherent characteristics - numeracy)
-Given acrylic paint, TSWBAT create the illusion of 3-dimensionality by using light and shadow from a specific, identifiable light source in their acrylic landscape. (Applying - Comprehend - GLE 3 - Media / techniques)
-Given acrylic painting materials, TSWBAT compose an acrylic painting that demonstrates the inherent characteristics and expressive features of art. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Given acrylic painting materials, TSWBAT create a painting of their “ideal world/habitat” on a canvas that is critically thought out and incorporates the 5 required components decided on by the class - water, air/atmosphere, shelter, plants, and another component of their own choice. (Creating - Create - GLE 3 - Media / techniques)
-Using their completed acrylic paintings, TSWBAT reflect upon and discuss the use of space and value in their own artwork. (Evaluating- Transfer- GLE 1 - Reflection / assessment - Literacy)
Lesson 2 - Ideal Transportation
Lesson Description- Students will design a new, ideal form of transportation for their habitable planet by exploring a variety of original, exciting and functional ideas and will create a 3-dimensional version of their ideal mode of transportation! They will problem-solve and critically consider how it will work, what they want to put in it, how they want to design it, etc.
Lesson PGCs
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
Critique personal work and the work of others with informed criteria
Lesson Enduring Understandings
Unit:
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Lesson Plan:
Through art-making, artists and designers make meaning by investigation and developing awareness of perceptions, knowledge, and experiences
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches
Lesson Inquiry Questions
-How do artists plan works of art? (GLE 2)
-What is the relationship between technology and art? (GLE 3)
-How does art provide information about a person, idea, or culture? (GLE 4)
Objectives (with complete alignment)
-Given the RAFT prompt from this lesson, TSWBAT brainstorm innovative transportation designs that are original and well thought out, and correlate to the world they designed in the previous lesson. (Creating - Reflect - GLE 2 - Ideation - Literacy)
-Given various sculptural materials, TSWBAT create a full round sculpture that demonstrates the inherent characteristics and expressive features of art, with an emphasis on form. (Creating- Create- GLE 1 - Inherent characteristics / expressive features)
-Shown assembled artwork by contemporary artists (in our power-point: see attached) and by fellow students, TSWBAT make and explain inferences about the influences and intent of the artwork. (Analysing - Comprehend - GLE 2 - Art history / culture - Literacy)
- Given various sculptural materials, TSWBAT create a full round sculpture of an original mode of transportation with careful craftsmanship and implied functionality that is relevant to their designed world. (Applying - Comprehend - GLE 3 - Media / techniques)
-Using their completed sculptures, TSWBAT reflect upon and discuss the use of form, functionality, and correlation to their designed world. (Evaluating- Transfer- GLE 1 - Reflection / assessment - Literacy)
twsiii-unitstandardsgoalsandobjectives.pdf | |
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unit-plan-polaris.pdf | |
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