Unit Plan Unit Title: Modern Artists both influence & reflect the world
Grade level: 5
Discipline: Visual Arts
Teacher name(s): Tracey Gilpin; Earl Gilpin II
Email address: gilpin@washington.k12.pa.usegilpin@ringgold.org
School(s) or District(s) Washington School District / Ringgold School District
Title of unit: Modern Artists both influence & reflect the world
Overview:
After engaging in discussion(s) & viewing works of art created by Picasso, Duchamp, Christo, Bacon, Dine, Frankenthaler, Johns, Lichtenstein, Oldenburg, Poons, Rauschenberg, Stella, Warhol, Kandinsky, Pollock, Modigliani, & Rivera, the students will explore the ways modern artists "broke the rules" when departing from realistic representation, using innovative techniques, & engaging the viewer as a partner in the creation of meaning. The students will create a work of art based on the style(s) presented via videos, pod-casts, Art & Man, 2.0 web tools, National Gallery of Art tour (computer), Scholastic Art magazine, Picturing America resources, and books from the school library. The final product will incorporate mixed media: computer/paint/watercolor/markers/crayons/ink/yarn/felt/tissue paper/colored pencils/foam plates for printmaking/collage.
Time needed to complete the unit:
Approximately 10 -15 class periods @ 40 min. each (meeting on a six day rotation) Big idea: Those who innovate & influence the world frequently operate outside the established conventions & processes
Essential question(s):
What is modern, what is art... is modern art modern?
How do images change the way we perceive the world?
How did modern artists operate outside the established conventions & processes? What was the result?
Summative task:
Based on the exploration of the ways modern artists, "broke the rules" when departing from realistic representation, using innovative techniques, & engaging the viewer as a partner in the creation of meaning, the student will create a piece of art work based on his/her interpretation & written explanation of a selected work created by Picasso, Duchamp, Christo, Bacon, Dine, Frankenthaler, Johns, Lichtenstein, Oldenburg, Poons, Rauschenberg, Stella, Warhol, Kandinsky, Pollock, Modigliani, & Rivera.
Rubric: Modern Artists both influence & reflect the world
ADVANCED
PROFICIENT
BASIC
BELOW BASIC
Artistic Process
1. The artwork exhibits innovative techniques & engages the viewer as a partner in the creation of meaning.
1. The artwork was created with the innovative techniques & style(s) of the selected artists.
1. The artwork was created style(s) of the selected artists.
1. The artwork exhibits characteristics that are a typical of the innovative techniques & style(s) of the selected artists.
Artist Statement
1. The artist statement clearly communicates a connection between influences on their artwork and their interpretation of a selected work created by a modern artist and describes student’s rationale for selected artist.
1. The artist statement clearly communicates a connection between influences on their artwork and their interpretation of a selected work created by a modern artist.
1. The artist statement communicates a connection between influences on their artwork and their interpretation of a selected work created by a modern artist.
1. The artist statement communicates an unclear connection between influences on their artwork and their interpretation of a selected work created by a modern artist.
Unit accommodations for students not proficient on summative task:
Chunking of information
Present steps individually
Reduce the size of the project
Repetition of concepts as needed
Provide stencils
Assist in beginning sketch to build confidence
Encourage all attempts
Allow the student to try a different approach
Peer Tutors
Extra time allotted to complete task(s)
Seating in close proximity of the instructor
Continue with a variety of differentiation strategies
Unit accommodations for ESL students:
Peer Tutors
Flash Cards for Vocabulary
Extra time allotted to complete task(s)
Repetition of concepts as needed
Seating in close proximity of the instructor
Continue with a variety of differentiation strategies
Unit enrichments:
Recognize all students throughout the unit as he/she works on their project
Post updates on the school wiki space: works in progress
Encourage a family night that the students would organize: posters, easels, displays, brochures, etc.
PA Academic Standards:
Content Indicators:
(What Students will KNOW)
*UNDERSTANDING*
Process Indicators:
(What Students will do to DEMONSTRATE Knowledge of CONTENT)
*APPLICATION / ACT OF DOING*
9.1.5.B (2) Recognize, know, use & demonstrate a variety of appropriate arts elements & principles to produce, review / revise original works in the arts.
(2) Students will understand how to use appropriate arts elements & principles to produce a piece of art.
(2) Students will apply the appropriate use of arts elements & principles to produce & revise a piece of art.
9.1.5.K (4) Apply traditional & contemporary technologies for furthering knowledge & understanding in the humanities.
(4) Students will understand traditional & contemporary technologies for furthering knowledge in the arts.
(4) Students will apply traditional & contemporary technologies for furthering knowledge in the arts.
9.3.5.D (5) Describe works in the arts comparing similar & contrasting characteristics.
(5) Students will understand how to compare & contrast works of art created by modern artists.
(5) Students will apply appropriate descriptive words when comparing & contrasting works of art created by created by modern artists.
9.4.5.D (6) Explain choices made regarding media, technique, form, subject matter, & themes that communicate the artist's philosophy within a work in the arts & humanities.
(6) Students will understand choices made regarding media, technique, form, subject matter, & themes that communicate the artist's philosophy within a work of art.
(6) Students will explain via (verbal/written response) choices made regarding media, technique, form, subject matter, & themes that communicate the artist's philosophy within a work of art.
1.3.5.F (7) Read & respond to nonfiction & fiction including poetry & drama.
(7) Students will understand the material read & respond with success that will lead to further inquires in small group discussions.
(7) Students will explain via verbal response the material read (book/article) and successfully communicate factual information about the modern artist's he/she selected.
1.6.5.E (8) Participate in small and large group discussions and presentations.
(8) Students will understand how to successfully participate in small/large group discussions.
(8) Students will articulate their thoughts/opinions about the modern artists & the artwork they've created.
2.3.5.B (9) Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter & area.
(9) Students will understand how to successfully measure & frame their work of art via a ruler, pencil, & a cutting tool.
(9) Students will measure & frame their work of art via a ruler, pencil, & a cutting tool with success.
Unit warm-up:
The students will simultaneously listen to music written about modern artists, by Greg Percy, while viewing a You Tube video (modern artists at work).
Assessing Prior Knowledge:
The students will:
Brainstorm ideas about modern art
Participate in small group discussion: Modern Artists
Complete two columns of a K-W-L chart via large group activity
Lesson – 1
Topic:
Instruction
(Lesson Plan)
Formative Assessment
Exploring Modern Art
The students will:
Brainstorm ideas about modern art
List five things they know about modern art
List five things they want to know about modern art
Participate in a small group setting playing a timeline game based on the work of modern artists
Students will complete two columns of aK-W-L chart to demonstrate what they know and want to know about modern art.
Teacher will monitor understanding by observing and listening to class discussions.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view a brief art tour from the National Gallery, a You Tube (artist in action) video; followed by an art history activity centered on modern artists. Assessing Prior Knowledge:
The students will:
Highlight/recall knowledge generated from lesson 1 through class discussion(s)
Earn a ticket/token for correctly responding to inquiries based on content taught
Lesson(s)- 2 (2 class periods)
Topic
Instruction
(Lesson Plan)
Formative Assessment
Years of work created by Modern Artists
The students will:
Participate in small group activities
Rotate on a timely basis among four-file folder learning centers (each center will have a different theme: Example- 1. Quotes by modern artists, 2. I Spy, 3. Many faces of modern artists (Realism/Cubism), & 4. Puzzle/Collage Arrangement: Modern artists
Complete an activity page at each learning center
Second class meeting; continuation of lesson.
The students will:
Teacher will monitor understanding by observing and listening to class discussions.
Teacher will monitor & conference with students as they rotate through learning centers. A check list will be completed & used by the teacher as documentation for each individual conference.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will participate in a walking classroom field trip: museum atmosphere created by hanging artwork created by modern artists.
Assessing Prior Knowledge:
The students will:
Highlight / recall knowledge generated from lesson 1 & 2 through class discussion(s)
Earn a ticket / token for correctly responding to inquiries based on content taught
Lesson(s)- 3 (2 class periods)
Topic
Instruction
(Lesson Plan)
Formative Assessment
Discovery of art through the eyes of modern artists: Classroom field trip
The students will:
Participate in class discussions
Participate in a class field trip set in the classroom
View art work created by modern artists
Select a modern artists work to interpret
Select materials from the resource table-Example: prints, books, magazines, etc.
Conference with their instructor
Select paper for sketching-Example: white/pearl gray/ or manila construction paper 12" x 18"
Begin sketch for their modern art project
The teacher will monitor & conference students as they sketch their interpretation of artwork created by modern artists.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view demonstrations based on the application of materials & techniques that they may utilize for their modern art project. The students will participate in an inquiry session based on sample projects displayed around the room.
Assessing Prior Knowledge:
The students will:
Review prior knowledge pertaining to the use/application of: watercolor washes, pastels, blending, stenciling, printmaking, fabric, felt, etc.
Lesson(s)- 4 (5 class periods)
Topic
Instruction
(Lesson Plan)
Formative Assessment
Mixed-media & Application
The students will:
Observe the application of mixed media
View samples of work for various media: watercolor washes, tempera, collage, stenciling, pastels, fabric, printmaking, etc.
Begin applying mixed media to his/her modern art project
Conference with instructor at various stages of his/her modern art interpretation
Write an artists statement that communicatesa connection between influences on their artwork and their interpretation of a selected work created by a modern artist.
The students will conference with the instructor at various stages of his/her modern art project for feedback.
The students will write their artists statement via four-square (conference with teacher), write a rough draft (conference with teacher), editing & proofreading prior to discussing the final draft.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view framed samples & observe how to successfully frame a piece of artwork. The students will participate in a discussion based on framing artwork: why do we frame artwork, what materials are needed when framing, alternative tools/materials that can be used when framing artwork, and how does framing artwork complete it?
Assessing Prior Knowledge:
The students will:
Access prior knowledge about framing artwork
Articulate his/her opinion about framing artwork (pros/cons)
Measure, cut, & assemble their artwork via the framing technique demonstrated in class
Lesson(s)- 5
Topic
Instruction
(Lesson Plan)
Formative Assessment
Framing of artwork
The students will:
View samples of framed/unframed artwork
Discuss pro/cons of framed/unframed artwork
Observe correct technique of framing
Frame his/her modern art
The students will view samples of framed/unframed artwork & articulate the pro/cons of framing artwork. Students will conference with the classmates about framing of his/her project.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will take a walking tour of completed (student) modern art projects. All projects will be arranged as if in a museum (Prexie Proud Artists Museum of Art). Students will listen to soft classical music as they view the completed work. The students will use this time as reflection time.
Assessing Prior Knowledge:
The students will:
Participate in a walking tour of completed modern art projects
Review prior knowledge about modern art
Articulate positive feedback about student projects
Participate in small/large group discussion(s) pertaining to modern art projects
Lesson(s)- 6
Topic
Instruction
(Lesson Plan)
Formative Assessment
Museum Display: Student Work
The students will:
Participate in a walking tour of completed modern art projects
Review prior knowledge about modern art
Articulate positive feedback about student projects
Participate in small/large group discussion(s) pertaining to modern art
Students will give each other feedback based on the categories & placement of artwork.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will participate in closing activities for the modern art project. Brainstorming of ideas, comparing / contrasting of knowledge pertaining to modern art, reviewing the K-W-L chart, writing & sharing of ideas in reference to the overall experience / reflection about modern art will bring closure to the modern art project.
Assessing Prior Knowledge:
The students will:
Review the K-W-L chart pertaining to modern art
Brainstorm ideas to assist in classroom discussion(s)
Write & share ideas in reference to the overall experience / reflection about modern art
Lesson(s)- 7
Topic
Instruction
(Lesson Plan)
Formative Assessment
Write & Share
The students will:
Complete their L- what they've learned about modern art (graphic organizer)
Brainstorm ideas to assist in classroom discussion(s) in reference to modern art
Write & share ideas as part of a reflection about modern art
Participate in small/large group discussion
The students will write 5 ideas about what he/she learned about modern art in the L- column of their K-W-L chart.
The students will write & share a reflection about modern art (what they've learned about modern art, what opinion(s) do they have about modern art, how has the experience changed their ideas about modern art, & what style of art do they hope to study as a follow-up project). Students will give feedback to each other to springboard further inquires about art & artists.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view a short video of a student art show. All students will observe the displays, music, brochures, & overall environment. The students will discuss their expectations of their student art show for the Saturday viewing of the Prexie Proud Artists Museum.
Assessing Prior Knowledge:
The students will:
Review their experience(s) about the walking museum tour taken at the beginning of the modern art project
Discuss prior museum experience(s) they have had outside of the school environment
Discuss appropriate terminology that should be applied to the set up of the Saturday viewing of the Prexie Proud Artists Museum
Lesson(s)- 8 (2 class periods & 1 Saturday morning show)
Topic
Instruction
(Lesson Plan)
Formative Assessment
Culminating Activity:
Art show Preparation
Analysis of student art show via Wiki reviews
The students will:
Work in four groups with 4 - 5 students per group:1. Arranging/hanging of artwork, 2. Developing of a brochure, 3. Selecting the music, & 4. Creating an overall museum like environment
(Group 1) use graph paper to sketch out the display of art work, select materials for hanging the art work, conference with the instructor prior to hanging the show, & finally working together to display art show
(Group 2) sketch the layout for the art show brochure, type the brochure on the computer, edit the brochure, print first copy, check for errors, conference with instructor, & sending the brochure to print (copy center)
(Group 3) listen to a variety of music, discuss the type of music to be played as background music, conference with instructor, & preparing music via ipod or vado
(Group 4) discuss layout of museum environment, discuss signs/posters for promotion of Saturday viewing, create signs/posters to promote the art show, create banners to highlight display, conference with instructor, & hanging of materials to create the museum like atmosphere.
(All students) analyze art show: pros/cons & feedback via wiki reviews
See Summative Task.
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit Reflection:
While developing this unit of study, it opened my eyes to refining & creating more open-ended lesson(s) outside of this unit. The materials received from the program have given my students / myself an opportunity to experience & incorporate technologies that lead to endless possibilities for future projects. Technology is an important tool to incorporate due to the constant changes in our culture(s) and society. Programs of this quality are few and far between, but the work involved although a vast undertaking during the school year will prove to open many opportunities for students as well as myself. The impact of this program was not used just as a school opportunity for students & lesson(s), but also shared at home with my children.
Unit Title: Modern Artists both influence & reflect the world
Grade level: 5
Discipline: Visual Arts
Teacher name(s): Tracey Gilpin; Earl Gilpin II
Email address: gilpin@washington.k12.pa.us egilpin@ringgold.org
School(s) or District(s) Washington School District / Ringgold School District
Title of unit: Modern Artists both influence & reflect the world
Overview:
After engaging in discussion(s) & viewing works of art created by Picasso, Duchamp, Christo, Bacon, Dine, Frankenthaler, Johns, Lichtenstein, Oldenburg, Poons, Rauschenberg, Stella, Warhol, Kandinsky, Pollock, Modigliani, & Rivera, the students will explore the ways modern artists "broke the rules" when departing from realistic representation, using innovative techniques, & engaging the viewer as a partner in the creation of meaning. The students will create a work of art based on the style(s) presented via videos, pod-casts, Art & Man, 2.0 web tools, National Gallery of Art tour (computer), Scholastic Art magazine, Picturing America resources, and books from the school library. The final product will incorporate mixed media: computer/paint/watercolor/markers/crayons/ink/yarn/felt/tissue paper/colored pencils/foam plates for printmaking/collage.
Time needed to complete the unit:
Approximately 10 -15 class periods @ 40 min. each (meeting on a six day rotation)
Big idea: Those who innovate & influence the world frequently operate outside the established conventions & processes
Essential question(s):
Summative task:
Based on the exploration of the ways modern artists, "broke the rules" when departing from realistic representation, using innovative techniques, & engaging the viewer as a partner in the creation of meaning, the student will create a piece of art work based on his/her interpretation & written explanation of a selected work created by Picasso, Duchamp, Christo, Bacon, Dine, Frankenthaler, Johns, Lichtenstein, Oldenburg, Poons, Rauschenberg, Stella, Warhol, Kandinsky, Pollock, Modigliani, & Rivera.
Rubric: Modern Artists both influence & reflect the world
BASIC
style(s) of the selected artists.
Unit accommodations for students not proficient on summative task:
Unit accommodations for ESL students:
Unit enrichments:
(What Students will KNOW)
*UNDERSTANDING*
(What Students will do to DEMONSTRATE Knowledge of CONTENT)
*APPLICATION / ACT OF DOING*
Teacher materials needed:
Technology:
- 2.0 Web Tools
- National Gallery of Art Tour
- You Tube Videos
- Pod-casts
- Digital Camera
- Mr. Picasso Head (interactive website)
- **www.artworkontheweb.com**
- Quotes by modern artists
- **www.resourcesonpicasso**
- Traveling Exhibit: www.teachersdiscoverytravelingexhibits.com
- **www.mykidsart.com.au** - Pablo Picasso Famous Artists My Kids Art
Books:- Picasso Masterworks from The Museum of Modern Art, Essay by Kirk Varnedoe/PepeKarmel
- Usborne The Children's Book of Art, by Rosie Dickins
- The Book of Art, Vol. 8, (Modern Art), Edited with an introduction by David Sylvester
- National Gallery of Art, by John Walker & J. Carter Brown
- Getting to Know Picasso Book, by Mike Venezia
- The Great Big Art Activity Book, by Sue Nicholson & Deri Robins
- How to Teach Art to Children, Evan-Moor (Elements of Art)
- I SPY, by Lucy Micklethwait
- Short Lessons in Art History, by Phyllis Clausen Barker
- Art in Action, by Guy Hubbard
- The Special Artist's Handbook, by Susan Rodriguez
- Picturing America, Teachers resource book: National Endowment for the Humanities
Magazines, journals, & prints will be located on a resource table.Magazines & Journals:
- Art Education (The Journal of the National Art Education Association)
- Art & Man
- Scholastic Arts
Prints:Picasso
Duchamp
Kandinsky
Modigliani
Pollock
Rivera
Warhol
Christo
Bacon
Dine
Frankenthaler
Johns
Lichenstein
Oldenburg
Poons
Stella
Rauschenberg
Student materials needed:
Unit vocabulary:
Diversity, Emotions, Overlapping Pattern, Contour Drawing, Collage, Warm/Cool Colors, Complementary Colors; Organic Shape
Elements: Color, Value, Line, Shape, Balance, Texture, Space
Mixed Media: Pastels, Colored Chalk, Blending, Outlining, Watercolor, Cut Paper, Printmaking
Principles: Repetition, Rhythm, Unity
Values: Shades/Tints
Historical: Realism, Cubism; Abstract,
Unit warm-up:
The students will simultaneously listen to music written about modern artists, by Greg Percy, while viewing a You Tube video (modern artists at work).
Assessing Prior Knowledge:
The students will:
Lesson – 1
(Lesson Plan)
Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view a brief art tour from the National Gallery, a You Tube (artist in action) video; followed by an art history activity centered on modern artists.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 2 (2 class periods)
(Lesson Plan)
- Participate in small group activities
- Rotate on a timely basis among four-file folder learning centers (each center will have a different theme: Example- 1. Quotes by modern artists, 2. I Spy, 3. Many faces of modern artists (Realism/Cubism), & 4. Puzzle/Collage Arrangement: Modern artists
- Complete an activity page at each learning center
Second class meeting; continuation of lesson.The students will:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will participate in a walking classroom field trip: museum atmosphere created by hanging artwork created by modern artists.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 3 (2 class periods)
(Lesson Plan)
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view demonstrations based on the application of materials & techniques that they may utilize for their modern art project. The students will participate in an inquiry session based on sample projects displayed around the room.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 4 (5 class periods)
(Lesson Plan)
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view framed samples & observe how to successfully frame a piece of artwork. The students will participate in a discussion based on framing artwork: why do we frame artwork, what materials are needed when framing, alternative tools/materials that can be used when framing artwork, and how does framing artwork complete it?
Assessing Prior Knowledge:
The students will:
Lesson(s)- 5
(Lesson Plan)
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will take a walking tour of completed (student) modern art projects. All projects will be arranged as if in a museum (Prexie Proud Artists Museum of Art). Students will listen to soft classical music as they view the completed work. The students will use this time as reflection time.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 6
(Lesson Plan)
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will participate in closing activities for the modern art project. Brainstorming of ideas, comparing / contrasting of knowledge pertaining to modern art, reviewing the K-W-L chart, writing & sharing of ideas in reference to the overall experience / reflection about modern art will bring closure to the modern art project.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 7
(Lesson Plan)
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit warm-up:
The students will view a short video of a student art show. All students will observe the displays, music, brochures, & overall environment. The students will discuss their expectations of their student art show for the Saturday viewing of the Prexie Proud Artists Museum.
Assessing Prior Knowledge:
The students will:
Lesson(s)- 8 (2 class periods & 1 Saturday morning show)
(Lesson Plan)
Art show Preparation
Analysis of student art show via Wiki reviews
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
Enrichment for gifted learners:
Gifted students will have the opportunity to create pod cast about their project, or create a film that reflects the aesthetic values of the style under discussion. The gifted students will also have the opportunity to create artwork in a different art form that exhibits the style characteristics based on the unit of study.
Unit Reflection:
While developing this unit of study, it opened my eyes to refining & creating more open-ended lesson(s) outside of this unit. The materials received from the program have given my students / myself an opportunity to experience & incorporate technologies that lead to endless possibilities for future projects. Technology is an important tool to incorporate due to the constant changes in our culture(s) and society. Programs of this quality are few and far between, but the work involved although a vast undertaking during the school year will prove to open many opportunities for students as well as myself. The impact of this program was not used just as a school opportunity for students & lesson(s), but also shared at home with my children.
Modern_Art_prompt_grade_5.doc Modern_Artists.doc