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Unit Overview

Title: Ancient Egyptian Collars Pacing: 2-3 class periods nd Grade/Class: 2 grade Concept: Culture Concept uestion: !"y is culture i#portant to people$ As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of _Culture______ and __Ancient Egypt___ influence artists and their artmaking. In this unit, students will explore conceptual ideas, technical skills,and the artmaking process. tudents will be able to work independently to de!elop their personal "!oice# that can be expressed in their con!ersation, writing, and artmaking. Stage 1: Desired Results Aest"etics: Enduring Understanding Art can ha!e di!erse !alues, meanings, and definitions. %& 'nstructional O()ectives $.$% The student will explain ways that the art of a culture reflects its people&s attitudes and beliefs Essential uestion 'ow can art symboli(e meaning) Art Criticis#: Enduring Understanding Artworks are ob*ects for interpretation %& 'nstructional O()ectives
$.%+ The student will express opinions with supporting statements regarding works of art.

Essential uestion 'ow do we respond to works of art) Art *istory: Enduring Understanding Art is a reflection of time, place, and culture. %& 'nstructional O()ectives
$.%% The student will identify symbols from !arious cultures.

Essential uestion 'ow does art relate to history and culture) Art Production: Enduring Understanding ,eaningful artmaking is about exploration, asking -uestions, problem.sol!ing and de!eloping a knowledge base.
%& 'nstructional O()ectives

The student will generate ideas from multiple sources to create artworks.
$./ The student will identify and use line and pattern in works of art.

Essential uestion 'ow and why do we make art)




tudents will know0

tudents will understand0

tudents will be able to0

*ow a cultures "istory can a00ect t"eir artwor12 *ow Egyptian art is in0luenced (y 0as"ion *ow Egyptian collars can represent a persons status2

*ow "istory and culture relate to art2 *ow di00erent cultures respond to art in diverse ways2

-raw patterns neatly2 *ave good cra0ts#ans"ip w"en using #ar1ers and s"arpies2 Use variating patterns on t"eir collars2

Stage 2: Assessment Evidence /U33AT'%E A//E//3E,T Per0or#ance Tas1s 4 Products /tudent Procedure (the artmaking/design problem stated) +ey Criteria (what teacher will evaluate) Art#a1ing -esign Product: Art#a1ing / -esign Pro(le#: Content1concept Composition1formal design1!isual /tudents are learning a(out t"e culture o0 Ancient organi(ation Egypt and creating Egyptian collars using various Craftsmanship1technical skill patterns2 2riginality1inno!ation 3articipation1Effort !ritten/Oral .e0lection/Criti5ue: !ritten/Oral .e0lection/Criti5ue: 4nderstanding of concept Interpretation1Analysis of artwork Communication of ideas 5eflection on the process
-etailed .u(rics wit" 6earning Plans

7O.3AT'%E A//E//3E,T Ot"er Evidence

Informal check for understanding

ketchbook1*ournal check 2ne on one teacher1student 8ebbing 69roup discussion Thumbnail sketches 6Experimentation Stage 3: Learning Plan I.

Collaborati!e group work 6 7rainstorming 6 Class participation 6 :erbal criti-ue 8ritten1oral response, reflection, etc.


Introduction A. 3re.assessment; The teacher will talk about Egypt, and assess their prior knowledge of Egyptian culture. %. The teacher will use a promethean board to discuss where Egypt lies on a map, Egyptian climate, Egyptian figures, and <ashion $. The teacher will introduce !arieties of Egyptian collars with examples. 7. The teacher will show an Egyptian brain pop on 3haroahs in Egypt. %. Teacher will assess students knowledge of the !ideo !ia class discussion. C. Teacher will discuss with students types of patterns with a flipchart. The teacher will use a promethean board to ha!e students demonstrate types of patterns. Egyptian patterns will be introduced for students usage. tudents will use pencils and paper to practice the patterns from their seats. a= >ig.(ag, loopy, dotted, wa!y, crossed, straight, dashed tudio Acti!ity A2 Ongoing assess#ent: %. tudents will be assessed on their knowledge of !ariating radial patterns, differentiating color usage, implementation of Egyptian patterns, and craftsmanship. $. Their rough sketches and final collars will be used as a test on their knowledge of concepts and !ocabulary. 7. tudents will be pro!ided a collar template sheet to experiment with !arious pattern designs using pencils. %. The students will chose at least one Egyptian pattern to use for their final collar. C. tudents will draw patterns on their final piece. %. The patterns will be traced with sharpie marker, they must be neat. The students must use at least one Egyptian pattern for their final collar. $. The artwork must ha!e three separate patterns for each section, and they must touch the

-'77E.E,T'AT'O, /T.ATEG'E/ <lexible grouping 2pen.ended acti!ities Exploration by interests 6 ?egotiated criteria Anchoring1Extension acti!ities 6 Independent Tiered acti!ities1products @ournal prompts ,ultiple le!els of -uestions caffolding Choice; Aearner profile, 5eadiness, Interest 28st CE,TU.9 /+'66/ Critical thinking Creati!e1Inno!ati!e thinking 3roblem sol!ing Information literacy 6 Aistening Collaboration 6 Communication ocial responsibility ustainability Interdependence 'ealth literacy U,'T TEAC*E. .E76ECT'O,: Boes the unit address enduring ideas about the human experience) Boes the unit address enduring ideas about art) Boes the unit address key concepts and essential -uestions) Boes the learning plan align with unit ob*ecti!es and assessment tasks) Boes the unit address the knowledge and skills in a logical se-uence to achie!e unit ob*ecti!es) Bo the enduring ideas, key concepts and essential -uestions pro!ide focus and cohesi!eness throughout unit) Are students aware of assessment expectations) Are enduring ideas, concepts and important skills assessed) Are the key unit and lesson components included and clearly presented) Are students gi!en opportunities to pro!ide e!idence of learning)