Unit Standards, Goals and Objectives

Building For Your Imagination 3 lessons

Unit Focusing Lens:
Design (Lessons #1, #2, #3)
Structure/Function (Lessons #1, #3)
Play/Exploration (Lessons #1, #2, #3)
Aesthetic (Lessons #2, #3)
Synergy/flow (Lesson #3)
Inspiration (Lessons #1, #2, #3)
Unit Strands:
Standards Observe and Learn to Comprehend
PGCs
Make informed critical evaluations of visual and
material culture, information, and technologies
Analyze, interpret, and make meaning of art and
design critically using oral and written discourse
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
GLEs
The identification of characteristics and expressive
features in works of art and design help to determine
artistic intent
Characteristics and expressive features of art and
design are used to identify and discuss works of art
Envision and Critique to Reflect
PGCs
Recognize, demonstrate, and debate philosophic
arguments about the nature of art and beauty
(aesthetics)
Recognize, demonstrate, and debate the place of art
and design in history and culture
Use specific criteria to discuss and evaluate works of
art
Critique personal work and the work of others with
informed criteria

Recognize, articulate, and implement critical thinking

in the visual arts by synthesizing, evaluating, and
analyzing visual information

GLEs
Artists, viewers, and patrons use the language of art
to respond to their own art and the art of others
Artists, viewers, and patrons make connections
among the characteristics, expressive features, and
purposes of art and design
Invent and Discover to Create
PGCs
Recognize, interpret, and validate that the creative
process builds on the development of ideas through
a process of inquiry, discovery, and research
Develop and build appropriate mastery in art-making
skills using traditional and new technologies and an
understanding of the characteristics and expressive
features of art and design
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
Recognize, compare, and affirm that the making and
study of art and design can be approached from a
variety of viewpoints, intelligences, and perspectives
GLEs
Use familiar symbols to identify and demonstrate
characteristics and expressive features of art and
design
Demonstrate basic studio skills
Relate and Connect to Transfer
PGCs
Identify, compare, and interpret works of art derived
from historical and cultural settings, time periods,
and cultural contexts
Identify, compare and justify that the visual arts are
a way to acknowledge, exhibit and learn about the
diversity of peoples, cultures and ideas
Transfer the value of visual arts to lifelong learning
and the human experience
Explain, compare and justify that the visual arts are
connected to other disciplines, the other art forms,

social activities, mass media, and careers in art and

non-art related arenas
GLEs
Works of art connect individual ideas to make
meaning
Visual arts respond to human experience by relating
art to the community, historical, and cultural events.
Unit Enduring Understandings:

Artists and designers explore materials to make art in all its

forms. (Lessons #1, #3)
Artists and designers analyze and articulate visual information to
create meaning. (Lessons #1, #2)
Planning and refinement is an essential component in creating
art in all its forms. (Lessons, #1, #2, #3)
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. (Lessons # 1, #3)
Making can be developed through engagement with art can lead
to understanding and appreciation of self, others, the natural
world, and constructed environments. (Lessons #2, #3)

Unit Inquiry Questions:

Why do people experience and define space differently? (Lesson #1)
How has cultural tradition influenced art? (Lesson #1)
What drives an artist to choose one thing over another? (Lesson #1)
Can art present us with a different way of understanding the
environment? (Lesson #2)
How can line define space? (Lesson #2)
How can balance change a piece of art? (Lesson #2)
How is design related to form? (Lesson #3)
What drives artists to relate their art to one another? (Lesson #3)
What can line do to architectural structures? (Lesson #3)
Lesson #1 Create a Character
Description: In this lesson the students are creating their characters.
They will be doing multiple sketches of different characters that they
come up with. They will also be doing 3D sketches out of modeling
clay to get them thinking about how to physically build their character.
They will then choose their favorite character to build for real. They
will be given clay and they must build their character out of clay,
keeping in mind that they will be fired so they have to be made with

care and consideration so that they do not explode in the kiln. The
creatures will later be painted placed in their environments that they
will create.
PGCs:
The identification of characteristics and expressive features in
works of art and design help to determine artistic intent
Make informed critical evaluations of visual and material culture,
information, and technologies
Recognize, interpret, and validate that the creative process
builds on the development of ideas through a process of inquiry,
discovery, and research
Identify, compare and justify that the visual arts are a way to
acknowledge, exhibit and learn about the diversity of peoples,
cultures and ideas
Enduring Understandings:
Artists and designers explore materials to make art in all its
forms
Planning and refinement is an essential component in creating
art in all its forms
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
Inquiry Questions:
Why do people experience and define space differently?
How has cultural tradition influenced art?
What drives an artist to choose one thing over another?
Objectives:
- Using their worksheet, SWBAT brainstorm ideas to develop a
character.
(Blooms: Creating - Standard: Reflect - GLE: 2 -Art learning:ideation Literacy

- Given a template, SWBAT use inherent characteristics and expressive

features to create a plan of a character.
(Blooms:Creating- Standard: Comprehend - GLE: 1 -Art learning:Ideation

- Given modeling clay, SWBAT sketch a character to relate to a specific

place.
(Blooms: Remembering - Standard: Transfer - GLE: 2 -Art learning: Ideation

- Using guided questions, SWBAT respond to process questions about

clay in their sketchbook.
(Blooms: Remebering - Standard: Reflect - GLE: 1 -Art learning: Reflect/Assess -Literacy

-Using visual template, SWBAT list characteristics of space, relating to

their character.

(Blooms: Remembering - Standard: Transfer- GLE: 1 -Art learning:ICEF -Numeracy and Literacy

-Using clay, SWBAT sculpt a clay character to fit into a specific place.
(Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique

Lesson #2 Paint Your Room

Description: In this lesson the students started designing the habitats
where their creatures would live. They began with sketches. They had
to make the environment match the characteristics of their creature.
They then transferred their ideas onto a canvas. They drew with pencil
first and then went back over their completed plans with paint. They
worked to create a whole environment where their creature would live.
They covered the entire canvas in paint and then we brought in more
materials for the next class. They had a bunch of found objects like
feathers and leaves and puff balls, we also gave them sharpies so that
they could clean up their lines if they wanted to and create an outline
on some of their work.
PGCs:
Analyze, interpret, and make meaning of art and design critically
using oral and written discourse
Critique personal work and the work of others with informed
criteria
Recognize, articulate, and implement critical thinking in the
visual arts by synthesizing, evaluating, and analyzing visual
information
Develop and build appropriate mastery in art-making skills using
traditional and new technologies and an understanding of the
characteristics and expressive features of art and design
Enduring Understandings:
Artists and designers analyze and articulate visual information to
create meaning
Planning and refinement is an essential component in creating
art in all its forms
Making can be developed through engagement with art can lead
to understanding and appreciation of self, others, the natural
world, and constructed environments
Inquiry Questions:
Can art present us with a different way of understanding the
environment?
How can line define space?

 How can balance change a piece of art?

Objectives:
-Given ideation worksheet, TSWBAT sketch room ideas to plan for a
painting.
(Blooms:Creating- Standard: Comprehend - GLE: 1 -Art learning:Ideation

-Given a canvas, TSWBAT create a painting of a room using the

inherent characteristics and expressive features of art.
(Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique

-Given a reflection worksheet, TSWBAT, write about their painting to

show connections between their character and the room.
(Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique

-Given examples, TWSBAT identify key characteristics of space in

contemporary artists work.
(Blooms: Remebering - Standard: Reflect - GLE: 1 -Art learning: Reflect/Assess -Literacy

-Given paint, canvas, and other various materials, TSWBAT, combine

processes to create a multimedia composition.
(Blooms:Creating- Standard: Comprehend - GLE: 1 -Art learning:Ideation

Lesson #3 Building Space

Description: In this lesson the students started to create their 3D
models of their environments that their clay creatures will live in. They
were given the corner of a cardboard box and other materials to build
their little creatures home. The first day was spent painting. They
covered the entire box with paint so that you could no longer see any
uncovered part of the cardboard. Theyy spent the second day mainly
building with cardboard. They were shown examples of how to cut and
fold their cardboard to create furniture and elements of their
environment. Then they were given more materials to create with and
they added details and little things to really personalize their
environments and they painted over their cardboard furniture.
PGCs:
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
Enduring Understandings:
Artists and designers explore materials to make art in all its
forms
Planning and refinement is an essential component in creating
art in all its forms

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
Making can be developed through engagement with art can lead
to understanding and appreciation of self, others, the natural
world, and constructed environments

Inquiry Questions:
How is design related to form?
What drives artists to relate their art to one another?
What can line do to architectural structures?
Objectives:
-Given ideation worksheets, TSWBAT make purposeful connections
between inhabitant and environment.
Blooms: Analyze - Standard: Create - GLE: 1 -Art learning: Ideation -Numeracy, Literacy, and/or
Technology

-Given a variety of materials, TSWBAT transform a 2D concept into a

3D model that connects to their character.
Blooms:Create- Standard: Create - GLE: 2 -Art learning:ICEF -Numeracy, Literacy, and/or
Technology

-Given a variety of mediums, TSWBAT transform found objects for

their environment into something new.
Blooms: Create - Standard: Create - GLE: 2 -Art learning: Media Techniques -Numeracy, Literacy,
and/or Technology

-Given art examples, the student will be able to correctly identify the
contemporary artists ( Narcissa Thorne as well as Jee Young Lee).

Blooms: Analyze - Standard: Observe - GLE: 2 -Art learning:Ideation -Numeracy, Literacy, and/or
Technology

-Given a worksheet with prompts, TSWBAT create a short story

describing the relationship between their character and environment.
Blooms: Create - Standard: Create - GLE: 1 -Art learning: Reflect -Numeracy, Literacy, and/or
Technology