Art 9 - Art Installation Project Plan

6 Weeks
Prepared by Michelle Hrouda + Micah, Cassie & Monique
Stage 1 Desired Results
Content Standard(s): Front Matter:
Project based inquiry investigating the role of art and voice within todays society.
Focusing on water and fish sustainability, bringing awareness to the topic.
Enduring Understandings/Big Ideas:
Investigate/record visual information
Express technical competencies
Express meaning
Understand art affects and reflects cultural character.
Related Misconceptions:
Students/teenagers dont have a voice in society
Students/teenagers may not be able to participate in
an activist role
Being an artist is a professional adult role.

Knowledge objectives (key outcomes):

Students will know:
How to express technical competencies and
individual insights.
How to create a 3D composition
How to study organic shapes derived from natural
objects and develop them to 3D form.
Investigate natural/manmade forms, cultural
traditions and social activities as sources of imagery
through time and across cultures.
Understand that art reflects and affects cultural
character.

Essential Questions:
How does a disappearance of a species affect the
environment?
How can artists use their craft to communicate an
important message to an audience?
Prior Knowledge:
Previous experience in material use.
Art critique
Elements of design (colour, form, space, value,
texture, shape)
Unit Emphasis:
Encounters - using sources from the natural
environment to create an important statement within
society.
Skills/Attitudes objectives (key outcomes):
Communicate information/messages visually
Investigate visual relationships
Apply visual, analytical and critical skills and develop
control and competency
Consider the natural environment as a source of
imagery.
Stewardship through art.

Stage 2 Assessment Evidence

Performance Task(s):
Students will research past projects of social activism that sparked some kind of change of thought and/or
actions within communities/society (Review of previous knowledge, set foundation of understanding).
Students will collect reference material to study and be inspired from.
Students will be able to visually communicate rough ideas using thumbnails and sketches.
Using established research, students will consider a closed environment to install 2D and 3D art pieces to
communicate the problem

Understanding how how elements of art turn into principles of design and how it can strengthen an
understanding/communication of art.
Students will design a piece of art with a goal in mind - visual communication
Students will understand how a piece of art influence thought, invite change.
Students help create a rubric to assess their own progress.
Using art criticism, students can assess the success of their communication and intention.
Students can go beyond course expectation and look into/help plan how their art can be contributed to the
community.

Student Self-Assessments
Students will assist in creation of a rubric prior to
start of the physical art making.
Students will demonstrate understanding by creation
of thumbnails/ideation
Reflections in the form of exit slips
Think pair share

Other Evidence (assessments)

Formative
Think Pair Share - demonstrate previous
knowledge, demonstration of learning
Students assistance in creation of rubric
Exit slips
Reflections
Teacher circulation during artistic creation
Troubleshooting & problem solving
Self evaluation
Summative
Teacher & peer evaluation
Artist Statement
Art critique
Student created rubric

Stage 3 Learning Plan

Learning Activities
En = Engage
Exr = Explore
Lesson Title

Define the Task

Art History & Modern

Applications

Exl = Explain

Lesson Activity

El = Elaborate Ev = Evaluate
Key Outcomes

Evidence

Key
5E

Materials
Resources

Discuss inquiry:
How does this affect me?
How can I be involved?
What do you want to tell the
audience?
How can you achieve the
message using art?

Investigation of art
within society.
The role of artists in our
community.
Youth voice

Think Pair Share

Creation of rubric

EN
EXR

A World Without
Fish by: Mark
Kurlansky

Looking at Art Installations &

Environmental Art
Looking at Art Activism
Looking at local art
installations/activism.
Link art to consumerism,
identity, quality of life (social
studies)

Investigation of art
within society.
The role of artists in our
community.
How art changes through
time.
Society has various ways
of preserving and

Exit slip - reflection

and thoughts on
Calgarys public art.

EXR

Rio+20 Plastic Fish

https://www.flickr.c
om/photos/riotur/set
s/721576301224744
92/with/7405262726
/
Hooked on Life
Vincent Mock

 Field trip to University of

Calgary: Investigation of art
installations throughout campus.

Blood Swept Lands

and Seas of Red
Chinook Arc
(Beltline)
roger that
(Crowchild LRT)
Trees (Steven
Ave.)
Wonderland (Bow
building)

displaying public and

private art works.

Creation of mood board

Word association
Thumbnail sketching

Mood and feeling as

perceived by the
individual can be
expressed in drawings.

Teacher circulating
Completion of mood
board (influence
reference)

EXR
EN
EXL

Examples of mood
boards (reference
material)

Sketching
Ideation

Narrowing down thumbnails

Researching specific qualities
relating to personal project - IE
fish, environment, etc.
Connecting elements of art to
topic - colour, form, value, etc.

Observation of form +
surface qualities for
realistic recording of
natural objects.
Employ and arrange
elements and principles
to make compositions
Investigate the effects of
controlling colour, space
and form in response to
visual problems.

Problem solving
Teacher circulation

EN
EXR

Examples of specific
qualities relating to
project - fish texture,
forms, etc.
Links to elements of
art

Design Direction

Finalizing sketch
Connecting principles of design
to topic - pattern, balance,
emphasis, etc.
Listing required materials
Understanding process of
creating sculptures.

Employ and arrange

elements and principles
to make compositions
Students will use
expressiveness in their
use of elements in the
making of images.
Exaggeration of mood
characteristics in
drawings can help to
emphasize a personal
point of view.
Organic shapes derived
from natural objects can
be developed into 3D
forms.

Problem solving
Teacher circulation

EXR
EXL
EL

Links to principles
of design

Final Draft

Sketching final draft

Using samples of materials as
will appear on final project.

Final draft due

Creation of maquette

Think Pair Share

Problem solving
Sufficient
understanding to
execute final project
Final Draft

EXL
EL

Introduction of
possible materials
for mixed media
project
Wire, paper mache,
clay, acrylic paint,
found objects, etc.

Rough Critique

Class spent on sharing plan for

project

The subjective
perception of the
individual affects the

Think Pair Share

EL
EV

Brainstorming

 How to collaborate on individual

ideas
Going forward

Final Process
(Most time consuming)

Creation of final sculpture/project

piece
Troubleshooting

way they express action

and direction.
Student will use the
techniques of art
criticism for analysis and
comparison of art works.
Students will create
compositions in 3D
Implement previous
understandings.

Class discussion
(Articulate and
evaluate)
Exit Card - Reflect
progress of project

Teacher circulating
Problem solving

EXL
EL

Various material,
mixed media that
could be used for
installation
Wire, paper mache,
paper, acrylic paint,
found objects,
natural objects,
recycled material,
watercolour
Cleaning workspace
at end of every work
day.

Final Critique

Sharing projects & rationale with Student will use the

class.
techniques of art
Understanding what role the
criticism for analysis and
project and collaboration can play
comparison of art works.
in the community

Think Pair Share

Review rubric
Artist Statement
Final project due
Review of rubric

EL
EV

Presentation

Collaboratively set up art

installation
Art opening/viewing
Presenting project to community
Celebration of voice

Self, peer and

teacher evaluation
Review of rubric

EN
EXL
EL

Have presentation
space prepared
Plan for art viewing
Celebration supplies

Extension

Moving art installation to public

space
Adapting art installation for
public space
Involve broader audience, more
accessible
Involvement of media, persons of
interest

Goal and personal

achievement
Proof of voice

EXL
EL

Networking
Planning

(Extension will apply when

opportunities arise)

Awareness of the
importance society
places upon various
works of art.
Society has various ways
of preserving and
displaying public and
private art works.
Awareness of the
importance society
places upon various
works of art.

Stage 4 Reflection
Considerations

Comments

Is there alignment between

the first 3 stages?

Yes, there is scaffolding evident in a large sense of all disciplines. In this unit plan alone, there is evidence of inquiry
research folding into a large scale art project. Summative assessment woven through the unit with the teacher flowing
and supporting students along their design process.

How has learner

differentiation been
addressed?

Learner differentiation is easily addressed within an artistic setting as students are encouraged to communicate in a
multitude of directions. There are opportunities to research and plan using digital technology, although the final project
should be a tangible object. Students will work together with the teacher to create the final rubric for summative
assessment, which should prevent test anxiety.

How does the unit design

include a variety of teaching
experiences that includes:
FNMI, multicultural, and
interdisciplinary activities.

Introduction to the unit will assess students on their prior knowledge of modern art and social activism, and scaffold
forward so they have a wide knowledge base, confident to move on to their final project. In the research phase, students
will go on a field trip to view a handful of art installations and sculptures in the University of Calgary. They will be
encouraged to explore more art installations in their environment and cityscape to gain additional understanding. FNMI
students have the opportunity to tell their story and rationale orally during the final critique and presentation in addition
to telling their story via visual communication. Interdisciplinary knowledge is built simultaneously with the design
process so a broad knowledge base is applied to the final project.

Sources consulted (APA

format)

Alberta Education. (1984). Program of studies art 7-9. Retrieved from

https://education.alberta.ca/media/482118/jhart.pdf
Cummins, P & Piper, T. (2014). Blood swept lands and seas of red [art installation]. Tower of London, London, UK.
Galleria (2000). [art installation]. Stevens Avenue Mall, Calgary, AB.
Hancock, B. & OConnell, J. (2014). Chinook arc [art installation]. Barb Scott Park, Calgary, AB.
Kurlanksy, M. (2011). World without fish. New York, NY: Workman Publishing.
Mock, V. (2014). H
ooked on life [sculpture series].
Bottle Fish (2012). [art installation]. Rio+20, Rio de Janeiro, BR.
Plensa, J. (2012). Wonderland [art installation]. Bow building courtyard, Calgary, AB.

Adapted by Jeff Turner (2014) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.