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om BC - SD #68)

Unit Planning Template (modified by B. Krynowsky from BC - SD #68)

Unit or Theme title/ unit or theme overview TITLE World of Art

Students will have the chance to work with serval artist from around the world and close to home
Rationale: (context and why unit matters)

Art is a subject that is generally open to the artist and their own creation. This unit will show the students there are different
various forms art in the world, and various artist that have created these works of art. The students will have the chance to work
with these different artists and create there own versions this art types, and also give the student the chance to show their own
perspective of the art works.

Culminating tasks or events to celebrate or bring together the learning

Students will create various forms of art

Students art work pieces will be on display within the classroom, and the school.

Students will take part of a celebration of learning, by showing off their life works of art

Students will research a country and its art and present it the class as a celebration of their learning
STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

Connect and engage with others (to Creative Positive Personal & Social Identity Well-being
share and develop ideas) Novelty and value Relationships and cultural contexts Social Responsibility
Acquire, interpret, and present Generating ideas Personal values and choices Contributing to community and
information (includes inquiries) Developing ideas Personal strengths and abilities caring for the environment
Collaborate to plan, carry out, and Critical Personal Awareness & Responsibility Solving problems in peaceful ways
review constructions and activities Valuing diversity
Explain/recount and reflect on Analyze and critique Self-determination
Building relationships
experiences and accomplishments Self-regulation
Question and
investigate

Develop and design

Big Ideas(curriculum) important/essential questions (create)

-Experiment in a variety of ways to discover new possibilities How can I create different forms of art?
UN and perspectives
How can I relate to art?
DE -The art itself is a form of communication
How can I connect art to myself?
RS -Works of art influence and are influenced by the world
around us How can I connect myself to the artist discussed?
TA
ND -Engaging in creative expression and experiences expands
peoples sense of identity and community

-Artistic expressions differ across time and place


Curricular Competencies: (skills)

-I can connect my perspective to my art

-I can relate to various artist

-I can share my connections with others

DO -I can take pride in my art that is displayed in the classroom and thought-out the school

-I can take real life and turn it into art

- I can find and search other artist and present to others

- I can present different countries art to the students of my classroom

- I can create art from other counties on my own


Content (learning standards):

-Describe and respond to works of art and explore artists intent


KN
-Experience, document and present creative works in a variety of ways
O
-Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
W purposeful play

-Explore relationships between identity, place, culture, society, and belonging through the arts

STAGE 2: Assessment Plan


Formative Assessment (for learning):
Students will be given feed back on various pieces of art work
-The line work of the art
-The use of various colours

-The overall design of the art projects

-The students perspective of the art work

-Students when researching their country will be able to demonstrate an understanding of the art

Summative Assessment for learning:

-Think-pair-share

-Ticket out the door

-Classroom whip around


-2 stars and a wish

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections
and general lesson descriptions that connect to assessment for and of learning
Instructional Activities Assessment
Learning Intentions/Curriculum
Connections (scope and sequence, titles with brief ( method /instrument and criteria/
lesson description ) standards)
Lesson #1 Lesson #1:Roy Henry Vickers: Lesson #1:

-I can take pride in my art that is displayed in -Teacher will provided background of the -Students will take a part in a classroom
the classroom and thought-out the school artist whip around sharing their thoughts about
Roy Henry Vickers, could what they like,
-I can take real life and turn it into art Students will have the chance to work with any thing they may have noticed about his
a Canadian Artist art
-I can relate to various artist
-Students will look at examples provided
by the teacher of Roy Henry Vickers

-There will be discussions around the how


the artist displays his work(ie colour,
pictures) With a class whip around

-Students will share their personal


thoughts and knowledge of the artist is
they have any

-Students will take a walk around the


school and try and find inspiration of an art
to draw on

-Students will have a chance to work a


rough draft in the drawing books before a
final copy is started

Lesson #2:Roy Henry Vickers Continued: Lesson #2


Lesson #2
Students will be given feed back on various
-I can take pride in my art that is displayed in -Students will have the chance to work on
their final version of their art piece of pieces of art work
the classroom and thought-out the school
Vickers, using pastels
-The line work of the art
-I can take real life and turn it into art
-Students will be reminded of whats -The use of various colours
-I can relate to various artist expected of their art and will be given an
hour of time to work on their art work -The overall design of the art projects

-The students perspective of the art work


Lesson #1 Roy Henry Vickers http://www.artcountrycanada.com/vickers.htm and
teacher provided examples

Lesson #2 Roy Henry Vickers http://www.artcountrycanada.com/vickers.htm and


teacher provided examples

Lesson #3 Emily Carr http://www.arthistoryarchive.com/arthistory/canadian/Emily-


Carr.html and teacher provided examples

Lesson #4 Emily Carr http://www.arthistoryarchive.com/arthistory/canadian/Emily-


Carr.html and teacher provided examples

Lesson #5 Andy Warhol http://www.biography.com/people/andy-warhol-9523875

http://www.art.com/gallery/id--a76/andy-warhol-posters.htm?ac=true

Lesson #6 Andy Warhol http://www.biography.com/people/andy-warhol-9523875

http://www.art.com/gallery/id--a76/andy-warhol-posters.htm?ac=true

Lesson #7 Picasso http://artprojectsforkids.org/category/view-by-artist/artist-picasso/


Resources:
Lesson #8 World of Art Research project http://artcuratorforkids.com/art-around-the-
world-in-30-days/

Lesson #9 World of Art Research project http://artcuratorforkids.com/art-around-the-


world-in-30-days/

Lesson #10 World of Art Research project http://artcuratorforkids.com/art-around-the-


world-in-30-days/
Lesson #3: Lesson #3: Emily Carr: Lesson #3:

-I can connect my perspective to my art -Teacher will provided background of the artist Students will take part in a think-pair-share
exercise student will share with a partner their
-I can take real life and turn it into art -Students will look at the importance of Emily Carr in thoughts of Emily Carr, and select one member
the art world.
to be the spoke person for a classroom whip
-I can relate to various artist
-Students will look at examples provided by the around
teacher of Emily Carr

-There will be discussions around the how the artist


displays her work(ie colour, pictures, and design) with
a think-pair-share whip around

-Students will share their personal thoughts and


knowledge of the artist is they have any

-Students will be asked to think of a image they can


relate to and draw it in the drawing book as a rough
draft

Lesson # 4: Emily Carr Continued:


Lesson #4
-Teacher will provided background of the artist Lesson #4
-I can connect my perspective to my art
-Students will have the chance to work on their final Students will be given feed back on various
-I can take real life and turn it into art version of their art piece of Emily Carr, using pencil pieces of art work
crayons
-I can relate to various artist -The line work of the art
-Students will be reminded of whats expected of
their art and will be given an hour of time to work on -The use of various colours
their art work -The overall design of the art projects
Lesson #5:Andy Warhol:
-The students perspective of the art work
Lesson #5
-Teacher will provided background of the artist
-I can connect my perspective to my art
-Students will look at the importance of Andy Warhol
-I can relate to various artist in the art world.

-Students will look at examples provided by the


-I can take real life and turn it into art
teacher of Andy Warhol
Lesson #5:
-There will be discussions around the how the artist
displays his work(ie colour, pictures, and design) -Ticket out the door students will share either
what they have learned about Warhol and any
-Students will share their personal thoughts and thing they feel cool they have found during the
knowledge of the artist is they have any course of the lesson
-Students will create a mini sample of Warhol art in
their drawing books
Lesson #6: Lesson #6: Andy Warhol Continued: Lesson #6

-I can connect my perspective to my art -Students will pick form their favourite item and Students will be given feed back on various
Create a Warhol piece of art pieces of art work
-I can relate to various artist
-The line work of the art
-Students must be able to show they are able to
-I can take real life and turn it into art model the same approach of Warhol -The use of various colours

-The final project must contain four squares and -The overall design of the art projects
the use of different colours using the same
-The students perspective of the art work
image in all squares

Lesson #7 Picasso
Lesson #7 Lesson #7
-Teacher will provided background of the artist
I can connect my perspective to my art -Students will create their art pieces and then
-Students will look at examples provide by the
share with the classmates, and they will offer
-I can relate to various artist teacher of Picasso art work
their thoughts in a peer review format and then
-There will be discussions around the how the will hand in to the teacher to be marked
artist displays his work(ie colour, pictures, and
design)

-Students will think-pair-share of Picasso art and


what they think his message is behind his art

-Students will create a piece of art from Picasso

-The piece will be Cubism face using pastels

-Students will draw a face on a piece of paper


the two sides of the face will not be the same
Lesson #8 &9 Lesson #8 &9 World of art research: Lesson 8 &9:

- I can find and search other artist and present to -Students will pick from a list of 30 countries Students will be given feed back on various
others provided by the teacher and research a type of pieces of art work
art from that country(example country would be -The line work of the art
- I can present different countries art to the Mexico, and the art would be Day of the Dead
students of my classroom -The use of various colours
skulls) an present it to students of the
classroom so they can become more diverse in -The overall design of the art projects
- I can create art from other counties on my own
art around the world.(list is attached)
-The students perspective of the art work
-Students will be given two days of work
researching and creating of art that will be -Students when researching their country will be
presented to the class after lesson 9 able to demonstrate an understanding of the art

Lesson #10:
Lesson #10 Presentation Day:
Lesson #10: -Students who are not presenting will listen to
-Students will present what they have found on others presenting and will provided feed back to
- I can find and search other artist and present to the art from their selected country and the art fellow students using 2 stars and a wish of what
others piece they did, and explain a little about it they liked and possible changes going forward if
- I can present different countries art to the -Students will sit at their desks and listen to the they were to continue with it
students of my classroom presenters and will provided 2 stars and 1 wish
of the students work
- I can create art from other counties on my own