Unit+Plan

Unit Title: What is Art? Grade level: Fifth Discipline: Visual Art

Teacher name(s):Randi Knizner Email address:rknizner@carmarea.org Carmichaels Area School District

Time needed to complete the unit: 18 weeks or twenty 45 minute periods
 * Title of unit:** What is Art?
 * Overview:**Have students explore art and what is not art.

A. What is art? B. What criteria do people use to determine what is art? C. Why do people have different opinions about art?
 * Big idea:** People have different criteria for determing whether or not they believe an object is art.
 * Essential question(s):**
 * Summative task:** Students will create a commercial in which thay will describe their rationale for categorizing one object as art and one as non art.

List qualities that the work has according to the time period. Avoid negatives
 * Rubric**


 * Criteria || Advanced || Proficient || Basic || Below Basic ||
 * 1. Communication of Criteria Used to define something as art || * Criteria are articulated clearly and expanded upon.
 * Criteria are adquately presented and defended using appropriate examples and expand upon them. || * Criteria are articulated clearly
 * Criteria are adequately presented and defended using appropriate examples. || * Criteria are partially identified.
 * Criteria are mostly present and defended using appropriate example. || * Criteria are hard to identify.
 * Criteria are missing and are not using appropriate examples. ||
 * 2. The relationship between the artwork and nonartwork and the students criteria. || * The artwork is an expanded representation of the criteria of the student.
 * The student expands on the chareristics of the (researched) aritist/work. || * The artwork is an accurate representation of the criteria of the student.
 * Clearly exhibits characteristics of the (researched) artist/work || * The artwork partially representation of the criteria of the student.
 * Exhibits some of the characteristics of the (researched) artist/work || * The artwork demostates a minimal representation of the criteria of the student.
 * The characeristics of the (researched) artist/work is minimal because there are few samples and the ones present are trivial. ||

R5.A.1.1 Identify and interpret the meaning of vocabulary || (1)Students will read information given to them reguarding the cultures they will discuss in the webinar. || (1) students will create a list of key vocabulary words from each of the cultures they read about. || (1b) Students will dialogue with the teacher and webinar throughout the presentation. (1c) Students will create a list of critera that others may use to judge art work. || R5.A1.4 Identify and explain main ideas and relevant details || (1)Students will know pertinent questions to ask during the webinar. || (1)Students will dialogue with the teacher and webinar throughout the presentation || (2) Students will understand how their choices will effect how their art work is viewed. || (1) Students will create two products, one that they call "art" and one that they would not call "art". (2)Students will defend their reasoning for labels in a class discussion/debate. ||
 * ~ The Alignment ||~  ||~   ||
 * ===Standard=== || ===Content Indicator=== || ===Process Indicator=== ||
 * 1.1.5.F Identify, understand the meaning of and use correctly key vocabulary from various subject areas.
 * 9.2.5.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts. || (1)Know that history and culture influence the critera by which people judge art work. || (1a)Students will view/participate in a webinar with at least one museums. Introducing art work from different cultures.
 * 1.6.5.A Listen to others
 * Ask pertinent questions.
 * Distinguish relevant information, ideas and opinions from those that are irrelevant.
 * Take notes when prompted.
 * 9.3.5.B Describe works in the arts comparing similar and contrasting characteristics. || (1) Students will know how one artist style differs from another artists style. || (1)Using a Venn Diagram, students will analyze different artists work with similar and different characteristics. ||
 * 9.4.5.D Explain Choices made regarding media, technique, form, subject matter and themes that communicate the artist's philosophy within a work in the arts and humanities. || (1) Students will understand that media, technique, form, subject matter, and themes in art workare means through which artist can communicate.

Teacher materials needed: LCD Projector, Blank DVDs to burn, computer

Student materials needed: computer, Flip camera, internet access, random materials to create art and non art projects.

Unit vocabulary: Art Critera Unit warm-up: Look at different art work and discuss critera for art. Assessing Prior Knowledge: Discuss with students what they know or think they know about art.
 * Accommodations:**
 * Accommodations for ESL students:** Informative material in first lauguage either though the internet or written material. Have support from the IU1 ESL teacher.
 * Accommodations for ADD/ADHD students:** Students will have more support from the art teacher and the special education support staff. Students will be placed closer to the teacher for less distractions, which will be identified in the begining or the school year with assigned seats.
 * Accommodations for LS students:** Students will be given reading materal on their level. Assistance will be given by the teacher or support staff with reading material above the students level. Students will be placed closer to the teacher for less distractions, which will be identified in the begining or the school year with assigned seats.
 * Enrichment for gifted learners:** Have students explore the concepts of art for two different cultures and compare them.

Topic: Key Vocabulary Art Words use to set criteria for art work. Google art criteria Instruction: Using books and computer students will research different art key words used to set criteria for art work for a choose a time period that personally inspiring them. Students will give the teacher a list of criteria they are interested in. A mastery list will be created for all students to have. This list will allow all students to have a more productive search and meet accommodations for ADD/ADHD and LS students .List of student friendly web sights see: [] Approved websites for students current project: [|http://www.kidsclick.org/cgi-bin/searchkids.pl?] []: [] http://americanart.si.edu/index3.cfm http://www.philamuseum.org/ Formative assessment: Students will have written statements of what the different art vocaburary words they can use to set a criteria in art.
 * Lesson 1**

Topic: Key Artists of chosen time period Instruction: Using books and computer students will research different key artists from the time period they chose in lesson 1. Use the Artist and time period they chose to set the critera for defining what is art to them. Example; Andy Warhol, George Seurat, Pablo Picasso, Marcel Duchamp, Henri Matisse, or artist of choice. Students and teacher will create a list of artists they are interested in. A mastery list will be created for all students to have. This list will allow all students to have a more productive search and meet accommodations for ADD/ADHD and LS students. List of student friendly web sights see: [] Approved websites for students current project: [|http://www.kidsclick.org/cgi-bin/searchkids.pl?] []: [] http://americanart.si.edu/index3.cfm http://www.philamuseum.org/ Formative assessment: Students will have written statements/images of the artist they have chosen and how that artist is used to set a criteria in art. Using a Venn Diagram students and teacher list and compare the different artists and time periods they chose to set their criteria for art and non art.
 * Lesson 2**

Topic: Distant Learning webinar with Phila. Museum of Art Instruction: Students will participate in a long distance webinar with the Phila. Museum of Art to view to different cultures art work. They will discuss the key criteria the other culture uses to define art. Culture T.B.A at a later date. Students already have assigned seats that will meet their IEP during the distant learning webinar. Formative assessment: Students will converse with the teacher and the long distance learning instructor thought out the webinar regarding the culture and art criteria.
 * Lesson 3**

Topic: Create a project the student will call art. Instruction: Students will create a project of their choice/using media of their choice and call it art. Review quality of art as infulence by the artist/culture researched from the master list in lessons one and two. Formative assessment: Students will have their created art and be able to defend it verbally accourding to their criteria of art.
 * Lesson 4**

Topic: Create a project the student will call nonart according to their research and their opinion of what art is. Instruction: Students will create a project of their choice/using media of their choice as nonart. Their idea on non art will be based on the research they did in lessons one and two. Formative assessment: Students will have their created nonart and be able to defend it verbally accourding to their criteria of art and non art.
 * Lesson 5**

Topic: Create a Commercial to promote the students art or nonart work. Instruction: Students will Create a Commercial using the vado in which they will describe their rationale for catorgorizing on object as art and one object as not art. The students will transfer their commercial from the vado to a DVD. Students will be placed into small working groups. Groups will be assigned by the teacher to create groups that are technology equal and accomidate students with IEP needs Formative assessment: Students will have a completed commercial on a burned DVD.
 * Lesson 6**