Standards

Comprehe
nd

Reflect

Prepared Graduate
Grade Level
Competencies
Expectations
Analyze, interpret,
Visual
and make
arts
meaning of art
communi
and design
cate the
critically using oral
human
and written
experienc
discourse
e. Works
of art
articulate
Explain,
and
demonstrate and
express
interpret a range
different
of purposes of art
points of
and design,
view.
recognizing that
the making and
study of art and
design can be
approached from a
variety of
viewpoints,
intelligences, and
perspectives

Identify, compare
and interpret work
of art derived from
historical and
cultural setting,
time periods, and
cultural contexts

Identify, compare
and justify that
the visual arts are
a way to
acknowledge,

Specific
methods
of
planning
support
the
developm
ent of
intended
meaning.
The
processes
and

Relevance to the Topic

At the beginning of each
lesson I introduced a variety
of historical and
contemporary artists along
with works that convey
different messages such as
advertisements, book covers,
and art that is sold for
aesthetic purposes. In the
lessons the students gain
understanding of different
ways to plan for creating art
through inspiration found in
creating word webs,
simplifying images, making
templates, having a preplanned sketches, viewing
photographs and viewing
historical references. Also
through comparing artworks
with similar subject matter,
how are they similar how are
they different and do they
express the same message or
meaning? Seeing connection
and hearing other responses
broadens a students
knowledge of viewing
subjects in a different point of
view.
I introduced this unit as a
picture is worth a thousand
words because it is a familiar
phrase for most students and
that personal connection to
the phrase allowed for a
discussion of what that
phrase means in general and
specifically to art. The
students were able to find
connections between art and
word usage. For example
they were able to describe
entire story just by looking at

exhibit and learn

about the diversity
of peoples,
cultures and ideas

Create

Recognize,
interpret, and
validate that the
creative process
builds on the
development of
ideas through a
process of inquiry,
discovery, and
research

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

philosoph
ies of art
and
design
inform
interpreta
tions in
works of
art.

Use
artistic
mediums
and
expressio
n to
communi
cate
personal
and
objective
points of
view

Apply an
understa
nding of
art
processes
and
creative
thinking
to plan
and
create art

the symbolism in the cover

when the cover only had one
word on it, the title. Creating
planning sheets was a huge
part of the lesson because it
allowed students to organize
their thoughts and think more
critically about each decision
they were making when
designing their artwork.
This unit is centered around
the idea of responding to
words or a series of words in
a different way. The students
are continually practicing
critical thinking skills about
planning and constructing
from a plan that will be useful
in their lifelong endeavors.
Learning how to plan and
create art from multiple
mediums allows students to
critically think about a subject
and its multiple meanings as
a personal viewpoint or from
the viewpoint of others. We
discussed in class about how
artists such as Molly Hatch is
a practicing artists and sells
her ceramic art to
anthropology to be mass
produced to sell in stores to
customers like us. We
discussed how she used
inspiration from historical
vessels to create them form
and design. The students
picked a form from a
historical vessel for their own
inspiration for their vessel
and came up with a design
that reflected them by
creating a personal symbol.
The vessels captured the
students expression of style
and interests.

Transfer

Recognize,
compare, and
affirm that the
making and study
of art and design
can be
approached from a
variety of
viewpoints,
intelligences, and
perspectives

Recognize,
interpret and
validate that the
creative process of
inquiry, discovery,
and research

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

Transfer the value

of visual arts of
visual arts to
lifelong learning
and the human
experience

Critical
thinking
in the
arts
transfers
to
multiple
lifelong
endeavor
s. Artists,
viewers,
and
patrons
assign
intended
meaning
to works
of art

In this unit the students are

transferring their knowledge
of words or a series of words
into a visual form. Through
this process the students
critically think of ways to
express words using the word
itself taking shape of a
different form the words
describes, creating a story in
an image that describes a
series of words, and creating
and image that represent
words. For example MS
wanted her symbol to be the
name of her horse, she knew
she couldnt just write the
name of her horse as the
symbol so after brainstorming
different ideas she arranged
the letters to make a
geometric abstract symbol.
She stated how she liked this
much better because know
one would know what the
symbol would represent
unless she told them. In this
unit students practiced
transferable skills that will
help them in other content
areas and life experiences
such as critical thinking,
problem solving, planning,
motor skills, and being able to
explain ideas.