Documente Academic
Documente Profesional
Documente Cultură
Unit title
MYP Year
Grade 9, Grade 10
Related concept(s)
Arts: Visual arts
Expression
Global context
Representation
Culture
Statement of inquiry
By changing different aspects of replicable art, an artist can express different aspects of their culture and self.
Inquiry questions
What makes art one of a kind?
Conceptual What are the best ways of expressing
oneself?
How can replicable art be varied?
Conceptual How do different cultures value art?
Factual What's the process of creating replicable
Conceptual Do my creations represent the culture
art?
that I'm a part of?
Factual How do linoleum carvings differ from
other artistic mediums?
Factual Who are famous artists who are known for
replicable art?
Factual
Factual
Objectives
Summative assessment
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Task
January
5
Monday
9:00 AM
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Task
January
12
Monday
9:00 AM
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Exhibit
January
12
Monday
9:00 AM
Communication
I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Interpret and use effectively modes of non-verbal
communication
Learning Experiences
Students will take part in many mini-critiques where
they will be giving each other feedback on their
progress and information on how well the emphasis is
being portrayed, and will also communicate through a
final critique, both verbally and through writing.
What I am more concerned about here, is their
understanding of art as a communication tool. This is
the part that I have up until now had trouble helping
students make connections with. Students should be
using the print to communicate an idea, and they
should use the variation of printing to help change
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Research
X. Transfer skills
Utilizing skills and knowledge in multiple contexts
Apply skills and knowledge in unfamiliar situations
Thinking
Learning Experiences
Students will have a few weekly homework
assignments that will support the work they are doing
in class. They will have Developmental Workbook
assignments as well as digital sketchbook
assignments. The developmental workbook
assignments are as follows:
1. Students research a culture they are unfamiliar
with and come up with three sketches of symbols,
objects, images, etc, that represent aspects of that
culture that are interesting to the student. They will
also include the source and explanation of the image
and its significance.
2. On the upper half of your next clean DW page,
make a detailed drawing of an object that has an
irregular or otherwise interesting shape (think a used
work glove, a houseplant, seashell, etc.) Then, reflect
the drawing on the bottom half of the paper so that
you have a mirror image. This should take at least
thirty minutes. For an extra challenge, like the
example shown here, you can try and find a way to
see it as a recognizable image. Add in details. In
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Learning process
Learning Experiences
Students will have both Developmental Workbook drawing assignments as well as a digital sketchbook
assignment each week. The digital sketchbook asks students to respond to a piece of art and develop skills
surrounding talking about art.
Additionally, students will have a Bell Ringer each day, some of which are drawing assignments which will
develop specific skills and some of them are responses to artists. Specifically in this unit, we will look at print
and paper art from the following artists: Martin Puryear, Kiki Smith, Picasso, Matisse, John Holmes, MC Esher,
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core-arts-standards-anchor-standards#responding
nchor
Standard #11. Relate artistic ideas and works with
societal, cultural and historical context to deepen
understanding. - See more at:
http://www.nationalartsstandards.org/content/nationalcore-arts-standards-anchor-standards#responding
Standards:
Writing
Research to Build and Present Knowledge
Durer, Batriz Corone, Jean Gumpper and Stanley Donwood. If we extend this project, I would like students to
see how this can relate to pop art with Warhal, Banksy (using templates and alphabets.)
Students will learn the vocabulary of the unit both for the art concepts ( Emphasis, Focal Point, Subordination,
Positive and Negative Space) and Print- specific vocabulary ( Printmaking, linoleum block, ink, lino cutter, brayer,
registration, relief, intaglio, etc.)
Students will learn that emphasis can be created in many ways, but specifically through value, size, color and
composition. They will practice identifying these kinds of emphasis and choose one for a drawing before they
start with the printmaking aspect of the unit.
As printmaking is introduced, students will watch a few videos of artists in action and interviews talking about
the process of printmaking. They will also spend a day making small stamps with either a shape or a letter.
They will learn and practice creating type so that it reads correctly when printed. They will try both additive and
reductive forms and print them. We will be making small books so that students can see each other's work.
This is a different form of artist trading cards that allows students to have some experience and a reference of
several different techniques and variations of small stamps. This also serves as a practice for students so that
they can have some experience with the tools and the materials before they start their actual project.
Students will have a few days to work on their cutouts. They will be documenting their process to see the
growth and development of their linoleum block throughout the unit. They will participate in a mid-unit critique
in order to get When they are finished cutting,
Teaching strategies
This unit can be differentiated in a few ways. For the Vocabluary quiz, I will modify and give more examples to
students with special needs who require those accommodations. I will also give one-on-one guidance to some
students to focus on simplistic images that can still be quite powerful and communicative. Students can also
choose more simplistic compositions if they are drawn, as there is a lot of choice in their composition. They
can, for instance, choose to work with a joker or an Ace of any suit, which would be more appropriate for some
students of lower skill levels. For students who are ready for more of a challenge, I am encouraging them to
think through what they can really tell about a culture through the image. I am also going to encourage those
student to overlap images. While they will play with this idea in class, they can also create another image on the
back of their linoleum block to print as an overlapping image which would give more depth to their final project.
Students will learn the vocabulary explicitly and will have references in their DW's. I also post the vocabulary
clearly with a visual component so that students can easily reference them. Additionally, we will be using the
words regularly throughout the unit, as students will need to refer to the correct materials. Students will have a
vocabulary quiz which will allow me to understand how well they understand the concepts. If I find that they do
not understand, we will immediately address. The vocabulary is imperative as it allows students to articulate
their ideas and thoughts and also prepares students to better understand deeper concepts later on in their art
careers.
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Task
December
Emphasis Exercise
Students learned four ways to create emphasis in a piece: size, color, composition and value.
They then take out an object and use one of the four ways to create value in their own piece.
Thursday
9:00 AM
Task
December
Emphasis Exercise
Students learned four ways to create emphasis in a piece: size, color, composition and value.
They then take out an object and use one of the four ways to create value in their own piece.
Thursday
9:00 AM
Task
December
5
Friday
9:00 AM
Task
December
9
Tuesday
9:00 AM
Task
December
15
Monday
9:00 AM
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Task
December
16
Tuesday
9:00 AM
Task
December
17
Wednesday
Overlapping images.
Students will try overlapping their plate with some else's, in different orders and in different
colors to see how the process might change the overall effect of the image. They will try
different combinations and will look at work of other artists who depend on these kinds of
processes. Students who are ready to be pushed can use the other side of their block to
design their own background. We will also look at the idea of reductive prints. Again, I will
make adjustments as necessary as students begin working and printing.
Stenciling
Students will learn various ways to use stencils to show emphasis using the printing method
(as opposed to working with mixed media after the print. Students will turn in at least two
prints with stencils used. Again, I will demonstrate this, and students will use the time to
create their stencil and print.
9:00 AM
Task
December
18
Thursday
Mixed Media
Students will learn various ways to put their print in another context by using mixed media.
They can draw on top of it, use pastels, watercolor, acrylic paint, collage, sewing, or other
medias. We will talk about how adding these details can change the interpretation someone
might have of a piece of art.
9:00 AM
Describe how you will differentiate teaching & learning for this unit?
For students who are ready to be challenged further, I will ask them to make another overlapping image to
include in the background. We will look at a few artists who do overlapping images, and talk about how the
addition of another plate (the back of their original) can help improve their image or composition. This will push
them to think further about the intersection of images and how that might lead to a different idea.
For all students, which may benefit some more than others, I have them draw the image before they start
carving. This helps them plan out both in their DW and on their plate, what the image will look like backwards,
and ensure that they do not cut it in a way that will be unfixable. They will play more with their composition
before they actually get started on their plates.
Also, I find it useful to require students to use a black marker to help visualize the positive and negative space
for a relief print. Not only are they outlining where they want their lines to go, but they will also be shading the
areas that are being cut out, so that they can see what will be white and what will be black. Students run into
problems if they want two areas that are adjacent to be the same value. They will problem solve with these
issues then, before they actually start carving into their blocks.
We also started working with linoleum not with a large plate, but with a small 2x2 square which students carved
out a letter in both the positive and negative forms. This helped students understand how to use the materials
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before they actually started on a bigger plate. It also gave them something structured to work with, so that they
were able to focus more on the technique and and less on the conceptual aspect.
Learner Profile
Inquirers: Students need to think about other ways to vary images using what they have already learned this year and other ways that they could potentially change an
image in order to change the meaning or interpretation.
Resources
Journal:
https://prezi.com/g_c5kx9igapw/linoleum-block-printing/
http://www.pinterest.com/melmiller7/unit-3/
https://docs.google.com/a/cps.edu/presentation/d/1H6npIaQcrJWSk6TubPxdeEWsDIvgyWG55tnHow-f2kw/edit?usp=sharing
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
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