Kayla Sanueis

Cuiiiculum Summaiy

Elementaiy Cuiiiculum:
This cuiiiculum inteiielates ait with science. The oveiall theme of this cuiiiculum is anatomy. The fiist unit is wiitten foi
kinueigaiten. In this unit stuuents leain how uiffeient foims anu elements contiibute to the meaning anu moou of animation
anu ait, by using clips fiom the movie "Spiiit: Stallion of the Cimaiion" anu the aitist }illian Biggins. Stuuents will cieate a
mythological cieatuie with theii paients anu cieate it's own anatomical stiuctuie. The seconu unit is wiitten foi thiiu giaue
anu inteiielates ait with cultuiehistoiy, as well as anatomy. The main focus of this unit is the Bay of the Beau. Stuuents will
look at uiffeient iepiesentations of skulls anu cieate theii own Sugai Skull by "painting" with yain. The final unit is wiitten foi
fifth giaue anu focuses on uiffeient iepiesentations of hanus. Stuuents will cieate a wiie sculptuie of a hanu oi hanus baseu off
of a blinu-contoui uiawing.

Seconuaiy Cuiiiculum:
This cuiiiculum is wiitten foi a tenth giaue uigital meuia anu photogiaphy class. The main focuses of this cuiiiculum ievolve
aiounu the use of film photogiaphy anu the auobe softwaie. The fiist unit ielates to the elementaiy theme of anatomy. In this
unit stuuents will cieate postei Photoshop that illustiates the piocesses they took to complete the assignment. The postei will
be compiiseu of a seiies of uiawing they uiu of a bouy pait they uiew fiom a hat. The seconu unit intiouuces the uaikioom
anu outlines the basics of film photogiaphy. Stuuents will look at photogiams anu uevelop theii own film anu photogiaphs.
The thiiu unit is about iuentity of the aitist. Stuuents will look at the aitist Sheiin Neshat anu evaluate how a peison's
expeiiences influence theii woik. Stuuents will cieate a self-poitiait in Illustiatoi using theii own aitist statement.












MATERIALS AND SUPPLIES
Elementary
Youtube
Smartboard
Paper
Pencils
How-to-Draw books
Fabric
Patterned paper
Construction paper
Transparency sheet
Markers
Skull Model
Anatomy books
Sugar Skulls
Day of the Dead Artifacts
Yarn
White Paper
White Glue
Cotton Swabs
Rosita y Conchita: a Rhyming Storybook in English
and Spanish
Wire
Wood
Wire-Cutters
Needle-nose pliers
Secondary
Hat
Sketch paper
Anatomy books
Assorted drawing materials
Scanner
Printer that prints 11x17
Photoshop
High quality printer paper
Matte Board
Developing Chemicals
Light sensitive paper
Darkroom
Enlargers
Film
Film cameras
Sketch books
Illustrator
Computers
Smart board
Xacto blades
Foam core
Box cutter
Ink
Rulers
Flash Drives/Google Drive
Digital Camera

GLOSSARY
Abstraction: Refers to depicting a being, place or thing in a simplified, generalized manner, such as using a circle to represent the sun.
Anatomical: Of or relating to bodily structure.
Anatomy: The branch of science concerned with the bodily structure of humans, animals, and other living organisms, especially
Animation: The technique of photographing successive drawings or positions as revealed by dissection and the separation of parts. of puppets or models to create an
illusion of movement when the movie is shown as a sequence.
Aperture: Space through which light passes in an optical or photographic instrument, especially the variable opening by which light enters a camera.
Blind-Contour Drawing: Is a method of drawing widely used by art teachers, where an artist draws the contour of a subject without looking at the paper.
Brand: Encompasses the logo and the full visual position created by a strong brand identity. But it also includes many other areas that are not part of the strict design side
of a business. These may include your content, messaging and story telling. Customer service and the client experience also a part of a brand. The idea of a reputation is a
critical part of defining the word brand. Some people summarize this into the very abstract idea of a promise.
Brand Identity: The larger, distinct visual look that is associated with a company.
Concept Boarding: A way of brain storming where you compile images and words for a particular idea/project.
Day of the Dead/Dia De Los Muertos: an annual celebration to honor the spirits of the dead, observed in Mexico and other Latin American countries on November 1 and
2, concurrently with All Saints' Day and All Souls' Day.
Deconstruction: Is characterized by fragmentation, an interest in manipulating a structure's surface, skin, non-rectilinear shapes which appear to distort and dislocate
elements of architecture.
Enlarger: An apparatus for enlarging or reducing negatives or positives.
Film: a thin flexible strip of plastic or other material coated with light-sensitive emulsion for exposure in a camera, used to produce photographs or motion pictures.
Font Family: A set of fonts all with the same typeface, but with different sizes, weights and slants.
Gestural Abstraction: emphasizes the process of making art, often through a variety of techniques that include dripping, dabbing, smearing, and even flinging paint on to
the surface of the canvas.
Lens: a piece of transparent substance, usually glass, having two opposite surfaces either both curved or one curved and one plane, used in an optical device in changing
the convergence of light rays, as for magnification, or in correcting defects of vision.
Light Meter: An instrument for measuring the intensity of light in a certain place or upon a certain object, having an adjustable scale for determining the optimum relations
of shutter speeds and stops at each intensity.
Logo: the graphic symbol that represents a person, company or organization.
Negative Space: Empty space, space around an object or form; also called white space.
Opacity: The denseness of color; the state of being opaque
Pen Tool: pen tool is frequently used in the creation of smooth-edged selections, but is not a type of selection tool. The Pen Tool creates vector paths that can be converted
into selections that in turn can be used to extract or mask groups of pixels.
Photogram: A silhouette photograph made by placing an object directly on sensitized paper and exposing it to light.
Photomontage: A combination of several photographs joined together for artistic effect or to show more of the subject than can be shown in a single photograph.
Positive Space: Is the area or space on a painting in which is occupied by the subject. An example of a positive space may be a dog in a still life painting.
Propaganda: Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.
Safety Light: Defined as the illumination that does not cause a significant visual change in the material during use.
Shutter Speed: Is the unit of measurement which determines how long shutter remains open as the picture is taken.
Skeletal System: The framework of the body, consisting of bones and other connective tissues, which protects and supports the body tissues and internal organs.
Skull: The bony framework of the head, enclosing the brain and supporting the face; the skeleton of the head.
Social Documentary Photography: is the recording of humans in their natural condition with a camera. Often it also refers to a socially critical genre of photography
dedicated to showing the life of underprivileged or disadvantaged people.
Storyboarding: The process of drawing a sequence of drawings, typically with some directions and dialogue, representing the shots planned for a movie or television
production.
Structure Drawing: A form of drawing based off of drawing basic shapes that compose an object/person.
Sugar Skull: These decorative skulls have the name of the deceased on the forehead and are decorated with stripes, dots and swirls of icing to enhance the features of the
skulls. These designs are usually whimsical and brightly colored, not morbid or scary. Feathers, beads or colored foils are "glued" on with the icing to create highly ornate
skulls.
Type Tool: Tool used to add text in design programs


REFRENCES:
Adobe Illustrator Tutorials for Basics and Tools. (n.d.). Retrieved from http://graphicssoft.about.com/od/illustratortutorialsbasic/
Barcsay, Jen!. Anatomy for the Artist: Drawings and Text. [S.l.]: Metro, 2001. Print. "Dia De Los Muertos - DAY OF THE DEAD - AMERICA'S NEWEST HOLIDAY." History of
Day of the Dead & the Mexican Sugar Skull Tradition. N.p., n.d. Web. <http://www.mexicansugarskull.com/support/dodhistory.html>.
BRANDED - Official Trailer #2. (2012, July 13). Retrieved from https://www.youtube.com/watch?v=SKUTs3w9LEk
CGI Student Academy Award Gold Medal Winner Short Film HD: "Dia De Los Muertos" from Whoo Kazoo. (2013, August 15). Retrieved from
https://www.youtube.com/watch?v=jCQnUuq-TEE
Da Vinci's Letter to the Duke of Milan. (n.d.). Retrieved from http://www.yuricareport.com/Institute/DaVinciLetter.html
Goldfinger, Eliot. Animal Anatomy for Artists: The Elements of Form. Oxford: Oxford UP, 2004. Print.
Gonzalez, E., & Haeger, E. (2010). Rosita y Conchita: A rhyming storybook in English & Spanish. California: Muertoons.
Heart Touching Sad Beat - Victims of War - [Movie Soundtrack Type] - FREE Instrumental 2014. (2013, April 16). Retrieved from
http://www.youtube.com/watch?v=MQPBNyD2QtII
Hogarth, Burne, and Connie Buckley. Drawing Dynamic Hands: [structure, Proportions, Anatomy, Movement, Foreshortening, Inventions, Functions, Gesture, Occupations,
Aging]. New York: Watson-Guptill Publications, 1988. Print.
How to use Adobe Illustrator - Illustrator tools. (n.d.). Retrieved from http://www.hypergurl.com/blog/illustrator/illustrator-tools.html
Howard Gardner, multiple intelligences and education. (n.d.). Retrieved from http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/#multiple_intelligences
"Non Verbal Communication and Use of Body Language Expression." Non Verbal Communication and Use of Body Language Expression. N.p., n.d. Web.
<http://www.slideshare.net/deepakagarwal7/non-verbal-communication-and-use-of-body-language-presentation>.
NWSA-2D Art: Elements and Principles of Design. (n.d.). Retrieved from http://nwsa-2dart.blogspot.com/2012/08/elements-and-principles-of-design.html
Selfie Love Virtual Self Portrait Workshop. (2014, March 24). Retrieved from https://www.youtube.com/watch?v=WHb0DJr1EQs
Shirin Neshat. (n.d.). Retrieved from http://www.ted.com/speakers/shirin_neshat
Smith, Penny, and Zahavit Shalev. First Human Body Encyclopedia. New York: DK Pub., 2004. Print.
Spirit get off of my back. (2009, June 27). Retrieved from https://www.youtube.com/watch?v=KJe30WorFvI
Stampler, L. (2012, July 19). LOGO QUIZ: Can You Identify These Brands When Their Names Are Stripped Out? Retrieved from http://www.businessinsider.com/logo-quiz-
can-you-identify-these-brands-when-their-names-are-stripped-out-2012-7?op=1
THE TOOLS. (n.d.). Retrieved from http://school.tatoland.com/illustrator/aitools.html
The word as a weapon | AMOR MARSE. (n.d.). Retrieved from http://interartive.org/2014/02/shirin-neshat/
Upbeat Ukulele Background Music - Sunny Side Up by Alumo. (2012, December 29). Retrieved from http://www.youtube.com/watch?v=nRy0W3jpk7Q
Wheeler, A. (n.d.). Designing brand identity: An essential guide for the whole branding team.
Wire Sculpture Tools & Techniques:. (n.d.). Retrieved from http://www.wire2craft.com/resource.html
Women in Mourning. (n.d.). Retrieved from http://womenmourning.blogspot.com/2011/05/speechless-shirin-neshat-1996.html
You Can't Take Me - spirit. (2010, January 22). Retrieved from http://www.youtube.com/watch?v=m0dnWnXPye4









Kayla Sanders
Theme: Anatomy


Goals and Standards
As a result of their schooling,
students will be able to:


Kindergarten Primary
(3)

Intermediate
(5)

Goal 25
Learning
Objective:

Analyze how different movements
affect mood being portrayed.
Analyze the mood portrayed in Sugar
Skulls using the elements and principles of
art
Evaluate the mood of an unknown
work of art giving at least 5 reasons
why.
Standard
A
Learning
Activity:

Discuss how different movements
alter the mood in scenes from
Spirit.
Study the characteristics and elements of
Sugar Skull and create outline of a skull.
Show different ways hands are
expressed in art. Small group
discussion.


Assessment
Procedure:

(Teacher Observation) Checklist of
Student Participation
(Student Essay) ! Page analysis of the
expressive qualities of Sugar Skulls.
(Teacher Observation) Checklist of
Student Participation

Goal 25
Learning
Objective:
Determine ways music impacts and
alters a visual scene.
Identify how music, move-ment, dance,
and visual art express the Day of the Dead
Identify elements and principles of art
and symbol.
Standard
B
Learning
Activity:

Match one scene from Spirit with
three different types of music and
observe the mood.
Identify how the mood is expressed in the
short film Dia De Los Muertos.
Introduce to the artist Gavin Worth.
Discuss how elem-ents and principles
combine.

Assessment
Procedure:

(Teacher Observation) Checklist of
Student Participation.
(Teacher Observation) Checklist of
Student Participation.
(Class Discussion) Checklist of
Student Participation.

Goal 26
Learning
Objective:

Identify types of prcedures used by
animators and artists to prepare for
drawings.
Identify the correct order of the steps for
creating yarn art from 1-5.
Identify the correct way to use tools
and two techniques for each.
Standard
A
Learning
Activity:

Experiment with storyboards,
concept boards, structure drawing.
Demo and practice yarn art techniques,
focusing on the order of steps
Demo and practice using tools and
techniques for sculpting wire.

Assessment
Procedure:

(Teacher Observation) Checklist:
understand structure drawing.
(Teacher Observation)
Checklist:understand the correct way to
create yarn art.
(Teacher Observation) Are students
able to correctly use tools for
sculpting wire.

Goal 26
Learning
Objective:

Create a collage of a mythological
creature and its bone structure.
Create a Sugar Skull, decorated with
patterns of colored yarn.
Create a wire sculpture based on
blind-contour drawings and Gavin
Worth.
Standard Learning Teacher will provide examples of Teacher will help students decorate their Students are required to make a wire
B
Activity:

bone structures and help with
collages.
skull based on the Day of the Dead. sculpture inspired by Gavin Worth.

Assessment
Procedure:

(Teacher Observation) Checklist of
Student Participation.
(Judgment of Student Work) Teacher will
make sure all requirements are met.
(Judgment of Student Work) Teacher
will make sure all requirements are
met.

Goal 27
Learning
Objective:
Debate whether Higgins
anatomical models can be
considered art or not.
Analyze the central meaning of the Day of
the Dead and give 3 ways it is celebrated.
Identify how hands have been used to
cause an impact in advertisements.

Standard
Learning
Activity:

Teacher will introduce Gillian
Higgins and bone structure.
Discuss customs, meaning, and
celebrations of the Day of the Dead.
View and discuss advertisements that
use hands to convey a message.
























Description for Addressing Families, Communities, Technology Teams and Connections to Other Learning Areas


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Kindergarten (Early Elementary Benchmarks), National K-4 Achievement Standards
As a result of their schooling, students will be able to:
Goal 25: Know the language of the arts.
Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts.
Benchmark 25.A.2d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities
of mood, emotion and pictorial representation.
Learning Objective: As a class students will take turns orally analyzing how differences in movements effect the mood being portrayed, giving at least
three supporting reasons why. (K.-4)1B,AC,(C4)
Learning Activity: As a class show the "Clips Get Off My Back" (http://www.youtube.com/watch? v=KJe30WorFvl) and "You Can't Take Me"
(http://www.youtube.com/watch?v=mOdnWn.XPye4) from the movie Spirit: Stallion of the Cimarron. Discuss show the contrasting movements of
Spirit (the yellow and black stallion) portray different moods.
Assessment: (Teacher Observations) checklist: students will take turns orally identifying how mood is affected by movement with at least one
supporting reason why.
Learning Standard B. Understand the similarities, distinctions and connections in and among the arts.
Benchmark 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).
Learning Objective: In small groups students will orally determine at least three ways music impacts and alters a visual scene. (K.-4) 6a, AC, (C2)
Learning Activity: Show the class the "Spirit Soundtrack- 10 Train Escape" scene without the sound. When the soundless video is finished, divide the
class into small groups (3-5 kids each). Once divided into groups play "happy" soundtrack music (example: Upbeat Ukulele Background Music
http://www.youtube.com/watch? v=nRyOW3jpk7Q) with the silenced scene. After the scene is finished with new song give the students time to
communicate about this new combination. Repeat with real soundtrack music from the video Gust tum on the volume for the video), then repeat again
with sad instrumental music (example: Heart Touching Sad Beat- Victims o f War Soundtrack http://www.youtube.com/watch?v=MQPBNyD2Qtll).
After each combination come back together as a class and determine what song best fits the visual elements of the scene.
Assessment: (Teacher Observation) checklist of student participation: Did they provide examples of the different impacts music has on the scene? Did
they correctly identify the right soundtrack for the scene? Did they provide at least three examples for their assumption?
Goal26. Through creating and performing, understand how works of art are produced.
Learning Standard A. Understand processes, traditional tools and modern technologies used in the arts.
Benchmark 26.A.le Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
Learning Objective: Students will be able to orally identify at least one procedure animators and artists use to prepare a final composition of an animal
or figure. (K.-4) lc, AC, (Cl)
Learning Activity: Teacher will introduce the concept of storyboarding, structure drawing, and concept boarding. Students will have the opportunity to
practice drawing animals using structural drawing. Find easy how-to drawing books where you draw by starting with shapes.




























3
rd
Grade (Early Elementary Benchmarks), National K-4 Achievement Standards

As a result of their schooling, students will be able to:

Goal 25: Know the language of the arts.

Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

Benchmark 25.A.1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities
of mood, emotion and pictorial representation.

Learning Objective: In writing students will analyze the mood portrayed in Sugar Skulls using tow elements and two principles to support their
analysis. (K-4) 1b, AC, (C4)

Learning Activity: This benchmark works best when introduced after Benchmark 25.B.1. Introduce students to the skull (anatomical models or
diagrams of skulls tend to be less disturbing). Explain that the skull in continuation of the bone structure that they learned about in Kindergarten. The
skull protects the most important organ the brain. Transition into the idea of Sugar Skulls - Sugar Skulls represents a departed spirit. Identify different
elements of a sugar skull: the patterns, repetition, and different shape and line qualities. Have students talk about what type of mood and emotion they
portray. * You can compile different ways skulls are represented, so students can see that they have options for how they depict their skull in the final
project. Assign parent involved homework Students should work with parents to create an outline of a skull, complete with eyes, nose, and jaw.

Assessment: (Student Essay) Students will write a short ! page analysis about the expressive qualities of sugar skulls.


Learning Standard B. Understand the similarities, distinctions and connections in and among the arts.

Benchmark 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).

Learning Objective: Orally identify how music, movement, dance, and visual art can express the same characteristics or expressions of the Day of the
Dead, giving at least three supporting reasons. (K-4) 6b, AC, (C2) Orally debate if the customs of the Day of the Dead celebrations can be considered a
work of art, giving at least two supporting reasons why, (K-4) 5a, PH, (C6)

Learning Activity: Introduce this benchmark after you introduce Benchmark 27.A.1d. Show the class the video CGI Student Academy Award Gold
Medal Winner Short Film HD, Dia De Los Muertos. (https:www,youtube.comwatch.v=jCQn0uq-TEE). Have students identify how mood is
expressed through color, movements of the dance, how a story is told without words, as well as how the music influences the overall mood of the video.
Talk about video making as an art fork, as well as music dance, and costume design.

Assessment: (Teacher Observation) Checklist: Teacher will keep track of student participation in class discussions.


Goal 26. Through creating and performing, understand how works of art are produced.

Learning Standard A. Understand processes, traditional tools and modern technologies used in the arts.

Benchmark 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.

Learning Objective: Identify the correct order of steps needed to create yarn art by listing the steps in order from 1-5. (K-4) 1a, AC, (C1)
Learning Activity: Demo and introduce yarn art. Have different colors of bight happy yarn. Supplies needed: white paper, white glue, cotton swabs,
scissors, and pen. Download instructions for yarn art from Instructables (http:www.instiuctables.comiuYain-Ait#step1). After the demo, have
students draw basic shapes that are commonly seen in sugar skull patterns, and then let students practice filling shapes in with yarn. Make sure students
know the order of the steps 1. Draw design. 2. Lay glue down on outline. 3. Place sting on the glued outline. 4. Spread thin layer of glue in the white
are between outlines. 5. Fill in empty space with yarn in spiral patterns.

Assessment: (Teacher Observation) Checklist: Are students successfully filling in shapes with yarn? DO they know the correct order of steps?


Learning Standard B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

Benchmark 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and
imagination.

Learning Objective: Create a sugar skull on 10x14 white foam-core using at least three colors of yarn to color patterns influences by the Mexican
holiday, the Day of the Dead. (K-4) 1c, AM, (C5)

Learning Activity: Have students decorate the skull they created with their parents with patterns influence by the Day of the Dead Sugar Skulls.
Remind students to keep the shapes of the patterns as open outlines that do not contain a ton of detail. Using knowledge from the demo in Benchmark
27.A.1e, students need to fill in their patterned skulls with yarn, using at least three colors. Display final pieces in school hallway with information on
the Day of the Dead.

Assessment: (Judgment of Student Work) Dos the skull fill the majority of the 10x14in foam-core? Is the skull decorated with patterns inspired by the
Day of the Dead Sugar Skulls? Are at least three colors of yarn used in the skull? Art the proper techniques used in regards to how the yarn is attached
to the skull?


Goal 27. Understand the role of the arts in civilizations, past and present.

Learning Standard A. Analyze how the arts function in history, society and everyday life.

Benchmark 27.A.1a Identify the distinctive roles of artists and audiences.

Learning Objective: In small groups, orally analyze the central meaning of the Day of the Dead and give three examples of how the day is celebrated.
(K-4) 4a, AH, (C5)

Learning Activity: Teach this benchmark before you teach all of the other benchmarks for this curriculum. The 3
rd
grade curriculum revolves around
the Mexican holiday the Day of the Dead. The holiday is celebrated on November 1
st
. This holiday celebrates the lives of the deceased with food, drink,
parties, and activities, In this culture death is seen as a natural part of the human experience, a continuum with birth, childhood, and growing up to be a
contributing member of society. On this day the dead also are part of the community, awakened from eternal sleep to share in the celebrations with their
loved ones. Show students different decorations, food, costumes, and activities used to celebrate the day of the Dead. Look up videos of traditional
dances. Show students decorated gravesites and alters made in memory of the dead. Read the storybook Rosita y Conchita: a Rhyming Storybook in
English and Spanish. Divide students into small groups and let them really observe and evaluate the main meaning of the Day of the Dead, as well as
three ways it is traditionally celebrated.

Assessment: (Discussion) Do students understand the meaning of the Day of the Dead? Are students able to list at least three ways the holiday is
celebrated?




















Fifth Grade (Late Elementary Benchmarks), National K-4 or 5-8 Achievement Standards


As a result of their schooling, students will be able to:

Goal 25: Know the language of the arts.

Learning Standard A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

Benchmark 25.A.2d Identify and describe the elements of 2-and 3-dimensional space, figure ground, value and form; the principles of rhythm, size,
proportion and composition; and the expressive qualities of symbol and story.

Learning Objective: In small groups students will determine the mood of a previously unseen work giving at least five reasons to support their
conclusion. (5-8) 2b, AC, (C2)

Learning Activity: Show students different ways hands are portrayed through art. Really focus on how the same subject matter can provide such a
varied gallery of emotions. Have students break up into small groups. Give each group an artistic depiction of a hand, Each group needs to evaluate the
work of art they were given, identify its mood and provide five reasons why it is based on sensory elements organizational principles and expressive
qualities of the arts. Examples of hands: http:fcu1.ueviantait.netfs4Si2uu91S648Life_ Biawing__Banu_Stuuy_by_uaitengu.jpg)
(http:kafee.files.woiupiess.com2uu91uuiawing_hanus.jpgP)
(http:fcu8.ueviantait.netfsSuf2u11S16uucuppeu_hanus_uiawing_by_ie_fuuuseu-u1bckSa.jpg)
(http:www2.newton.k12.ma.us~Caiol_0beianatomy_images2_michelangel_hanus.jpg)
(http://1.bp.blogspot.com/JRUyrc4H8AM/T75nMOHW5fI/AAAAAAAAAS4/iWX8yP6Zry0/s1600/Da%2BVinci%2Bhands.jpg)

Assessment: (Teacher Observation) Checklist: Are students able to evaluate the mood in an unknown given work of art? Are they able to support their
decision with at least five reasons? Are students participating in their small group discussion?

Learning Standard B. Understand the similarities, distinctions, and connections in and among the arts.

Benchmark 25.B.2 Understand how elements and principles combine within an art form to express ideas.

Learning Objective: Identify and describe the elements of 2 and 3-deminsional space, figure ground, form, and the principles of rhythm, proportion
and compositions, giving at least on example for each. (5-8) 6b, AC, (C1)

Learning Activity: Show different hand symbols and how the meanings may change from country to country. Examples: thumbs up in America means
everything is good or going the way it is planned, in Islamic cultures it turns into an offensive gesture; crossing figures indicates good luck, but in the
pagan symbols it means to ward off evil; stop sign (hand up palm out) means to stop in American and British colonies, but in Malaysia it means to hail
someone like a waiter. Introduce the class to the artist Gavin Worth especially his wire sculptures of hands. Focus on the aspects of 3D space and form.
Discuss how they differ from the portraits of hands seen the previous day. Also discuss with the class how the size of the sculptures and the quality of
the rhythm, size, and proportion of line affect the mood of Worths sculptures.

Assessment: (Class Discussion) Are the students able to discuss how the elements and principles of art establish meaning in Gavin Worths sculptures?

Goal 26. Through creating and performing, understand how works of art are produced.

Learning Standard A. Understand processes, traditional tools and modern technologies used in the arts.

Benchmark 26.A.2e Describe the relationships among media, tools/technology and processes.

Learning Objective: Students will be able to identify the correct way to use different tools when working with wire giving two techniques for using
each tool. (5-8) 1a, AC, (C1)

Learning Activity: Have parent-helpers come to class for the demo and the actual studio day to help students with wire. Introduce students and parents
to creating wire sculpture like Gavin Worth. Demo how each tool is used, as well as what each tool does. Then go over different techniques that can be
used while making their wire sculpture. Use this website, http:www.wiie2ciaft.comiesouice.html, in order to find a guide to different tools and
techniques. Give student time to experiment with each tool so that they really understand what each one can accomplish when they are working on their
final sculpture. Parents will be there to provide students help if they need it.

Assessment: (Teacher Observation) Checklist: Do students understand the proper tools and techniques used when creating wire art.

Learning Standard B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

Benchmark 26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and
constructing.

Learning Objective: Students will create a wire sculpture based on their blind-contour drawing by using proper tools and techniques, which are at least
one foot in width or height. (5-8) 1b, AM, (C5)

Learning Activity: Introduce students to blind-contour drawing. Hand out multiple pieces of white paper to each student as well as ebony pencils
with no erasers. Students will be drawing blind contour drawings of their hands in different positions. It is very important that the students never lift
their pencil once thy have started marking. Students also should not be looking at their paper. Introduce the final project. Each student is required to
transform one of their blind-contour drawings into a wire sculpture using the tools and techniques demoed in Benchmark 26.A.2e. The wire sculptures
must be at least a foot vertically or horizontally. Each sculpture should be made out of one long continuous piece of wire. When students finish their
sculpture you may need to help reinforce the lower parts in order to make sure it will support the weight of the remaining sculpture. When finished,
mount on wooden block. Have parent helpers to help keep the project running smooth. Rent out a local gallery space and display the wire sculptures in
front of the blind-contour drawing it was based on.

Assessment: (Judgment of Student Work) Is the sculpture made from one continuous piece of wire? Is the sculpture at least one foot in width or height?
Did students use proper tools and techniques?

Goal 27. Understand the role of the arts in civilizations, past and present.

Learning Standard A. Analyze how the arts function in history, society and everyday life.

Benchmark 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

Learning Objective: In writing students will analyze how hands have been used to create an impact in advertisements, giving three examples shown in
class. (5-8), AH, C4) In small groups, students will decide if adverting is a form of art, giving at least three supporting reasons why.

Learning Activity: Show class advertisements that use hand to prove a point. Talk about the message each advertisement is trying to portray. Compare
and contrast how hand in different ads can mean two different things. Examples of ads include: Protex Antibacterial Hand Sanitizer: Scissors, Paper,
Rock; Your Hands Can Be Dangerous, etc. Divide class in small groups and have them discuss whether advertisements can be considered art, giving at
least three supporting reasons why.

Assessment: (Teacher Observation) Checklist: Are students participating in class and group discussion? Do they understand how hands can mean
different things? Are they able to make a decision if advertisements are art or not, giving at least three reasons why?




















E)2.+,%A5 -/AA'2/(/&I

Grade Level 10
th
Grade Semester 20 weeks Author Kayla Sanders
Class Photography and Digital Media Group
Members
Dane, Taylor, Katie, Kayla, Lauren, Grace

UNIT 1: 4 weeks UNIT 2: 4 weeks UNIT 3: 7 weeks UNIT 4: 5 weeks
Title Abstracted Process Intro to the Darkroom Unique Perception Art for Change
Theme Anatomy Black and White Film Photography Self-Identity Social Documentary
Descriptio
n
This unit will consist of research into
anatomy, studying of different
representations of the body,
abstraction, process, experimentation
with materials, observation, and a
photomontage in Photoshop.
Process Poster
Have students look at different ways
the body is depicted (art, medical,
science). Students will draw parts of
the human body from a hat, the part
that they pick will be the subject of
their poster. For the first day students
should draw 30
drawings/sketches/depictions of their
body part. After a critique students will
draw 50 more drawings of the body
part, following will be a small group
critique over their collection of images.
Students will then have to draw
another 20 drawings of the body part
they choose. While drawing think of
these questions: Whats its function?
How does it look? What parts make
up your body part? What anatomical
parts come together to build your
body part? This process is meant to
focus on different ways of depicting
body parts and showing the essence
of that body part.) Using group critique
This unit will cover an intro into film
photography. Students will learn how
to use film cameras, shutter speed,
lens aperture, film, light meter, day vs.
night photography, as well as how to
develop film and photos.
Intro to Film and Film Cameras
Guide students on how their cameras
lens aperture, shutter speed and light
manual work. Have students fill out a
worksheet with questions about their
camera to be a cheat sheet while
shooting and developing. Using mad
hatter teaching instruction have
students draw an element and a
principle that they will have to capture
in their photographs. Students will
need to take two rolls of film worth of
pictures for practice.
Intro to Darkroom
Go over developing chemicals, light
sensitive paper, the safety light, and
enlargers. Give a demonstration of
how the enlarger creates an image on
the light sensitive paper. Have
students bring in items that light flows
through. Students will practice using
the enlarger to create at least five
photograms. After the photograms
give a tutorial on how to develop film
This unit will introduce students to the
idea of how a persons life
experiences shape and influence their
artwork.
Artists Statements and Biographies
Have students look at artists
statements and biographies. Have a
discussion on how the artists
experiences change, help, hurt, or
empowerment in their artworks.
Students will be required to type a
one-page single spaced
autobiography describing their lifes
experiences.
Intro to Illustrator and Typography
Give a tutorial of Illustrator, focusing
on the pen tool, type tool, typing on
paths, changing colors, opacity, and
layers. Talk about the classifications of
type and how different typefaces
portray different emotions.
Self-Portrait
Have students choose a typeface with
a large font family. (Sans-serif or
simple serif typefaces work best for
this project, examples include:
Helvetica, Minion Pro, and Universe.)
Students will take digital photographs
of themselves (shoulders and head)
and edit them in Photoshop by
This unit will introduce students to
social documentary photographs and
the use of photography and graphic
design to encourage change.
Social Documentary Photographs
Look at social documentary photos
from the great depression. (Dorothea
Lange, etc.) Study Roosevelts acts and
other things that were done in order to
encourage a social change. Students
will be required to take photographs (2
rolls of film) of things they encounter in
their community that they believe
require a social change. They will need
to use the sensibilities that were used
during the Great Depression and
should focus on evoking emotion in the
viewer. Students will be required to
successfully develop 5 8x10 and 1
11x17 photographs. Mount and
Critique.
Propaganda Posters
Introduce propaganda posters and how
they are used to rally a group of people.
Look at WWI and WWII propaganda
posters from all different countries and
both sides of the war. Have a
discussion on how each cultures
posters differ and how each use a
different emotion to evoke a certain
to pick out the most interesting and
intriguing drawings, students need at
least 20. Scan chosen drawings into
computer at 600 dpi. Give a tutorial of
Photoshop focusing on the magic
eraser, layers, and opacity. Using
Photoshop students will need to
create a 12x18 in poster that captures
the essence of their chosen body part
and illuminates their process.
correctly Students will need to
develop their film, let it dry, and put
them in negative sleeves. Students
will then use their properly developed
film to develop three photos that show
proper focus and exposure. Students
should mount their pieces and make a
decision on how to display their
photographs for the critique. Have a
class critique of the each students set
of photos.
increasing the contrast and making
them black and white. Using their
autobiography students will create a
self-portrait by typing on paths and
using the pen tool to build their self-
portrait out of words. Projects should
be 10x16. Final pieces should be
matted for critique.
Branding
Introduce branding and identity with
the class. Have a discussion about
popular companies and their logos,
i.e. Coke, Pepsi, Target, Wal-Mart, BP
Gas. Students will be required to
create a logo using their first and last
initials. For the final critique, logo
should be presented with a 3x3 in
color logo and 1x1in black and white
logo on 8x10 in paper and should be
mounted. Using their logo, students
will create a letterhead, business card,
and envelope for themselves.
Photography
Students will create a series of 5
(8x10) black and white film
photographs that illustrates their
everyday lives. Students will be
required to write an artists statement
for their photos. Group critique on all
parts of the self-identity unit.
social change. Students will research
an event that that is currently
happening in the world. Using their
knowledge of Illustrator or InDesign
they will be required to create a 11x14
inch propaganda poster that is either for
or against their issue.

Practice Studio Pract.
(60%)
Drawing
Experimentation
Abstraction
Deconstruction
Re-construction
Crit/Hist Study
(40%)
Students will learn
how to view an
anatomical part,
break it down, and
create a piece of
art that illustrates
its essence.
Studio Pract.
(60%)
Developing Film
Developing
Photographs
Photography
Mounting
Photograms
Crit/Hist Study
(40%)
Students will learn
the basics of film
photography and
will illustrate an
element or design
principle, by
looking at work by
Man Ray, Ansel
Studio Pract.
(60%)
Branding
Logo Design
Writing
Portraiture
Design
Photography
Crit/Hist Study
(40%)
Students will
evaluate how an
artists
experiences
influences their
artwork and create
work based off of
their own
Studio Pract. (60%)
Photography
Propaganda
Posters
Social
Documentary
Research
Crit/Hist Study
(40%)
Students will look
at how art can be
used to inspire
change and
express emotion in
regards to political
or inhumane
issues. They will
Adams and
others.
experiences. They
will provide an
artist statement for
work they produce
in this unit.
create their own
photographs and
posters to
encourage change
on a current event.

Objectives Students will be able to: Students will be able to: Students will be able to: Students will be able to:
Students will be able to use
abstraction and a variety of
materials and practices to create a
12x8 inch poster comprised of
experimental drawing.
Students will be able to use
contextual information within their
drawings to select at least 20
drawings that illustrate the
essence of their anatomical part.
Students will be able to use the
enlarger in order to observe and
experiment with light and shadow
by creating at least five
photograms.
Students will be able to select at
least three photographs that best
illustrate their element or principle
and are properly developed.
Students will be able to select and
properly mount three photographs
in preparation for their critique.
Students will be able to recognize
and describe their personal
aesthetic by writing a one-page
single space artist statement.
Students will be able to describe
how an artists experiences
influence their artwork by reading a
short background of the artist and
evaluating the meaning behind
their artwork and supporting their
evaluation with at least three
supporting reasons.
Students will be able to verbally
describe the ethical implications of
social documentary photographs
from the great depression by giving
three supporting reasons whether
they are ethical or unethical.
Students will be able to create a
series of one 11x17 and five 8x10
black and white photographs that
make a connection and evoke
emotion in response to a social,
cultural, or historical problem.
Students will be able to use the
concepts and implications of
historical propaganda in order to
create a 11x14 inch propaganda
poster for a current contemporary
issue or event.
Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D 2D 3D 4D
Frames Cultur
al
Subj. Struct. PMod
Cultura
l
Subj. Struct. PMod
Cultur
al
Subj. Struct. PMod
Cultur
al
Subj. Struct. PMod
Conceptua
l
Framewor
k
Artwor
k
Artist Aud. World
Artwor
k
Artist Aud. World
Artwo
rk
Artist Aud. World
Artwor
k
Artist Aud. World
Key
Artists
1. Roni Horn
2. Pablo Picasso
3. Salvador Dali
4. Andy Warhol
5. Albrecht Durer
6. Alberto Giacometti
7. Philip Pearstien
1. Man Ray
2. Ansel Adams
3. Henri Cartier Bresson
4. Richard Murai
5. Alec Johnson
6. Willam Joseph
7. Cole Thompson
1. Shirin Neshat
2. Stefan Sagmeister
3. Erin Winersma
4. Armin Hoffman
5. Lance Wyman
6. Bauhouse School of Art
7. David Carson
1. Dorothea Lange
2. Rennie Ellis
3. Mathew Brady and Team
4. Farm Security Administration
5. Lee Jeffries
6. Ludwig Hohlwein
7. Shepard Fairey
8. Leonardo Davinci 8. Paula Scher
9. Alberto Giocometti
10. Chuck Close
11. Duane Hanson
8. Yinka Shanibara
9. Kara Walker
10. Jacquin Casey
Key
Artworks
1. Study of Male Hands and Arms,
Albrecht Durer, c.1500
2. Study of Three Hands, Albrecht
Durer, 1490
3. Three Studies from Nature for
Adams Arms, Albrecht Durer,
1504
4. Else 10, Roni Horn, 2010
5. Else 11, Roni Horn, 2010
6. Les Demoiselles DAvignon,
Pablo Picasso, 1907
7. 4-Line Gesture Drawing,
Giacometti, c. 1930
1. Skeleton, Cole Thompson, 2006
2. Fleeting Sheep, Arshad Syed,
2014
3. Skogafoss, Iceland, Jorunn Sjofn
Gudlaugsdottir, 2013
4. Peppers, Wappingers Falls, New
York, Luis Barragan, 2012
5. Former Factory, Beacon, NY,
Tamarkin Leica
6. Ice of Fishkill Creek, Hopewell
Junction, NY, Satchel Paige 2010
1. Stacey Benson, Self-Portrait, c.
2000
2. Shirin Neshat, Speechless, 1996
3. First Things First 1994 Manifesto
4. Pushing Beauty, The Manifesto,
2010
5. Surgu, The Fixers Manifesto,
2012
6. Iva Zimcua, Unusual Moment in
Everyday Life of Montreal, 2012
7. Giacometti, Diegos Head Three
Times, 1962
8. Duane Hanson, Sunbather, 1971
1. Stan Behal, Its in Their Eyes,
1990
2. Steve Mcurry, Afghan Girl, 1983
3. Dorothea Lange, Migrant Mother,
1936
4. Nick Ut, Children Fleeing,
Vietnam, 1972
5. Timothy OSullivan, Harvest of
Death, 1866
6. Tender Touch Vancouver Riot,
2010
7. Priests in Ukraine Protests, 2014
8. J.M. Flag, Uncle Sam, I want You,
1917
9. Sheppard Fairey, Obama Hope
Poster, 2008
Key
Critical
Questions
1. What ways do the artist use to
depict the human body?
2. How is the use of line in
Giacomettis gesture drawing
similar to how it is used in Stacey
Bensons Self-Portrait?
3. How does Picasso deconstruct the
human form in Les Demoiselles
DAvignon?
4. How does Roni Horn use
deconstruction, repetition, and
abstraction to enhance her
drawings?
1. How is repletion used in Former
Factory by Tamarkin Leica?
2. How is contrast being used in
these photographs?
3. How can an audience read
meaning in a work of art?
4. What unifies the composition in
each of these photographs?
1. What do you intuitively feel is the
meaning of this work?
2. What are the qualities that make
you feel this way?
3. What experiences do you feel are
reflected on in this collection of
work?
4. What is your personal experience
when you look at these artists
work?
1. How does the work reflect or
challenge issues in the culture at the
time it was created?
2. What influence has the work of this
artist or designer had on the work of
another artist or designer?
3. How has this work been influenced
by political and economic factors?
4. What are the ideological views and
values of the society are reflected in
these works?
Vocabular
y
Abstraction, Deconstruction,
Photomontage, Gestural, Anatomical
Photogram, Enlarger, Lens, Aperture,
Shutter Speed, Light Meter, Film,
Safety Light
Pen tool, Type tool, Path, Branding,
Logo, Opacity, Font Family
Propaganda, Social Documentary
Photography,
Language
Functions
Analyze, compare/contrast, critique,
describe
Compare/contrast, critique, describe,
interpret
Analyze, compare/contrast, critique,
describe, interpret, question
Analyze, compare/contrast, critique,
describe, interpret, question, etc.
Language
Modes
Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak
Language
Demands
Syntax Discourse Syntax Discourse Syntax Discourse Syntax Discourse
Language
Tasks &
Activities
1. Discussion about different types of
ways to represent the human
body.
2. Students will be completing Two
Stars and a Wish as a formative
peer assessment writing in each
others process books will
complete this.
3. Students will listen and speak
during critique.
1. Students participate in a Wagon-
Wheel discussion as a form of
formative assessment.
2. Students will listen and speak
during critique.
3. Students will complete a written
test in order as solidify Film
photography knowledge as a
summative assessment.
1. Students will write an Artist
Statement for themselves.
2. Students will analyze and interpret
the meaning of an artists work
before and after reading their
bio/statement.
3. Students will complete Quick
Writes in there process book.
4. Students will also write and reflect
on themselves by completing The
Mirror worksheet.
5. Students will speak and listen
during critique and class
discussions.
1. Students will analyze how formal
qualities in photographs have been
used to effect emotion.
2. Students will research a current
event and create a propaganda
poster rallying for social change
related to that event.
3. Students will participate in class
during discussion about Social
Documentary Photography.
4. Students will complete an Open
Compare and Contrast Chart for
Propaganda Posters and Social
Documentary Photography.
Language
Supports
1. Books in the classroom that
provide examples of the Key
Artists.
2. A PowerPoint that shows different
examples of representations of the
human body.
1. A test will allow them to see what
they need to focus on.
2. A checklist of steps will be posted
where students have easy access
to them.
3. A PowerPoint/video will be easily
assessable for more information.
1. Artists biographies will be in the
room so that students can have
easy access to them.
2. A PowerPoint will be used to show
works of different artists and
provide a starting point for
discussion.
3. The Mirror worksheet will be
provided.
1. Students will have access to the
computer lab for research.
2. The as I See It worksheet and the
Open Compare and Contrast chart
will be provided.
3. A PowerPoint will provide a starting
point for discussion.
Assessme
nts
Formative
Two Stars and a
Wish
Critique
Process Book
Summative
Critique
Rubric
Formative
Wagon Wheel
Checklist
Summative
Test
Task-Based
Assessment
Portfolio
Critique
Formative
The Mirror
Checklist
Quick Write
Process Book
Summative
Artist Statement
Rubric
Portfolio
Critique
Formative
As I See It
Mind-map
Write About
Summative
Process Book
Research Task
Open Compare
and Contrast Chart
Critique
Portfolio

National
Standards
Cr1-11b, Cr2-IIa, Re8-11a Pr4-IIa, Pr5-IIa, Cn10-11a Cr3-IIa, Re7-IIa, Re9-IIa Cr3-IIb, Cr3-IIc, Pr6-IIa, Re7-IIb, Cn11-
IIa
Illustrative
Artwork

Study of Male Hands and Arms,
Albrecht Durer, c.1500


The Kiss, Man Ray, 1935



Shirin Neshat, Speechless, 1996


Nick Ut, Children Fleeing, Vietnam,
1972


Stan Behal, Its in Their Eyes, 1990