Universal Tier Instruction

What do we want our students to know?

Standard/s:
Standard 1: (Connecting)-Student used a variety of resources to investigate and develop artist awareness connecting to another idea.Evidence of
this is an evolved art idea that shows continuous growth from stage to stage.
Standard 2: (Creating)-Student creates an innovative art worth with the aid of previous learning. Evidence of this is a well planned and executed
piece of art that shows elements of the enduring understanding goals.
Standard 3: (Presenting)-Student creates a display that enhances the viewers perception of the artwork. Evidence of this is a carefully crafted
presentation that shows elements of the enduring understanding goals.
Standard 4:(Responding)-Student can explain connections between art, artist, and societal influence.Evidence of this is reflection, discussion, and
feedback of art (including theirs and peers)

Essential understanding / Skill:

Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and
experiences.
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of
art
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making
goals.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches
Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating
artworks.
Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining
work over time.
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and
curating objects artifacts, and artworks for preservation and presentation
Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing
and refining artwork for display and or when deciding if and how to preserve and protect it.
Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues
communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and
appreciation of self, others, the natural world, and constructed environments.
Enduring Understanding: Visual imagery influences understanding of and responses to the world.

What do we accept as evidence of learning:

What students need to KNOW to be proficient
Use verbs from Blooms and DOK as reference in the standard:
(rubric descriptors)
Standard 1: (Connecting) Illustrated
Ideas/concepts in sketchbook with explanations
of why they are making that piece. Yellow
Packet steps 3-7
Standard 2: (Creating) Generate ideas and
evolve them to create original works. Steps 814 on the yellow sheet.
Create an original work that shows growth from
initial sketches.Steps 16 and 17 on the yellow
sheet.
Develop and use creative thinking skills.
Development of ideas in sketchbook.
Standard3:(Presenting) Discover and
demonstrate understanding of how
presentation affects art. Step 19 on the yellow
sheet.
Standard 4:(Responding) Recognize and
discuss growth through examining work and
questioning development. Steps 17 and 21 on
the yellow sheet.

How to utilize sketchbook to record ideas.

How to make connections to evolve work.
How to create original and meaningful work.
How to utilize all materials in the art room.
How to use resources to research ideas and
make them meaningful.
How to create a display that enhances work
and not detract from it.
How to evaluate work and determine progress
from original ideas.

How will students demonstrate their level

of proficiency? (Common Formative and
Summative Assessments aligned to level of
Blooms, Differentiated products and DOK)
https://docs.google.com/presentation/d/17pi6y
CWqji1TGZ231FvylPuDALrXqOhgeTt9KrwDbf
Q/edit?usp=sharing
The blue sheet
Conversations with students Sketchbooks
New Art Rubric to track learning on yellow
sheet.
Creating artwork
Displaying artwork
Google slides of progression of learning.
Self assessment of work and process.

Learning Experiences:
Tasks and activities that we will offer to help students become proficient. (Use verbs from Blooms and DOK to align to CFAs)

Blue sheet cycle of learning.

Experimentation with media.
Learning Logs for reflection.
Resources as guides to direct learning and enhance ideas.
Hands on application and experimentation of creating a display.
Guided questioning to develop creative thinking and higher cognitive development.

Common learning experiences and activities:

-working with many different materials
working in groups
working independently
learning a vocab knowledge every cycle
learn a skill every cycle
safety labs/ cleaning labs
daily documentation of learning
teacher feedback at junction moments
Formative assessments (yellow sheet steps7,10, and 12)
checklist to continue moving forward

Differentiated learning experiences

(content, process, product, rate of learning, learning styles, interest)
Learning cycle is the same through each rotation, process, content, and
product is differentiated.
Video instruction allows for individualized progression and student
managed learning and discoveries.
Students choose their own projects differentiating interest. Self guided
learning and studio stations allow for rate of learning to be differentiated.

How will we respond instructionally?

Scaffolds, supports, and extensions will we provide for...
Students who already know it
These students will progress quickly through the blue and yellow
sheets, and demonstrate understanding of key concepts and proficiency
with skills.They will complete the same learning cycle but at a higher
level. They will be provided and challenged with more advanced topics
and skill challenges.

Students who need additional support to meet academic and behavioral

mastery
These students will progress through the blue and yellow sheets at a
slower pace, will struggle with key concepts and skills. They will be
provided more hands on instruction and opportunities to learn. Concepts
will be addressed and change if needed for learning needs.

Instructional tools and resources needed

Technology, supplemental materials, support staff, etc.
Instructional videos for how to start the different steps.
Instructional videos on different art skills
Instructional videos on the different media for the different levels.
Instructional videos on applying learned vocabulary to sketches to enhance work.

Textbook will be used as a resource for vocabulary, principles, and elements of design.
Internet will be used as additional resource for understanding key concepts and skills.