Art I HCPSS Visual Arts Unit Plan DRAFT

Course Title: Art I: Foundation in Studio Art

UNIT TITLE: Sound and Movement in Art: Fluxus, Surrealism, Process, and Performance
OVERVIEW:
Objective: Students will explore a variety of contemporary art forms .
Problem Statement: Students will produce an action that may or may not result in the creation of an object, that tells the story of
a memory.
TIME FRAME: 3 classes and homework
ESSENTIAL QUESTIONS:
How does play expand the creative process?
How does knowing the contexts of histories, and traditions of forms help us create works of art and design?
Why do artists follow or break from established traditions?
How do artists determine what resources and criteria are needed to formulate artistic investigations?
How do artists and designers determine whether a particular direction in their work is effective?
How do artists and designers learn from trial and error?
What responsibilities come with the freedom to create?
How do artists and designers create works of art or design that effectively communicate?
What role does persistence play in revising, refining, and developing work?
How can the viewer read a work of art?
How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?
COURSE OBJECTIVES
RESPONDING: The synthesis of meaning, CREATING: The process of conceiving and PRESENTING: The relating of personal
context, and process through interaction developing new and/or personal ideas artistic intent and choices through
with, and connection to the visual world. through art making. reflections, thoughtful presentation and/or
1. Maintain a sketchbook/journal to exhibition of personal work.
1. Understand and use appropriate
descriptive vocabulary when responding to document personal engagement with the 1. Maintain a portfolio of work to demonstrate
artistic process.
the visual world. artistic growth over the course of the year.
2. Apply a variety of strategies to generate 2. Compose and share reflective statements
2. Interpret artistic intention supported by ideas in response to a given art problem.
relevant contextual information, content, that explain and support a students artistic
3. Select relevant historical and choices and the intended purpose and/or
and compositional choices in works of art.
contemporary resources, media, and meaning of the work.
3. Describe ways artists use tools, materials, suggested mentor artists, in order to 3. Collaboratively select, prepare, and
 processes, and techniques to solve visual
problems and create meaning.
4. Identify, compare, and explain how works
of art from various societies, cultures, and
time periods reflect universal themes
5. Understand that societies, cultures and
time periods recognize differing criteria for
evaluating artwork.
6. Understand how various artistic skills and
behaviors are essential components to
college and career success.
ASSESSMENT
Assessing Student Planning:
Students identify stories to tell and
gather information needed.
Students plan the visual content needed
to tell the story.
Students design and gather materials for
final performance piece.
VOCABULARY AND CONCEPTS
Art Vocabulary:
Visual narrative
Unity
support ideas. arrange artwork to exhibit, including
4. Apply a variety of approaches to art appropriate display materials.
making, including experimentation, 4. Engage in critique processes with peers
narrative, observation, imagination and for the purpose of giving and receiving
feedback.
memory to arrive at personal solutions.
5. Apply formal qualities and compositional
devices to organize responses to visual art
problems.
6. Use a variety of tools materials,
processes, and techniques safely,
effectively, and with a focus on quality.
7. Persevere in problem solving through the
evaluation of work in progress to identify
areas in need of improvement and
possible solutions.
8. Effectively manage tasks within an
established time frame in accordance with
assignment criteria.
Assessing Student Products: Assessing Student Reflections:
Formative: Students complete Students compose artists statements
experiments in various action/play based reflecting on the product and process.
art forms.
Formative: Assess script/plan for
memory piece.
Summative: Students share final video
piece and assess with rubric.
Process Vocabulary: Historical/Cultural Vocabulary:
Sequence Surrealism
Transition Performance art
Pacing Video Fluxus
Movement Process Art
Point of view Process Concepts:
Images presented in a specific sequence Historical/Cultural Concepts:
convey a narrative. Artists utilize available technology to convey
Video can be used to document time based their ideas.
art. Contemporary artists use historical art forms
Art Concepts:
as a means of expression
Repetition creates movement
Art can be shared with a large audience to
Scale changes create interest and pacing convey information, as a form of
Artists create works to convey information entertainment or for educational purposes
Documentation can be an art product.

INTERVENTIONS & ENRICHMMENT: Surrealist Games, FLuxus actions

INTERDISCIPLINARY CONNECTIONS: Dance, theater, music
RESOURCES & BIBLIOGRAPHY:
https://naea.digication.com/Spiral/Agency_of_Recollection--WORKING
http://www.deluxxe.com/beat/fluxusworkbook.pdf
http://www.thing.net/~grist/ld/Friedman12Structures.pdf
http://www.madsci.org/cgi-bin/cgiwrap/~lynn/jardin/SCG
https://youtu.be/r_n2kfqNmpY
https://youtu.be/mEcqoqvlxPY

High School CCSS OBJECTIVES

LITERACY STANDARDS
(Reading)
Read closely to determine what the
intention of works of art to make logical
inferences from it; cite specific evidence
when writing or speaking to support
conclusions drawn from the work.
Determine central ideas or themes of a
text and works of art, analyzing their
development; summarize the key
supporting details and ideas.
Interpret works of art, to determine
technical, connotative, and figurative
meanings, and analyze how specific
choices shape meaning.
Analyze the structure of works of art,
including how specific elements relate to
each other and the whole.
Assess how point of view or purpose
shapes the content and style of a works
of art or a series of images.
Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.
Interpret the meaning and intention in a
work or works of art, including the validity
of the reasoning as well as the relevance
and sufficiency of the evidence.
Analyze how two or more works of art
address similar themes or topics in order
to build knowledge or to compare the
approaches the artist takes.
Analyze, interpret and evaluate
complex works of art independently and
proficiently.
LITERACY STANDARDS
(Writing)
Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately
through the effective selection,
organization, and analysis of content.
Develop narrative images either real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
Develop and strengthen works or art as
needed by planning, revising, editing,
refining, or trying new approaches.
Use technology, including the Internet,
to produce and publish works of art and
artist statements to interact and
collaborate with others.
Conduct short as well as more
sustained series of works based on
focused questions, demonstrating
understanding of the subject under
investigation.
Gather relevant information from
multiple print and digital sources, assess
the credibility and accuracy of each
source, and integrate the information
while avoiding plagiarism.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a range
LITERACY STANDARDS MATH STANDARDS
(Speaking)
Prepare for and participate effectively in Make sense of problems and persevere
a range of conversations and in solving them.
collaborations with diverse partners,
building on others ideas and expressing Reason abstractly and quantitatively.
their own clearly and persuasively.
Construct viable arguments and critique
Integrate and evaluate information the reasoning of others.
presented in diverse media and formats,
including visually, quantitatively, and Model with mathematics.
orally.
Use appropriate tools strategically.
Evaluate a speakers point of view,
Attend to precision.
reasoning, and use of evidence and
rhetoric. Look for and make use of structure.
Present information, findings, and Look for and express regularity in
supporting evidence such that listeners
repeated reasoning.
can follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and
audience.
Make strategic use of digital media and
visual displays of data to express
information and enhance understanding
of presentations.
Adapt speech to a variety of contexts
and communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
 of tasks, purposes, and audiences

UNIVERSAL DESIGN FOR LEARNING

Multiple Means of Engagement: Multiple Means of Representation: Multiple Means of Action & Expression:

Small and large group discussions
Gallery walks
In-process / final critiques
One-on-one interactions, demonstrations with learners
Introduction and practice with new materials
Choice of subject matter within a theme
Teacher modeling/demonstration of idea generation and Creating sketches of ideas and exploring different
execution, process and materials solutions.
Student participation in-process critiques to discuss their Persevering, refining ideas/meaning, compositions, and
image and what is essential in their compositions artistic techniques
Student generated research/ brainstorming/peer expert Personal artworks (final artwork)
presentations
Manipulating materials and media
Process visuals
Writing reflections
Providing multi-media exemplars and representations
(video, web-sites, images, objects, posters, magazines, Presentations
audio, teacher generated visual resources, and texts)
Self assessment
Showing a wide variety of master and student solutions
to posed problem

DAILY LESSON SEQUENCE:

LESSON 1: Intro: What is drawing really?
DESCRIPTION: Students will explore a variety of alternative approaches to observational drawing.
1 Students are lead in a series of stretching, focused breathing and centering exercises.
2 Students settle into their place and breathing rhythm and draw their breath for 3 minutes with their eyes closed, switch
hands and continue for 3 min more.
3 Students discuss how their drawing movement reflected their breathing.
4 Students run outside for 3 minutes, return and resume the drawing activity, 3 min each hand.
5 Students reflect on the second drawing and the differences in the quality of mark and changes in their drawing
influenced by the changes that they felt in their body.
6 Students take the resultant drawing home to complete in a way that in an interpretation of the experience.
DAILY OBJECTIVE: Students will question the definition of observational drawing.
DAILY OBJECTIVE ASSESSMENT: Students will engage in and reflect on a series of nontraditional drawing experiences.
They will use the resultant image to develop a finished work that communicates something that they felt was significant
 about the experience.
SUPPLIES: Paper, graphite sticks, timer
RESOURCES: Power point
VOCABULARY: observational drawing

DAILY LESSON SEQUENCE:

LESSON 2: Art as play - Surrealism
DESCRIPTION: Students will participate in Surrealist games to create art.
1 Students are briefly introduced to Surrealism beyond Salvador Dali
2 Students are introduced to a number of types of surrealist games.
3 Students work in groups of three to choreograph an exquisite corpse dance. One student being the head, one the
torso, and one the legs. They will address dance concepts such as levels, time, locomotor movement, and proximity.
4- Groups will present their exquisite corpse dance to the class.
DAILY OBJECTIVE: Students will collaborate and choreograph a performance.
DAILY OBJECTIVE ASSESSMENT: Students present a group dance piece to the class that exhibits levels, time, locomotor
movement, and proximity.
SUPPLIES: Space, video camera.
RESOURCES: Power point
VOCABULARY: Surrealism, movement, levels, exquisite corpse

DAILY LESSON SEQUENCE:

LESSON 3: Art as play - Fluxus
DESCRIPTION: Students will compose and participate in Fluxus scores to create art.
1 Students will be introduced to Fluxus as an art movement.
2 Students will be shown a variety of Fluxus scores by Yoko Ono.
3 Students will compose a one line Fluxus Score that can be performed in the art room with what is here.
4 Scores are placed in a Halloween pumpkin, because this is Fluxus, each student draws a score from the pumpkin,
sits in the Fluxus Throne and conducts the class in that score controlling the duration of the performance.
DAILY OBJECTIVE: Students will compose and participate in Fluxus scores to create art.
 DAILY OBJECTIVE ASSESSMENT: Scores are collected, performances documented
SUPPLIES: index cards, Halloween pumpkin, throne, room
RESOURCES: Powerpoint
VOCABULARY: Fluxus, score, Yoko Ono

DAILY LESSON SEQUENCE:

LESSON 4: Process and performance as art
DESCRIPTION: Students will plan and execute a performance or process art piece based on a personal memory. The final
product will be a video and if it is a process piece, the resulting object.
1 Students will view process/performance art examples by various artists
2 Students will brainstorm and describe memories that fit into specific categories.
3 Students will select three of these to elaborate upon.
4 Students will select one memory to produce a performance or process piece which they will execute and document as
homework.
5 - Students will share the documentation and artists statement on padlet.
6 Students will respond to each others pieces on the Padlet forum.
DAILY OBJECTIVE: Students will use research and personal experience to create an artwork.
DAILY OBJECTIVE ASSESSMENT: Brainstorming completed in sketchbook, video uploaded to Padlet, comments made on
peers pieces on Padlet
SUPPLIES: Student supplied
RESOURCES: Powerpoint
VOCABULARY: Process Art, Performance Art, documentation