CHARLOTTE BARCIA ARE 4250 UNIT: EXPANSION. STATEMENT OF ORIGIN The title of this unit, “Expansion” is a reference to expanding students’ views. The first

C H A R L O T T E B A R C I AA R E 4 2 5 0

UNIT: EXPANSION

STATEMENT OF ORIGIN

The title of this unit, “Expansion” is a reference to expanding students’ views. The first lesson engages students in reflecting upon themselves and their personal identity. Building on personal viewpoints, the second lesson requires students to reflect on the community, sending a message, and incorporating art into everyday life. The final lesson inspects traditions globally to find cross-cultural similarities that students connect to personal experiences. The lessons combined challenge students to expand viewpoints from self, to community, to world, and back to self.

ARTIST: CARRIE MAE WEEMS

CARRIE MAE WEEMS

CARRIE MAE WEEMS

STATEMENT OF ORIGIN

My idea for this lesson was inspired by Chapter 2, “Identity” from the book Themes of Contemporary Art: Visual Art after 1980 by Jean Robertson and Craig McDaniel (2010) and Chapter 6, “Students with Learning Disabilities” from the book Reaching and Teaching Students with Special Needs through Art by Beverly Levett Gerber and Doris M. Guay (2006). I believe it is important for students to explore personal identity and to be proud of the aspects that create a group connection and the characteristics that make each of us an individual. The art classroom is a safe environment for personal expression through art making and experimentation for solving problems that may arise in the process, while matching art experiences and activities with individual needs.

STANDARDS

National Standards:• Anchor Standard #1. Generate and conceptualize artistic ideas and work.• Anchor Standard #2. Organize and develop artistic ideas and work.• Anchor Standard #3. Refine and complete artistic work

NGSSS:• VA.912.C.1.1- Integrate curiosity, range of interests, attentiveness, complexity,

and artistic intention in the art-making process to demonstrate self-expression.• VA.912.C.1.2- Use critical-thinking skills for various contexts to develop, refine,

and reflect on an artistic theme.• VA.912.C.3.3- Examine relationships among social, historical, literary, and/or

other references to explain how they are assimilated into art works

OBJECTIVES

• After examining the contemporary artworks of Carrie Mae Weems, students will respond to and compare the themes of the artwork to social, cultural, or political issues in their own lives.

• Students will choose a contemporary art making approach to use in photography, plan an artwork that investigates meaning relevant to an identity theme, and document the art making process.

• Students will create a series of 3-5 photographs that reflect personal identity , write an Artist Statement, and present in a digital format.

• Students will present and explain planning/in-progress work in groups.

QUESTIONS TO CONSIDER

• What aspects or parts create an identity?• What aspects of identity does Carrie Mae Weems reveal? How does

she reveal them?• Do you relate to any part of the scenes Weems creates?

• What creates your own personal identity?• What aspects would you want to reveal about yourself? How could

you do so?

PROCEDURES

• Examine artworks from the Kitchen Table series by Carrie Mae Weems and record notes in sketchbooks on the content and objects viewed in each photograph.

• Divide into table groups for a group brainstorm of the questions to consider and record thoughts/ideas in sketchbook.

• Elect 1or more group member(s) to present the groups’ collective conclusions to the class.

• Activity: Create a series of 3-5 digital photographs that display personal identity. Included yourself in a particular environment or scene with items that symbolize aspects of your identity.

PLANNING SHEET

(PROCEDURES CON’T)

Activity Steps:1. Use the Planning Sheet to organize ideas for each scene with the items to be

included, what each item represents, and how you will accomplish the photoshoot (may be at home or in class). Paste Planning Sheet in sketchbook.

2. Group-share series plans with your table.3. Create and take a picture of scene 1, take at least 5 pictures.4. Review photos, edit, or make changes and re-shoot if needed. Record changes on

Planning Sheet.5. Select image for scene 1.6. Repeat steps 2 – 5 for remaining scenes.7. Review and edit final images.8. Use Planning Sheet to write a 1 paragraph (3-4 sentences) Artist Statement.9. Present to the class your final photography series of personal identity in digital

format.

ACCOMMODATIONS & MODIFICATIONS

• Allow extra time• Task analysis checklist• Assign peer “scribe”• Assign peer partner with strengths in the needed area• Assistive word processing technology• Oral, multimedia, or PowerPoint presentation in lieu of writing.• Audiotaping presentation in lieu of speaking in front of the class.• Reduce number of required images.• Reduce complexity by focusing on one aspect of identity.

ASSESSMENT

Grade Scale:

5- Exceeds Expectations

4- Meets Expectations

3- Could use Improvement

2- Needs Improvement

1- Needs Substantial Improvement

0- No Work Presented

Comments:

Graded Skills Student Teacher Score Score

1. Artist Statement/ Content At least 1 paragraph

description Uses art vocabulary

5 4 3 2 1 0

2. Preparation/ Planning Sketchbook,

thumbnails brainstorming

5 4 3 2 1 0

3. Craftsmanship/ Mastery of Process

Technique Elements & Principles

of design

5 4 3 2 1 0

4. Creativity/ Originality New idea or changed

significantly Avoids cliché

5 4 3 2 1 0

5. Followed Directions Addresses all criteria Clean up after yourself

5 4 3 2 1 0

6. Time Management Utilized time in class Stays on-task

5 4 3 2 1 0

Total

REFERENCES

Weems, C.M. (artist). (1990). Untitled (from the Kitchen Table Series) [photograph], Retrieved April 8, 2015 , from: http://library.artstor.org/libraryWeems, C.M. (artist). (1990). Untitled (from the Kitchen Table Series) [photograph], Retrieved April 8, 2015 , from: http://library.artstor.org/library Weems, C.M. (artist). (1990). Untitled (from the Kitchen Table Series) [photograph], Retrieved April 8, 2015 , from: http://library.artstor.org/library Gerber, B.L., & Guay, D.M. (2006). Reaching and Teaching Students with Special Needs through Art. Reston, VA: National Art Education Association. 83- 106.Robertson, J., & McDaniel, C. (2010). Themes of Contemporary Art : Visual Art After 1980. New York : Oxford University Press. 36-71.http://www.cpalms.org/Public/search/Standard#0http://nationalartsstandards.org/mca/visual-arts

ARTIST: CLET ABRAHAM

CLET ABRAHAM

STATEMENT OF ORIGIN

My idea for this lesson was inspired by the chapter “Students with Emotional and/or Behavior Disorders” from the Gerber (2006) text. The lessons presented motivated a connection with this lesson and the community to increase understanding and encourage giving service to the community. The Whittaker (2001) article on “Creating Instructional Rubrics for the Inclusive Classroom”, influenced the rubric I created for students to see all expectations simply stated. Also included is a section for student evaluation and an area for explanation on all point deductions and comments of praise for positive reinforcement. The artist chosen was inspired by my experience studying abroad in Italy.

STANDARDS

National Standards:• Anchor Standard #7- Perceive and analyze artistic work.• Anchor Standard #8- Interpret intent and meaning in artistic work.• Anchor Standard #9- Apply criteria to evaluate artistic work

NGSSS:• VA.912.C.1.3- Evaluate the technical skill, aesthetic appeal, and/or social implication of

artistic exemplars to formulate criteria for assessing personal work. • VA.912.C.1.4- Apply art knowledge and contextual information to analyze how content

and ideas are used in works of art.• VA.912.F.2.6- Research and discuss the potential of the visual arts to improve aesthetic

living.• VA.912.F.2.3- Analyze the potential economic impact of arts entities to revitalize a

community or region.

OBJECTIVES

• After viewing and analyzing the artwork of Clet Abraham, students will interpret intent, meaning, and how content and ideas are used in artistic work through a class discussion.

• Students will discuss the potential of the visual arts to improve aesthetic living and conduct individual research.

• After analyzing how content and ideas are used in the artwork of Clet Abraham, students will create their own design for incorporating art into everyday life.

• After conducting research, students will reflect on personal designs and formulate a new creative problem based on the existing artwork to create a final piece.

• Students will write an Artist Statement for their work and evaluate artistic work based on criteria specified in a rubric.


• What do you think is the intent and meaning of the work by Clet Abraham?

• How are content and ideas used in the work?• Can you relate to the interpreted message?

• How do the arts impact communities? How do they have the potential to improve aesthetic living?

• How can art be incorporated into everyday life?

1. Examine artworks by Clet Abraham and participate in class discussion of the questions to consider. Review Table: Mechanisms of Arts Impact

2. In sketchbooks, brainstorm methods of artistic intervention in your community, choice of materials from list, and messages or ideas to convey (What you will say, and How you will say it).

• Choice of 2-D Materials: Graphite-pencil, Charcoal, Colored pencil, Marker, Chalk pastel, Oil pastel, Collage, Paper, Acrylic paint, Watercolor

3. Conduct research (in class or for homework)on the potential of the visual arts to improve aesthetic living, and other artists’ public interventions.

4. Reflect on personal designs- Is your message clear? Edit designs by formulating a new creative problem based on the existing artwork to create a final design in sketchbooks.

5. Use the chosen materials to create a sign, or other form of artistic intervention, that displays a message.

6. Use the process recorded in sketchbooks to write a 1 paragraph (3-4 sentences) Artist Statement explaining the message in your work and the methods used.

7. Use the rubric to Evaluate your artwork and fill-in “Student Score”

PROCEDURES

(PROCEDURES CON’T)

Choice of 2-D Materials:(Check all to apply and Glue in sketchbook)

o Graphite pencilo Charcoalo Colored pencilo Markerso Chalk pastelso Oil pastelso Collageo Papero Acrylic painto Watercolor


• Allow extra time• Assign peer “scribe”• Assign peer partner with strengths in the needed area• Assistive word processing technology• Provide additional example images• Oral, multimedia, or PowerPoint presentation in lieu of writing• Students’ choice of medium• Modified texts with simpler terms• Provide research materials, optional with highlighted key points

ADDITIONAL EXAMPLES

ADDITIONAL EXAMPLES

ADDITIONAL EXAMPLES

ADDITIONAL EXAMPLES

ADDITIONAL EXAMPLES

ADDITIONAL EXAMPLES

ASSESSMENT

• Grade Scale: • 5- Exceeds Expectations• 4- Meets Expectations• 3- Could use Improvement• 2- Needs Improvement• 1- Needs Substantial Improvement• 0- No Work Presented

Comments:



description (3-4 sent.) Uses art vocabulary Explains meaning Explains methods

5 4 3 2 1 0

2. Preparation/ Planning Sketchbook,

thumbnails Brainstorming Evidence of editing Formulate problem

solving

5 4 3 2 1 0


Use listed materials Appropriate use of

materials Technique Elements & Principles

of design

5 4 3 2 1 0


significantly Avoids cliché Clear message

5 4 3 2 1 0


5 4 3 2 1 0

6. Time Management Utilized time in class Stays on-task

5 4 3 2 1 0

Total /30 /30

PLANNING DRAWING

Initial idea:• Message saying

“use your brain”, “this way to thinking”

• Street sign with arrow pointing to brain in green for go

Edited message:• Creative thinking• Activate right brainProblem:• Arrow in wrong

directionSolution:• Scan image and flip

horizontal

Initial: Final:

REFERENCES

Abraham, C. (artist). (2012). Face [sticker], Retrieved April 8, 2015 from: http://www.themost10.com/humorous-street-signs-by-clet-abraham/Abraham, C. (artist). (2012). Work on Road [sticker], Retrieved April 8, 2015 from: http://www.themost10.com/humorous-street-signs-by-clet-abraham/Gerber, B.L., & Guay, D.M. (2006). Reaching and Teaching Students with Special Needs through Art. Reston, VA: National Art Education Association. 43-60.Guetzkow, J.(2002). How the Arts Impact Communities: An introduction to the literature on arts impact studies. 4. Retrieved from http://www.princeton.edu/~artspol/workpap/WP20%20-%20Guetzkow.pdfWhittaker, C.R., Salend, S.J., & Duhaney, D. (2001). Creating Instructional Rubrics for Inclusive Classrooms. Teaching Exceptional Children, 34(2), 8-13.http://www.cpalms.org/Public/search/Standard#0http://nationalartsstandards.org/mca/visual-arts

ARTIST: YOSHIO ITAGAKI

YOSHIO ITAGAKI

STATEMENT OF ORIGIN

My idea for this lesson was inspired by the chapter, “Students with Learning Disabilities” from the Gerber (2006) text and the 1994 article, “Attitudes about Persons with Disabilities: A Plot Program” by Jeanne Carrigan. The readings highlight the importance of providing students with choice-making opportunities which I incorporate into the lesson by allowing student’s choice of medium and choice of following the artist’s theme or creating their own theme for the activity. Also, providing a student-created timeline planning sheet will allow students to work at their own pace in keeping with their cognitive ability, support students with memory difficulties, and allow students to work independently while increasing time-management skills. The lesson encourages students to think in global terms to find similarities among cultures and connect them to personal experiences.

STANDARDS

National Standards:• Anchor Standard #10- Synthesize and relate knowledge and personal experiences

to make art• Anchor Standard #11- Relate artistic ideas and works with societal, cultural and

historical context to deepen understanding

NGSSS:• VA.912.C.1.5- Analyze how visual information is developed in specific media to

create a recorded visual image.• VA.912.C.1.6- Identify rationale for aesthetic choices in recording visual media. • VA.912.F.3.10- Apply rules of convention to create purposeful design. • VA.912.F.3.4- Follow directions and use effective time-management skills to

complete the art-making process and show development of 21st-century skills.

OBJECTIVES

• After viewing images of artwork by Yoshio Itagaki, students will analyze how visual information is developed in Itagaki’s work and identify rationale for aesthetic choices.

• After analyzing images, students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

• Students will synthesize and relate knowledge and personal experiences to make an art piece that applies rules of convention, follows directions, and uses effective time-management.


• What visual information do you find in Yoshio Itagaki’s artwork?• What aesthetic choices were made by the artist? What do you think

is the rationale for these choices? • How does the work relate to societal, cultural and historical

context?

• What traditions or activities are practiced across cultures? Have you participated in or observed these practices?

• How have these traditions and activities changed from the past? How do you think traditions and activities will change in the future?

PROCEDURES

Examine images of artwork by Yoshio Itagaki and participate in class discussion of the questions to consider. • Brainstorm ideas to create an art piece that will include:

Self- Portrait Future SettingShow a cross-cultural practice (tourism or your choice)At least 2 different techniques or mediaPlanning timelineArtist Statement (1 paragraph)

• Sketch 5 or more thumbnail designs in sketchbook.• Apply knowledge of elements of art and principles of design to sketch final composition.• Execute design with selected techniques or media.• Use Planning Timeline for effective time-management.• Complete final work with Artist Statement by the deadline.


• Allow extra time• Provide a checklist• Assign peer “scribe”• Assign peer partner with strengths in the needed area• Assistive word processing technology• Provide additional example images• Oral, multimedia, or PowerPoint presentation in lieu of writing• Students’ choice of medium• Modify complexity by using 1 technique or medium

PLANNING TIMELINE SHEET

ASSESSMENT

Grade Scale: • 5- Exceeds Expectations• 4- Meets Expectations• 3- Could use Improvement• 2- Needs Improvement• 1- Needs Substantial

Improvement• 0- No Work Presented

Comments:



description (3-4 sent.) Uses art vocabulary Explains reason for

techniques/ media

5 4 3 2 1 0

2. Preparation/ Planning Sketchbook

thumbnails Brainstorming Timeline

5 4 3 2 1 0


2 Techniques or Media Applies knowledge of

Elements & Principles of design

5 4 3 2 1 0


significantly Avoids cliché, or uses

for purpose

5 4 3 2 1 0


5 4 3 2 1 0

6. Time Management Utilized time in class Stays on-task Complete by deadline

5 4 3 2 1 0

Total

PLANNING DRAWING

“Honeymoon at Disney”Graphite Pencil, Collage, Photoshop

REFERENCES

Itagaki, Y. (artist). (1998). HoneyMoon: Wedding -Group [photograph], Retrieved April 8, 2015, from: http://www.yoshioitagaki.com/2008/tom/HM%20Group.htmlItagaki, Y. (artist). (1998). Tourists on the Moon #1 [triptych, photograph], Retrieved April 8, 2015, from: http://www.yoshioitagaki.com/2008/tom/TOM1.htmlGerber, B.L., & Guay, D.M. (2006). Reaching and Teaching Students with Special Needs through Art. Reston, VA: National Art Education Association. 61-82.Carrigan, J. (1994). Attitudes about Persons with Disabilities: A pilot Program. Art Education, (6). 16-21.http://www.cpalms.org/Public/search/Standard#0http://nationalartsstandards.org/mca/visual-arts

Documents

CHARLOTTE BARCIA ARE 4250 UNIT: EXPANSION. STATEMENT OF ORIGIN The title of this unit, “Expansion” is a reference to expanding students’ views. The first