Understanding by Design – Stage 1 and 2
Unit Title: __Identity Box Assemblage_ Grade Level 10
Approximate Duration: _6 classes (each an hour long)
Designed by _ Megan White and Mai-Ly Nguyen
STAGE 1: DESIRED RESULTS | ||||||||
Unit Planning Elements | Description | Unit Overview: | ||||||
Goals/Standards VSC Objectives Essential Learner Outcomes (Established by the National, State, or local school district) | The Established Goals of a Particular Content Area or Discipline – these are the things students should KNOW and be able to DO by the end of the grade level or course level (select those relevant to the unit) | Grade 10 ELO Objectives: 1.B2. Critical Response: The student will describe, analyze, and interpret how artists select modes of representation and formats to express personal ideas, thoughts, and feelings. 1.C1. Creative Expression: The student will develop unique or special ways to advance feeling, ideas, or meaning by using specific elements of art and principles of design. 2.A2. Creative Expression: Inspired by selected works of art from different times and places, the student will create an artwork that explores a contemporary cultural or social issue. 2.C2. Creative Expression: Inspired by the unique styles and forms of different artists, the student will create expressive works of art based on the same subject or theme. 3.A1. Creative Expression: Within the context of a given or chosen art problem, the student will select media and experiment with processes and representational skills, exploring a range of ideas that can be expressed with different media. 4.B2. Creative Expression: Having analyzed the work of several artists, the student will create a series of works based on implementing information gained from the study to address form, theme, and context. | ||||||
Big Idea: Theme/Topic | Primary Concept, Focus or Main Emphasis of the unit | Big Idea: Intellectual freedoms and rights Brief description of unit: The students have been focusing on censorship, rebellion, freedom, and rights through Ray Bradbury’s novel, Fahrenheit 451. Students will learn about Dada art to coincide with many of these concepts and themes. Students will be using collage and assemblage techniques, including found objects that are used in Dadaism with their own personal boxes to express who they are and how they are viewed in today’s society. | ||||||
Essential Questions | Open-ended questions related to the Big Idea that is important in making art - may be "revisited" in another unit | -What is the best method for rebelling against injustice? -How do artists creating meaning through pre-made 2-D and 3-D objects? | ||||||
Enduring Understandings | A generalization or important concept about the Big Idea and art that students will come to understand while studying this unit - may be "revisited" in another unit | STUDENTS WILL UNDERSTAND THAT: -Students will understand that art can be used as an expression of rebellion or protest. -Students will understand that if manipulated effectively, collage, and/ or assemblage are powerful techniques to convey meaning. -Students will understand the meaning of censorship, freedom of expression, rights, and injustice. | ||||||
Knowledge and Skills (Specific unit content, concepts and skills to be introduced in the unit) | What you want students to KNOW and be able to DO as a result of studying this unit | (Students will KNOW specific information related to unit) -Students will know the characteristics in Dada art and the key ideas from the cultural movement. -Students will know what collage and assemblage is. -Students will understand how artists explore important issues regarding society. (Students will DO specific activities related to unit) -Students will use methods of collage and assemblage in creating their cigar boxes. -Students will cut out images and assemble them in a meaningful way. -Students will find alternative ways to assemble and adhere mixed media together. -Students will explore the challenge of juxtaposing 2-D and 3-D objects in one composition. -Students will find ways to prop open their boxes using their mixed media to further show their rebellion against their stereotypes. | ||||||
STAGE 2: ASSESSMENT EVIDENCE | ||||||||
Performance Tasks, Criteria for Assessment and Assessment Tools | A description of specific tasks and other activities that students will DO to show what they KNOW and UNDERSTAND. (These describe the types of assessments (formative and summative) and the rubrics or other tools used to evaluate student progress) |
PERFORMANCE TASK(S): (elegant problem) 1. Students will use collage and assemblage techniques used in Dadaism with their personal Identity Boxes to express who they are and how they are viewed in today’s society. The outside of the box will depict what society thinks or expects of them while the inside of the box will depict who they really are.
KEY CRITERIA:
-Rubric/ Self Assessment/ Artist Statement -Comparison/ Planning worksheets | ||||||
The Language of the Unit Plan – Stage 3
STAGE 3: THE LEARNING PLAN SEQUENCE | ||
Vocabulary | Specific Unit Terms | Dada: Also known as Dadaism, is a cultural movement that primarily involved the visual arts, literature, and graphic design. Dada activities also included public gatherings, demonstrations, and publication of art and literary journals. Dada focused on the rejection of prevailing standards in art through anti-art cultural works. Injustice: Violation of the rights of others; unfair Social Injustice: Unfairness within society. Rebel (verb): to reject, resist, or rise against some authority, control, or tradition. Stereotype: Often inaccurate, simplistic generalizations about a group that allows others to categorize them and treat them accordingly. Collage: The technique of pasting various materials typically unassociated with one another, such as newspaper clippings, parts of photographs, etc. together on a surface. Assemblage: An artistic process consisting of making 2-D or 3-D compositions by putting together found objects. Mixed Media: Refers to an artwork of which more than one medium has been used. 3 Dimensional: Having depth, width and height. Found Object: In an artistic sense, indicates the use of an object, which has not been designed for an artistic purpose, but exists for another purpose such as utilitarian or manufactured items. Marcel Duchamp: Closely associated with the Dadaist movement; challenged conventional thought about artistic processes and art making. Joseph Cornell: American artist, sculptor, one of the pioneers and most celebrated artists of assemblage. Symbol: A letter, figure, or other character or mark used for representing something like a thought, memory, etc. Symbolism: The practice of representing things by symbols. Patina: Sheer tarnish or coating formed on a metal, wood, or similar surface. Distressing: The process of when artists and metal smiths deliberately add patinas as a part of the original design to simulate antiquity in newly made objects. Composition: The placement or arrangement of visual elements within a work of art. Can also refer to the artwork as a whole. Contrast: The difference in visual elements that distinguishes one object from another. |
Materials/ Resources | Instructional Resources to support unit Specific art materials needed for the unit | Instructional Materials: LCD Projector (Provided by Teacher, for presentations/projections) Instructional Books (Museum Catalogs, Art Books) Teacher Visuals (Posters created by teachers; Product and Vocabulary based) Teacher Examples (Our boxes) Pictures of Box Art and of Assemblage Art Artist Exemplar Works (books and photos) Studio Materials: Magazines, Newspaper, Books (Collected by students and teachers for collage) Acrylic Paint and Watercolor (to stain) Brushes 3-D Found Objects (Personal to students, collecting through unit) Glue, epoxy, and other adhesive Power tools Wire, String Stamps/Ink Ziploc bags/ Envelopes Sketch Paper Cups for water/stain Paper Towels Nitril gloves Modge-Podge Assortment of Cigar Boxes (Collected by Teachers) |
Accommodation | General Accomodations: -For students that are more advanced, I will have an activity for them to complete a journal as they reach each step of their box to document the emotions or memories that come to light as they explore stereotypes or injustices. -Materials will also be available for students who are more advanced to progress to the next step while rest of class continues working at a side station. -For students that require more time, they will be given different rules regarding the amount of material used for covering box. These students will not be required to cover as much due to time constraints. -Books from museums, etc. will be available for students to look at if they finish early to encourage inspiration and to expand thinking. For Students with Special Needs: -We will meet with the student’s regular teacher to discuss specific needs, etc. before the day of lesson in order to prepare necessary adjustments. -Provide media that will work with their specific motor skills if the chosen media is not ideal or recommended for them to use. -For students with physical ailments that have trouble operating tools like scissors, etc. will be given precut imagery to choose from, encouraged to rip pictures from magazines, as well as the option to use manipulated tools to fit their needs (push scissors, handle paint brushes, etc.) -For students with severe emotional disturbances, teacher will caution student to be careful when choosing imagery so as not to provoke difficult reminders that could be harmful to the student. Student will be encouraged to choose a theme that is very broad or important to them in the world, such as a nation, politics, etc. rather than something solely about or surrounding them. Specific Accommodations two students in Ms. Sieloff’s Class: -One Student with 504: This student’s work will be cut back, and will be given extended time to work (during conclusion will be allowed to work). -One Student with IEP: This student will also need work but back as well as extended time to work. (These modifications were suggested by and made with the student’s full time teacher). | |
Summary of Lesson Sequence and Student Accommodations for each lesson | The scope and sequence of lessons on the unit (A description of activities that will take place in each lesson from which fully developed and detailed lesson plans will be written) Note: Teacher reflections should follow each lesson to assess progress, need for adjustments, and/or changes in direction | Lesson 1: (Focus on ELO _1.B2., 3.A1._) Essential Question: -What are some methods for rebelling against injustice? -How do artists explore societal injustice? Objective: After reading Farenheight 451, students will explore ways in which artists can explore societal injustice through the introduction to Dadaism, Assemblage, and self-reflection by cutting out collage material and wood distress. Brief description: Lesson 2: (Focus on ELO _2.A2._3.A1__4.B2___) Brief description:: Today, teachers will begin class by demonstrating proper collage technique through a group demo, while also demonstrating what the box should look like at the end of the day. The students will begin constructing the outer layer of their box by using these magazine and photo collage techniques. Students will be shown artist Hannah Hoch from the Dada movement who incorporated collage in her work as inspiration for today’s studio materials as well as to the meaning of symbols and how to use them in collage. Lesson 3: (Focus on ELO __2.C2._____) Essential Question: -How do artists creating meaning through pre-made 2-D and 3-D objects? Objectives: Students will understand the process of assemblage and be able to identify assemblage art. Students will learn how to incorporate 2-D and 3-D objects in one composition using various adhesive techniques. Brief description: Today the students will continue working on the outside of their Identity Boxes. Students will aim to finish their photo and magazine collage on the exterior, and when they are ready to move on, the students will be instructed on adding 3-D elements to the outside of their box. Artist Exemplars of today will surround the process of assemblage and 3-D found objects in today’s art world. The outside of the student’s boxes should be complete (or almost complete) with the 2-D collage at the end of today’s lesson. Lesson 4: (Focus on ELO __1.C1., 2A2., 3.A1.____) -How can the use of collage and assemblage be used to convey an idea or message? -How do artists construct compositions through various adhesion techniques? Objective: Brief description: Students will be instructed on various adhesive techniques including various glues, epoxy, string, wire, and power tools. If they haven’t yet, they will begin with the 3-D process. When they are ready, the students will move on into the 2-D elements of the inside. Students will be familiar with this process from the second lesson, and will be challenged to choose imagery that rises up against the injustice present on the outside of their box. Lesson 5: (Focus on ELO _1.C1., 4.B2._) -How can the use of collage, photomontage, or assemblage be used to convey an idea or message? Objective: Students will incorporate assemblage techniques within the interior of their box. Students will understand the process of collage, assemblage, symbolism and mixed media art through the completion of their box. Brief description: Students will begin or continue to work on the interiors of the box. Students will be encouraged to bring in personal photos of themselves, their family, etc. to add to the interior of their identity box. Symbolism will again be a main aspect of today’s lesson as they work with photo collage. It will also be emphasized that the interior should have an obvious contrast to the exterior and show images that show who they are as opposed to the stereotypes depicted on the outside. Most of the collage should be finished by the end of class, and students will need to continue to look for 3-D objects for next class, ready to complete the boxes by the 6th class. Lesson 6: (Focus on ELO __1.B2., 1.C1._____) -How do artists construct compositions through various adhesion techniques? -How do artists creating meaning through pre-made 2-D and 3-D objects? Objective: Students will be challenged to create an artistic solution to keeping their box open as they finish up their identity boxes with 3- found objects for their interiors. Brief description: |
Teaching Resources:
