Unit PLAN University of North Texas Art EducationFamily Unit: By Miriam Montano

I. Unit: Unit Plan: Unit 8- The Experience of Family Grade Level: High School, Art II Title: Family Through My Eyes Duration: 3 weeks, 12 sessions total (45 minutes each)

II. Lesson Rationale: This unit will allow students to learn different ways to explore their family and what family

means to them. By the end of this project, students will have hopefully reflected on their family and have learned more about how they feel in their family environment. Students will also get to discover a little bit about different family ideas and compare and contrast this new knowledge with their own thoughts on family; this will allow them to interact with their own family and those different than their own in a more cordial and understanding way.

III. Key Concepts: Family, personal definition of family, family characteristics, family interactions, shared and

personal experiences of family, family illustrations/depictions, object representation, object interpretation, short story, decorative pattern

IV. Essential Question: What does family mean to you? Who do you consider to be your family? What are unique emotions to you experienced during your family events/gatherings? How is your idea of family similar/different to that of others? How have some artists used art to depict their own family experience? How have they used

objects in their family depictions to portray their family characteristics? How does an artistic family representation help you express your various thoughts on family? What aspects of your family illustration help you convey specific family characteristics? What

characteristics do you feel your family depiction expresses? In what ways can object representation help you convey your message about your idea/thoughts

on family? How does incorporating different artistic medium affect your depiction of your family and

family characteristics?

V. Unit Objectives: Students will successfully combine different mediums and materials of their choice to create an

image of a specific family scene or activity that reflects the students’ individual ideas and experiences of family and family characteristics and values.

Students will accompany their family image by generating a short narrative in which they integrate thoughts about what family means to them and how they experience their family, and also possibly compare and contrast aspects of different and unique family characteristics.

VI. Specific Art Content: Multi-media, composition, decorative design/decorative borders form, shape, texture, unity, color

VII. Resources & Materials for Teacher: Tar Beach (1988), Faith Ringgold (image):

http://www.wayzata.k12.mn.us/cms/lib/MN01001540/Centricity/Domain/78/pia/FaithRinggold2014-4.jpg

“Tar Beach,” 1991, by Faith Ringgold (book) Loteria- Tabla Llena (1972), Carmen Lomas Garza (image):

http://www.dallascontemporary.org/artthink/wp-content/uploads/2011/09/1995-1.50.59_1a.jpg Empanadas (1991), Carmen Lomas Garza (image):

http://media-cache-ak0.pinimg.com/736x/45/60/4c/45604cecc1cbd046bfc9f74a3fbb1f4c.jpg “In My Family/ En Mi Familia,”1997, by Carmen Lomas Garza (book) Quilting Time (1986), Romare Bearden:

https://rs.1000museums.com/filestore/5/4/8/3_22dafaf541292e0/5483lpr_5805f3aa7fdd524.jpg

LESSON PLAN FORMAT

IX. Instruction and Its Sequencing:

Lesson 1: “Introduction of Unit: What Does Family Mean to You?”

Essential Question What does family mean to you? Who do you consider to be your family?

Key Concept Family, personal definition of family

Discussion Question Who is your family? What does the word family mean to you? What do you feel in unique to

your idea of family?Lesson Objectives:

After the introductory discussion, students will, in their sketchbook, individually list who/what they believe is a part of their family using a word map of their choice (e.g. word web).

During their reflection time, students will use their sketchbook to identify their family characteristics through the use of a mind map.

Student Materials: Sketchbooks, pencils

Teacher Materials: “The Family Book” by Todd Parr

Lesson 1 - Day 1

1. Introduction/Motivation: The class will sit in the center of the room and I will read aloud a book called, “The

Family Book” by Todd Parr. Students go back to seats after story to prepare for next activity

2. Guided Practice I will verbally introduce students to the project’s main concept of family. Students will then reflect on the topic through a class discussion based on the following

questions: Who is your family? What does the word family mean to you? What do you

feel in unique to your idea of family? Depending on the answers, I may change or add some of the questions.

3. Independent Practice Volunteer students will pass out sketchbooks for an individual reflection Students will list who/what they believe is a part of their family using a word map of

their choice (e.g. word web). Students will have 2 minutes to reflect on their written thoughts. After this short

reflection, students will use another sketchbook page to identify their family characteristics through the use of a mind map.

4. Closure I will ask that students share with their neighbor some of their thoughts on their

definition of family (sharing this will help students think about and reflect on new ways of defining family).

5. Formative Evaluation I will check that students have completed the two reflection pages in their sketchbook.

6. Classroom Management Procedures Introduction (8 mins) Guided Practice (5 mins) Independent Practice *

o Sketchbook Reflection 1 (12 mins)o Sketchbook reflection 2 (12 mins)

Closure (6 mins) * Clean up (2 mins)

* During sketchbook reflections I will walk around the class to make sure students are on task. I will also do this during closure activity to make sure students are talking about the appropriate subjects

IX. Instruction and Its Sequencing:

Lesson 2: “Exploring Our Families”

Essential Question How have some artists used art to depict their own family experience? What are unique emotions to you experienced during family

activities/events/gatherings/hobbies? What are unique characteristics of your family? How is your idea of family similar/different to that of others?

Key Concept Family characteristics, family illustrations/depictions, shared and unique family

interactions/characteristics, family interactionsDiscussion Question

What are some characteristics about the family from your book? What do you think is the author’s emotions/mood when she is with her family? How does the author/artist use her illustrations to represent her family’s characteristics? What aspects of the illustrations help you interpret the family from your book? What hobbies/activities do you and your family enjoy doing together?

What are unique emotions to you experienced during family activities/gatherings/hobbies? What are unique characteristics/traits of your family?

Lesson Objectives: Taking turns to participate during the reading and discussion sessions, students will describe

the illustrations from the book, analyze the family characteristics expressed through the illustrations, and interpret specific illustration aspects in the books that help paint a picture of the family in the story.

After touching on family characteristics during the book reading activity, students will identify their own family characteristics and record other students’ family’s characteristics shared in class in order to compare them using a Venn Diagram in their sketchbooks.

Based on the Venn Diagram notes, students will design in their sketchbook at least four thumbnail sketches of settings that illustrate activities/hobbies/gatherings that reveal their unique family characteristics.

Student Materials: Sketchbooks, pencils

Teacher Materials: “Tar Beach” by Faith Ringgold, “In My Family/ En Mi Familia” by Carmen Lomas Garza,

“Empanadas,” 1991 and “Loteria-Tabla Llena,” 1972, by Carmen Lomas Garza, “Tar Beach,” 1991 by Faith Ringgold, large sketch pad, marker,

Lesson 1 - Day 1

1. Introduction/Motivation: The class will be studying two artists through reading/discussion sessions based on their

books and illustrations, ones which we will serve as the concept for our project. Books: “Tar Beach” by Faith Ringgold & “In My Family/ En Mi Familia” by Carmen

Lomas Garza2. Guided Practice

I will have a list of discussion questions on the board, and let the class know that after reading the book, they are to have a discussion as a group, and the readers for each group will be the discussion leaders as well. Discussion Questions on board:

1. What are some characteristics about the family from your book? 2. What do you think is the author’s emotions/mood when she is with her family? 3. How does the author/artist use her illustrations to represent her family’s

characteristics? 4. What aspects of the illustrations help you interpret the family from your book?

3. Independent Practice Students will independently reflect on the discussion questions as the stories are read,

but have a group discussion at the end of each reading. For homework, students will reflect on the discussion questions in relation to their own

family. 4. Closure

I will ask the class that for homework they think about their own family’s characteristics and special events, rituals, gatherings they feel are unique to their family.

I will give students a handout with the discussion questions so that they can apply these questions to their own family and reflect on their ideas.

5. Formative Evaluation

I will keep an ear out to hear students’ comments and responses; if I notice that a student is not talking I will try to get him or her involved in thinking about the discussion questions.

6. Classroom Management Procedures Introduction (8 mins)

o Briefly introduce books & artists, split the class in two groups, assign each group with book and illustrations (Empanadas, 1991, gouache on cotton paper, Carmen Lomas Garza; Loteria- Tabla Llena, 1972, etching on paper, Carmen Lomas Garza; Tar Beach, 1991, acrylics on canvas and quilt, Faith Ringgold) and present discussion questions

Guided Practice (34 mins total, 2 reading sessions, 17 mins each)*o The class will be split in two; one group will read “Tar Beach” while the other

group reads “In My Family/ En Mi Familia;” after they are done reading, the previously chosen group leader will guide the group through the discussion questions posted on the board. After time is up, groups will switch books and follow the same procedure as the first reading session with the second book. (Independent practice during class time is done within the guided practice time)

Closure (3 mins)o Students go back to their seats, discussion leader returns books to teacher desk,

homework is assigned* During reading/discussion sessions, I will go back and forward between groups to listen to their conversations and make sure they are staying on task, and so that I can help the groups who are stuck on the questions.

Lesson 1 - Day 2

1. Introduction/Motivation: Independent warm-up activity: students will create in their sketchbooks a simple Venn

Diagram labeled “My Family,” “Shared,” and “Other Families.” I will ask that students fill the “My Family” portion with answers to the following

questions: o What hobbies/activities do you and your family enjoy doing together? o What are unique emotions to you experienced during family

activities/gatherings/hobbies? o What are unique characteristics/traits of your family?

2. Guided Practice Sharing activity in which we go around the room for everyone to share at least 5 ideas

that they wrote down on the “My family” sections of the Venn Diagram Students must fill out the other two sections of the Venn Diagram, “Shared” and “Other

Families,” during activity. I will begin this sharing activity by giving the class information about my own family.

The students will then follow my example and provide the class with their Venn Diagram points.

3. Independent Practice Students will refer back to unique, shared, and other family characteristics to decide

how they want to arrange their family depiction.

I will create a live sketch of the assignment on my large sketch pad using my Venn Diagram notes and my own family’s characteristics.

Students will then begin their illustration sketches, which must consist of at least 4 thumbnails. Sketches will be due by the beginning of next class.

4. Closure I will ask that students start thinking about objects that they feel are unique to, or

represent their family because these ideas will help them with their next lesson. Clean-up

5. Formative Evaluation I will check for the completion of the warm-up activity as students share their points on

the “My Family” section. I will also check for completion of the other two Venn Diagram sections when I check

that students completed their thumbnail sketches next class. I will also check that students are on task and appropriately participating in their

sketching time. 6. Classroom Management Procedures

Introduction (5 mins)*o Two students will pass out sketchbooks at the beginning of class and then

students will draw their Venn Diagram circles (2 mins); Students will fill out “My Family” section of the Venn Diagram (3 mins)

Guided Practice (10 mins)** Independent Practice (27 mins)* Closure (3 mins)

*During individual sketchbook writing/sketching, I will walk around the room to help students who have questions and make sure that students are staying on task. ** I will be taking participation notes during this session and keep track of students’ behavior (i.e. not making rude comments as students are sharing their points, actively listening, filling out rest of Venn Diagram)

Lesson 3: “Our Stories Through Our Objects”

Essential Question How can the use of objects in family depictions portray unique family characteristics? In what ways can object representation help you convey your message about your idea/thoughts

on family? Key Concept

Representational objects, objects unique to individual families, object interpretationDiscussion Question

Do you think the artists purposefully chose what objects to depict in his artwork? If so, what role do these specific objects included in the image play in portraying his idea of family?

Do you think these objects help viewers see family characteristics unique to the family in the mosaic? Why or why not?

What do you think the (insert object identified) says about this specific family? Do you relate with any of these objects? What are some objects that you think speak about your family values/characteristics? In what ways can object representation help you convey your message about your idea/thoughts

on family?

Lesson Objectives: During the warm-up activity, students will locate objects represented in Romare Bearden’s

mosaic and record down each object in the sketchbook During the smart-board activity, students will identify the objects in Romare Bearden’s mosaic

by labeling them each with a sticky note Students will use the warm-up and guided activities to reflect on their own family objects by

collecting objects/items out of magazines that they will then use to construct a sketchbook collage that identifies the students’ individual family characteristics

Student Materials: Sketchbooks, pencils, magazines, scissors, and glues

Teacher Materials: Romare Bearden’s mosaic, “Quilting Time” (1986), sticky notes, sharpie

Lesson 3 - Day 1

1. Introduction/Motivation: Warm-Up: Romare Bearden’s “Quilting Time” (1986) Mosaic Objet Search Two volunteer students will pass out sketchbooks at the beginning of class and I will

ask students to list every object that they see in Bearden’s mosaic. I will walk around to make sure students are staying on task and actually listing objects.

I will have previously listed the objects in the image on my own notes 2. Guided Practice

Two-part group session First part: Students will come up to the board and label one sticky note with the name of

an object they see, then they are to place the sticky note on the object on the smart board image. I will continue to call up students until they have no more objects to label. If they missed any objects, I will write fill out the sticky notes and label them.

Second part: I will briefly introduce Romare Bearden and then guide the students into a class discussion about the objects we see in the mosaic. Leading questions:

1. Do you think the artists purposefully chose what objects to depict in his artwork? If so, what role do these specific objects included in the image play in portraying his idea of family?

2. Do you think these objects help viewers see family characteristics unique to the family in the mosaic? Why or why not?

3. What do you think the (insert object identified) says about this specific family?

4. Do you relate with any of these objects? 5. What are some objects that you think speak about your family

values/characteristics?6. In what ways can object representation help you convey your message about

your idea/thoughts on family? 3. Independent Practice

Students will briefly create a collage in their sketchbook to help them brainstorm ideas on possible objects that could identify their family.

I will have magazines, scissors, and glues ready for students to begin creating their collage in their sketchbook.

Students will have until the end of class time to complete this rough-draft style collage. 4. Closure

Clean-up. I will ask that students reflect on their object collage to think of possible objects that

they think would fit with the previously sketched setting thumbnails. 5. Formative Evaluation

I will need to walk around class, taking note of students’ progress in their sketchbooks and keeping record of what students participated during the warm-up activity

6. Classroom Management Procedures Introduction (3 mins)

o Two volunteer students pass out sketchbooks, introduce warm-up activity; students write observed objects in sketchbook

Guided Practice (8 mins)o Briefly introduce Romare Bearden and his artwork, then lead the class into the

smart board-sticky note activity; guide students through class discussion Independent Practice (30 mins)*

o I will pass out magazines at the end of the guided practice supplies (glue, scissors) should already be at their tables at the beginning of class

Closure (4 mins)o Teacher announcement as students each clean up their working space and return

sketchbooks if they will not be taken home* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently

Lesson 4: “In My Family…”

Essential Question How does an artistic family representation help you express your various thoughts on family? What aspects of your family illustration help you convey specific family characteristics? What

characteristics do you feel your family still image depiction expresses? How does incorporating different artistic medium affect your depiction of you family and

family characteristics?’Key Concept

Representational objects, objects unique to individual families, object interpretation, short storyDiscussion Question

What is happening in your family depiction? What are some elements/objects you used to express your family’s characteristics? What different ideas/messages about your family do you feel that your illustration/ use of

material evokes? What is your role in this depiction of your family setting? What is your selected scene/ activity? What are ways in which you are portraying this

activity/scene? Are these techniques/choices successful? Do you have at least three different materials/media to incorporate in your project? (You need

to!) If so, how do they reflect on your family characteristics? What is your narrative about? How does it relate to your illustration? What objects did/will you include in your depiction? What do these symbolize in regard to your

family and your thoughts/emotions about you family?

How are you represented in your illustration? Are you in the image? What are/will you be doing in the depiction?

Lesson Objectives:

Before students begin working with their final materials, they must complete and turn in pre-planning work in their sketchbooks that includes at least two different complete layout designs for their family illustration and a short sentence overviewing the selected scene.

Students will review and apply the information from previous lessons to construct a family illustration that uses at least three different materials and whose ideas on family are supported by a one paragraph, written short story interpreting the illustration and at least one of the objects/items incorporated in the design.

Students will verbally present their final illustration and short story in a class critique in which they must be ready to interpret and discuss any additional questions about their work.

Student Materials: Sketchbooks, pencils, magazines, scissors, and glues, materials of choice (pastels, water color,

pen, sharpies, color pencils, computer access if needed, any picture references of choice, paper, mod podge, etc.),

Teacher Materials: Romare Bearden’s “Quilting Time,” “Loteria- Tabla Llena” by Carmen Lomas Garza & Faith

Ringgold’s “Tar Beach”, computer with internet access for Pinterest examples

Lesson 4 - Day 1

1. Introduction/Motivation: Reflection warm-up Students will review their previous assignments and recall some of the information they

wrote about their family. After this reflection, I will introduce students the big project by giving students a

handout of the project and following the handout with them. 2. Guided Practice

I will write on the board reflective questions that they should consider as they plan their project. Questions to reflect on:

o What is happening in your family depiction?o What are some elements/objects you used to express your family’s

characteristics? o What different ideas/messages about your family do you feel that your

illustration/ use of material evokes? o What is your role in this depiction of your family setting?

3. Independent Practice Students may use previous planning ideas (word maps, thumbnail sketches, lists, etc.) to

start bringing together a few thumbnail sketches that incorporate all aspects of the project: setting, event/activity, who is part of the family, your role in your family, objects representing family characteristics/traditions, etc.

Students will have to submit at least two full-blown layout design incorporating all the previous lesson ideas.

4. Closure Cleaning up

I will ask students to start bringing in materials next class period that they may want to incorporate in their illustration.

5. Formative Evaluation I will be walking around the room during the class period to make sure that students are

actively working and listening during project presentation

6. Classroom Management Procedures Introduction (8 mins) Guided Practice (2 minutes)

o Present reflective questions Independent Practice (30 mins)*

o Studio time Closure (5 mins)

* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, this is the point where I individually help them

Lesson 4 - Day 2:

1. Introduction/Motivation: I will pull up “Loteria- Tabla Llena” by Carmen Lomas Garza and Faith Ringgold’s

“Tar Beach” to point out the decorative border in their works. I will discuss with students how they are required to incorporate a decorative design

into their illustration. 2. Guided Practice

I will show students examples of different border ideas on Pinterest, such as a Christmas based decorative design if the family’s favorite gathering is Christmas. If students have any questions about decorative element, they may ask questions at this time

3. Independent Practice Students will continue to work on thumbnail sketches/decorative planning I will ask that students have a short conference with me about how they plan to use the

material and with what purpose.4. Closure

Cleaning up I will tell students they must come prepared to talk to me about what materials they plan

to use; they must also talk to me next class period to explain how this material will be useful in their family image.

5. Formative Evaluation Evaluation for today will consist on student behavior and participation. I will also take note of students who conferenced with me about the use of their chosen

materials.

6. Classroom Management Procedures Introduction (5 mins) Guided Practice (3 minutes) Independent Practice (30 mins)* Closure (7 mins)

* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, this is the point where I individually help them. I will be taking note of students who talk to me about their use of materials

Lesson 4 - Day 3:

1. Introduction/Motivation: I will introduce the short story part of the project using one of the stories that Carmen

Lomas Garza wrote in par with one of her illustrations in her book “En Mi Family/In My Family.”

I will explain the purpose of this aspect of the project and let student ask any questions about this.

2. Guided Practice I will go talk with students who I did not talk to before about their materials and when I

am through with conferences, I will go around the class to talk with students who have any questions or need help with their project development.

3. Independent Practice Students will focus on creating the short story/narrative since a rough draft of this will

be due by next class4. Closure

Cleaning up I will ask that students have a rough draft our outline of their short story by the

beginning of next class so that I can conference with each one of them again in regards to their short story. I will provide them with content and grammatical help during our conference.

5. Formative Evaluation Evaluation for today will consist on student behavior and participation.

6. Classroom Management Procedures What will I do to keep students on task and safe?

Introduction (5 mins) Guided Practice (combined with independent practice) Independent Practice (33 mins)*

o Studio time/drafting for short story Closure (7 mins)

* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, this is the point where I individually help them.

Lesson 4 - Day 4:

1. Introduction/Motivation: I will ask that students take out their planning/progress so far and have them split with a

partner of near proximity to get feedback on their project ideas and progress.2. Guided Practice

I will write down some discussion questions that students can think about as they give or receive feedback from their partner

Students should write in their sketchbooks the feedback that they get about their project. Discussion questions:

1. What is your selected scene/ activity? What are ways in which you are portraying this activity/scene? Are these techniques/choices successful?

2. Do you have at least three different materials/media to incorporate in your project? (You need to!) If so, how do they reflect on your family characteristics?

3. What is your narrative about? How does it relate to your illustration? 4. What objects did/will you include in your depiction? What do these symbolize

in regard to your family and your thoughts/emotions about you family?5. How are you represented in your illustration? Are you in the image? What

are/will you be doing in the depiction? 3. Independent Practice

Students should review their feedback and continue working on their family illustration. 4. Closure

Clean up I will remind students they have 3 more class period before their project in due for

critique, which will be held four classes from this class day. I will also let students know that two classes from now, I will have a final short conference with students to make sure they are finishing their projects strong.

5. Formative Evaluation I will evaluate students on peer review/feedback participation by walking around the

room and make sure all partners are staying on track and following the discussion questions or asking other related questions.

I will check the sketchbook along with the project to make sure the notes on the partner feedback are completed.

6. Classroom Management Procedures Introduction (2 mins) Guided Practice (20 mins)* Independent Practice (18 mins)* Closure (5 mins)

* During Independent Practice and guided practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, I will help them at these times.

Lesson 4 - Day 5 & 6:

1. Introduction/Motivation: There will be no formal introduction as these days will be specifically for maximum

studio time.2. Guided Practice

There will be no formal guided practice as these days will be specifically for maximum studio time.

3. Independent Practice Studio time I will be walking around to check that students are working efficiently on their projects.

If they have any questions, I will be happy to help. 4. Closure

Closure today will consist of clean up and reminder that next class will be conference period, therefore most of the project/ short story should be finished.

Students are welcome to come in during tutoring after school to continue working on their project.

5. Formative Evaluation Evaluation will be made based on student behavior and whether students are staying on

track throughout the class. I will make an observational assessment on the student progress to make sure student

projects are going in the right direction.

6. Classroom Management Procedures Introduction (2 mins) Guided Practice (combined with independent practice) Independent Practice (33 mins)* Closure (10 mins)

* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, this is the point I can individually help them.

Lesson 4 - Day 7:

1. Introduction/Motivation: There will be no formal introduction

2. Guided Practice There will be no formal guided practice

3. Independent Practice Studio time I will be walking around to check that students are working efficiently on their projects.

If they have any questions, I will be happy to help. I will go around the room to have a final conference with the students, in which I will

take note of the student’s completion progress and I will give the students feedback.4. Closure

Closure will consist of clean up and reminder that next class projects are due at the beginning of class.

5. Formative Evaluation Evaluation will be made based on student behavior and whether students are staying on

track throughout the class. I will also make an observational assessment on the student progress to make sure student projects are going in the right direction.

6. Classroom Management Procedures Introduction (2 mins) Guided Practice (combined with independent practice) Independent Practice (33 mins)*

o Studio time/drafting for short story & final teacher-student conferences Closure (10 mins)

* During Independent Practice, I will walk around the students to check on their progress and make sure they are staying on task and working efficiently. If they have any questions, this is the point I can individually help them.

Lesson 4 - Day 7:

1. Introduction/Motivation: Students will hang up their illustrations on the critique wall and turn in their

sketchbooks2. Guided Practice

I will lead the class into the critique, in which I will give students the same discussion questions to think about as the peer reviews. Leading questions:

1. What is your selected scene/ activity? What are ways in which you are portraying this activity/scene? Are these techniques/choices successful?

2. Do you have at least three different materials/media to incorporate in your project? (You need to!) If so, how do they reflect on your family characteristics?

3. What is your narrative about? How does it relate to your illustration? 4. What objects did/will you include in your depiction? What do these symbolize

in regard to your family and your thoughts/emotions about you family?5. How are you represented in your illustration? Are you in the image? What

are/will you be doing in the depiction? 3. Independent Practice

Students must each contribute to the discussion. When they give a comment, they should use some of the critique vocabulary and ideas learned in Art I and practiced from previous units. Students whose work is being critique must be prepared to provide an answer to the question or a thoughtful response.

4. Closure Closure will consist of a teacher overall brief evaluation of the works and students will

submit the works to the turn-in cabinets. 5. Formative Evaluation

Summative Rubric (See X below)6. Classroom Management Procedures

Introduction (3 mins) Guided Practice (37 mins) Critique questions (2 mins) Class critique (35 mins) Closure (5 mins)

X. Summative Assessment and Evaluation: (See rubric document on website)

XI. Interdisciplinary Connections: Social studies - students may explore through their peers’ other cultures and cultural practices English- students will be writing a short story so they will have to focus on syntax, content and

grammar

XII. References & Resources: Faith Ringgold biography & artist page: http://www.faithringgold.com/ Carmen Lomas Garza bio & artist page: http://carmenlomasgarza.com/ Romare Bearden bio & artista page: http://www.beardenfoundation.org/index2.shtml

List of Measurable Verbs Used to Asses Learning Outcomes: Bloom’s Taxonomy of Educational Objectives, 1956. Retrieved from http://www.clinton.edu/CurriculumCommittee/ListofMeasurableVerbs.cxml

Art TEKS: http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html

XIII. Art TEKSRelevant Art TEKS in bold.

(c)  Knowledge and skills.

(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

(A)  use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;

(B)  identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;

(C)  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and

(D)  explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

(2)  Creative expression.

(A)  create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

(B)  apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;

(D)  create original artwork to communicate thoughts, feelings, ideas, or impressions;

(F)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

(3)  Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

(B)  analyze specific characteristics in artwork from a variety of cultures;

(4)  Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

(A)  interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;

(B)  evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

(C)  use responses to artwork critiques to make decisions about future directions in personal work;