webquest template0
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A Webquest for 9th-12th Grade Art
Designed by
Kenzie [email protected]
Based on a template from The WebQuest Page
Impressionism/Post-Impressionism Exhibit
Flickr: Art Gallery NSW
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Good Afternoon! You are an impressionist artist trying to get your artwork into a museum exhibit. After researching one of the five artists that have been provided, you are to produce a piece of artwork to imitate that particular artist’s work. You will be expected to have background information about the artist, so you can pick subject matter that is appropriate. You must also have a “date” when your work was produced and an explanation of why it was produced. After your work is complete, you will meet with four other impressionist artists, and together you will set up a museum exhibit for all five of your works. The presentation of the exhibit will be the final product for this project.
http://www.abcgallery.com/D/degas/degas.html
Once the project is complete you will have a better understanding of the Impressionism and Post-Impressionism movements. You will also be able to inform the rest of the class about your particular artist, and why they are an important figure for us to study and understand.
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
After doing some research, you will meet with four of your fellow classmates and set up a mock Impressionism museum exhibit. The exhibit will showcase all five students imitation artworks of a particular artist. Once the exhibit is set up, you will present it to the class.
Title
The Task
Flickr:NSW
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1. Now its time to begin. First you will choose which impressionist artist you want to research and imitate. The list of impressionist artists has been narrowed down to 5 names.
*Monet * Van Gogh
* Cezanne*Gauguin* Degas
2. Because we want the final groups to have one of every artist, the class will be counted and divided by five. The resulting number is the amount of students who will research any particular artist. Since the number will be limited, report who you are going to be quickly so they that person doesn’t get taken. If the person you choose is no longer available, you will be assigned a person.
3. Once you know which artist you are going to study and impersonate, it will be time to begin your research. Use the following websites to find information about your artist. You may need to do some extra research if you feel the sites provided aren’t sufficient. If this is the case come to me first, and I will give you some more sources to try.
Impressionism Monet Info Links to Artists Degas InfoMore links to Artists Van Gogh Gauguin CezanneView paintings of artists here. You may need to navigate a
little to find your artist www.ibiblio.org/wm/paint/auth/gauguin/sermon/
4. With the information you have gathered, you will write a one page biography about the artists work and life from the artists point of view.
The Process
Process cont.
http://emptyeasel.com/2007/03/20/vincent-van-gogh-a-troubled
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
5. When your paper is finished you will know so much about your artist that it will be easy for you to do this next part of the assignment. This part is when you get to actually act like your artist and produce an imitation piece of your artists work. You are not being asked to do a duplicate, but by now you know the subject matter your artist likes, and you know the style in which they paint. You are being asked to make a painting that is believable as your artists.
6. You will be provided all the materials needed for the painting, and the paper is already cut to size, so before you really plan what you want to paint look at the size and colors of paint available. When you are producing this painting keep in mind that you want it to be shown in a gallery. This means you need to keep in mind what you’ve learned in class about the elements and principles of design. Does your painting have interesting texture? Did you vary your line quality? Are the colors interesting and accurate to that which your artist would use? Is your composition balanced? Does your painting have interesting contrast or unity? Did you experiment with repetition and dominance
7. When you have completed the painting that you think is right, you will meet with the other four students you have been assigned. Together you and your fellow classmates will put together a mock museum exhibit. Your group is expected to sketch how you want to work to be organized and mounted. Once the sketch is complete get it approved by me and I will aid you in producing the exhibit by providing you with materials and guidance.
8. When the exhibit is done, you will be asked as a group to present the exhibit to the class. You will give a brief description of the artists and paintings as individuals. As a group you will talk about your display decisions to the class.
The Process
http://www.abcgallery.com/M/monet/monet.html
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
One page first person biography
Poor sentence structure. Many grammatical and spelling errors. Very little info beyond name and date of artist. Does not meet length requirements
Needs more information on artist. Grammatical and spelling errors negatively affect flow.
Fairly detailed account of artists life, though somewhat lacking. Few grammatical and spelling errors.
Very detailed description of artists life. Flows nicely. Very little to no errors.
Imitation Painting
Obviously little time spent no care involved on painting. Does not reflect the style of the studied artist at all
Somewhat reflects artists’ style. Some care put into product.
Reflects artists’ style well. Good craftsmanship. Some elements of design considered.
Very interesting painting that incorporates elements of design. Accurate representation of artists style. Great care put forth.
Museum exhibit
Poorly organized. Perhaps forgot to approve design. Little to no care put into display.
Paintings not mounted well. Confusing display choices.
Exhibit is thought out, yet lacking professionalism. Paintings are mounted.
Works very nicely mounted. Exhibit is very well thought out and put together
Exhibit presentation
No evidence of organizational planning for presenting. Could not explain display choices.
Attempt at organization. Was able to explain some choices for display.
Some organizational hiccups. Not all display choices explained. But could answer when asked about them.
Planned out what to say and the order in which it is said. Explains choices of display very well and brief description of artists are informative
Effort and attitude
Negative attitude. Did not work with group to produce the final product. Did not put much effort into any part of assignment
Worked with group some of the time. Little effort put into assignment. Completed only some aspects fully.
Worked with group. Completed all aspects of the assignment, yet lacking enthusiasm
Very productive. Worked very well with group. Put much care into entire project.
EvaluationExample:
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations! You are know an expert on the impressionism period. You have lived the life of an artist and tried to produce artwork that a gallery would accept and display. Hopefully you have learned some of the struggles these artists had to face. Now you perhaps understand the importance of studying artists in the past; for they have paved the way for artists today!
Conclusion
www.galleryofart.us
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Thanks To:
Flickr
The WebQuest Page The WebQuest Slideshare Group
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th-12th Grade (art)
Designed by
Kenzie Brubacher
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Impressionist/Post-Impressionist Exhibit
Flickr: Art Gallery NSW
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I thought of this assignment because, we had been doing jig-saw activities in my education class. The activities were fun, so I decided to create my own.
Your students are going to take on the role of an impressionist artist trying to get your artwork into a museum exhibit. After researching one of the five artists that you have provided, they will produce a piece of artwork to imitate that particular artist’s work. Your students will be expected to have background information about the artist, so they can pick subject matter that is appropriate. They must also have a “date” when their work was produced and an explanation of why it was produced. After the work is complete, they will meet with four other impressionist artists, and together they will set up a museum exhibit for all five of your works. The presentation of the exhibit will be the final product for this project.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
Once the project is complete your students will have a better understanding of the Impressionism and Post-Impressionism movements. They will also be able to inform the rest of the class about their particular artist, and why they are an important figure for us to study and understand.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This Lesson is a best fit for High School students. The lesson focuses on fine art, with an element of art history. The assignment also involves math, because the students have to appropriately mount and hang their pieces in an exhibit.
The students to be able to do this project must have a brief introduction into the impressionism movement. They must also be familiar with the elements and principles of design.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students knowledge on the following will be further developed:
Art Standards Addressed
Standard 2• comparing and contrasting elements of art, principles of design, sensory andexpressive features, and functions of art;• creating multiple solutions to visual arts problems* by applying elements of art,principles of design, and sensory and expressive features; and• evaluating the use of elements of art, principles of design, and sensory andexpressive features in developing and solving visual arts problems. the various parts of a nation's cultural life.
Standard 3•demonstrating skill with a variety of materials, tools, techniques, and processesresulting in the creation of works of art; and• evaluating the relationship between ideas and materials, tools, techniques, andprocesses used.
Standard 4•describing the functions, meanings, and significance of works of art within variouscultures;• creating works of art based on comparison and evaluation of various historical andcultural contexts; and• evaluating, analyzing, and interpreting works of art as related to the history andculture of various people
This project encourages thinking objectively about what and why is important for us all to study about art. The lesson also helps students develop group working skills.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. Now its time to begin. First you will choose which impressionist artist you want to research and imitate. The list of impressionist artists has been narrowed down to 5 names.
*Monet * Van Gogh
* Cezanne*Gauguin* Degas
2. Because we want the final groups to have one of every artist, the class will be counted and divided by five. The resulting number is the amount of students who will research any particular artist. Since the number will be limited, report who you are going to be quickly so they that person doesn’t get taken. If the person you choose is no longer available, you will be assigned a person.
3. Once you know which artist you are going to study and impersonate, it will be time to begin your research. Use the following websites to find information about your artist. You may need to do some extra research if you feel the sites provided aren’t sufficient. If this is the case come to me first, and I will give you some more sources to try.
Impressionism Monet Info Links to Artists Degas Info
More links to Artists Van Gogh Gauguin CezanneView paintings of artists here. You may need to
navigate little to find your artist www.ibiblio.org/wm/paint/auth/gauguin/sermon/
4. With the information you have gathered, you will write a one page biography about the artists work and life from the artists point of view.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
The Process (Teacher)5. When your paper is finished you will know so much about your artist that it will be
easy for you to do this next part of the assignment. This part is when you get to actually act like your artist and produce an imitation piece of your artists work. You are not being asked to do a duplicate, but by now you know the subject matter your artist likes, and you know the style in which they paint. You are being asked to make a painting that is believable as your artists.
6. You will be provided all the materials needed for the painting, and the paper is already cut to size, so before you really plan what you want to paint look at the size and colors of paint available. When you are producing this painting keep in mind that you want it to be shown in a gallery. This means you need to keep in mind what you’ve learned in class about the elements and principles of design. Does your painting have interesting texture? Did you vary your line quality? Are the colors interesting and accurate to that which your artist would use? Is your composition balanced? Does your painting have interesting contrast or unity? Did you experiment with repetition and dominance
7. When you have completed the painting that you think is right, you will meet with the other four students you have been assigned. Together you and your fellow classmates will put together a mock museum exhibit. Your group is expected to sketch how you want to work to be organized and mounted. Once the sketch is complete get it approved by me and I will aid you in producing the exhibit by providing you with materials and guidance.
8. When the exhibit is done, you will be asked as a group to present the exhibit to the class. You will give a brief description of the artists and paintings as individuals. As a group you will talk about your display decisions to the class.
This project will take about three weeks. The first week students should be provided with ample time for researching and typing their papers. The following weeks will be for producing the painting and the exhibit.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The following materials are needed for this project
• At least two class periods reserved for using the schools computer lab. The computers need internet access and a word document program.• Acrylic paint of many colors•Paper cut already to whatever size the teacher feels is appropriate for the assignment.•Triptych presentation boards for students to put their exhibit up on. Quantity: #of students in class over five.•Paintbrushes•Staples/ masking tape for hanging paintings
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Beginning
1Developing
2Accomplished
3Exemplary
4Score
One page first person biography
Poor sentence structure. Many grammatical and spelling errors. Very little info beyond name and date of artist. Does not meet length requirements
Needs more information on artist. Grammatical and spelling errors negatively affect flow.
Fairly detailed account of artists life, though somewhat lacking. Few grammatical and spelling errors.
Very detailed description of artists life. Flows nicely. Very little to no errors.
Imitation Painting
Obviously little time spent no care involved on painting. Does not reflect the style of the studied artist at all
Somewhat reflects artists’ style. Some care put into product.
Reflects artists’ style well. Good craftsmanship. Some elements of design considered.
Very interesting painting that incorporates elements of design. Accurate representation of artists style. Great care put forth.
Museum exhibit
Poorly organized. Perhaps forgot to approve design. Little to no care put into display.
Paintings not mounted well. Confusing display choices.
Exhibit is thought out, yet lacking professionalism. Paintings are mounted.
Works very nicely mounted. Exhibit is very well thought out and put together
Exhibit presentation
No evidence of organizational planning for presenting. Could not explain display choices.
Attempt at organization. Was able to explain some choices for display.
Some organizational hiccups. Not all display choices explained. But could answer when asked about them.
Planned out what to say and the order in which it is said. Explains choices of display very well and brief description of artists are informative
Effort and attitude
Negative attitude. Did not work with group to produce the final product. Did not put much effort into any part of assignment
Worked with group some of the time. Little effort put into assignment. Completed only some aspects fully.
Worked with group. Completed all aspects of the assignment, yet lacking enthusiasm
Very productive. Worked very well with group. Put much care into entire project.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
•What to say at each point in the process: As a facilitator I would read over and summarize the introduction and process to the student. Ask them which of the provided artists they want to study, and help them report their decision to the teacher. Once the process is explained there is not much else to say.•What to click on: Once they have decided you can click on the links I’ve provided in the process section. Help them navigate their way around the site to find relevant information•How long to take at each point: One class period for research, possibly more if needed, and one class period for typing the paper. The painting and exhibit will take about two weeks of class time•When to direct learners to work away from the computer: when working on the paper encourage creativity and eliminate just regurgitating what they’ve just read on the internet
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is an excellent initial exploration into the impressionist and post impressionist movements. It also lets the students see how important it is for us to study these artists. The painting and the exhibit aspect of the project allow students to experience the struggles of making it as an artist, and how these artists truly struggled. By having them work in groups to set up the exhibit, they are forced to learn how to explain why and how their art should be shown. This will prepare them for art history courses in college and critique sessions on artwork in the future.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Thanks to flickr and many other wonderful websites whose links are provided on the process pages
The WebQuest Page The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)