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UBD Lesson Plans-Art

UBD Lesson Plans-Art

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Published by candicemcpherson

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Published by: candicemcpherson on Apr 23, 2010
Copyright:Attribution Non-commercial


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Stage 1- Understanding By Design
Standards:Georgia Performance Standards for Visual Arts - Standard 4.20
Matches a description of aculture with an artwork representative of the same culture.
Georgia Performance Standards for Visual Arts - Standard 4.21
Generates accuratestatements about the functions (purposes) of particular artworks and the culture that producedthem.
Georgia Performance Standards for Visual Arts - Standard 4.22
: Explains how art reflectsthe relationship between artists and their culture (e.g., geographical, political, religious, andeconomic).
Information Literacy Standard 1
: The student who is information literate accesses informationefficiently and effectively.
Indicator 1.
Recognizes the need for information
Indicator 2.
Recognizes that accurate and comprehensive information is the basisfor intelligent decision making
Indicator 3.
Formulates questions based on information needs
Indicator 4.
Identifies a variety of potential sources of information
Indicator 5.
Develops and uses successful strategies for locating information
Established Goals:
The student will:- Describe how culture influences an artist’s creations.- Identify specific works of art as belonging to particular cultures, times, and places- Gain an appreciation for art of different cultures- Identify specific aspects of a culture exhibited in an artwork.- Create art in the style of a particular culture of the past.
Demonstrate the ability to locate information online and in the media center.
Stated or implied Big Idea in the NOUNSand ADJECTIVES:
-An artist's experiences influence thedevelopment of his/her art-Artists communicate through their works-Artists portray their physical environments intheir art- Artists express political views through their art- Artists portray the religious atmosphere of their culture- Artists depict economic conditions throughtheir art
Stated or implied real-world performancesin the VERBS:
-Use research skills to explore a culture-Examine art works from different cultures-Create a presentation on a culture-Compare and contrast different cultures-Produce artworks in the style of a culture-Produce artworks in personal style
Understandings:Students will understand that:
-People use the world around them to generateideas for creativity.- Cultures can be portrayed through manymediums- The works of artists present us with awindow into the past.- Art can illustrate many facets of a culture- Artists are important members of society-We can learn a lot about a culture byexamining its art.
Essential Questions:-
What is the function of art in a culture?- How do artists’ works reflect their cultures?-What can we learn about a culture from itsartists?- Why are artists important to their culture?- Can anyone be an artist?- What makes art important?- How can we use information gleaned from a past culture’s art to improve our own culture?
Performance Task Ideas:-
Students will compare and contrast the art of different cultures.-Students will choose a culture to research and create a presentation to the class describing theculture and how the artists reflect that culture through their art.-Students will create an artwork in the style of a selected culture.-Students will create an artwork in their own style that reflects their culture.
Stage 2: Evidence of Desired Results
Performance Tasks:
Performance Task Assessment #1:Students will create a presentation in the medium of their choice that describes a past or  present culture and how specific artworks reflect that culture [Facet 1, Facet 2, Facet 3,Facet 4, Facet 5].Performance Task Assessment #2:Students will create an artwork that reflects their own culture [Facet 3, Facet 4, Facet 6].
Other Evidence:(e.g., tests, quizzes, prompts, work samples, observation)
Work sample: Students will create art in the styles of various cultures [Facet 3, Facet 4,Facet 5]Work sample: Compare/contrast art from various cultures [Facet 1, Facet 2, Facet 4]Observation: The teacher will observe students as they research, create presentations, and produce artworks
Student Self-Assessment and Reflection:
Self-assessment rubrics for Performance Tasks #1 and #2 [Facet 6]End-of-lesson written summaries: [Facet 1, Facet 2, Facet 4, Facet 5, Facet 6]Students will write a paragraph at the end of each lesson on the various cultures. Addressthese issues:
What did I learn today?
How does the medium affect the message?
How can I use the information I learned?
Why are these cultures different from each other?
What questions do I still have?

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wow. Thank you so much for posting. I'm a music teacher trying to wrap my head around UbD planning.
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