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Owosso Public Schools Middle Years Program

Arts Unit Plan Arts

Grade MYP Level Unit Title Timeframe and Duration Date(s)of Meetings Teacher(s) 9 - 12 5

Georgia OKeefe Emphasis Project

3 weeks September 16, 2013 Phil Gobel, Jayne Brown, and Marti Lameti

Stage 1: Integrate significant content, area of interaction, and unit question

Area of Interaction Focus

Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)
What are the big ideas? What do we want our students to retain for year into the future?

Environment

Students will learn how to use the resources at hand to make art, and create a 2-dimensional piece of artwork demonstrating their understanding of the art principle of EMPHASIS.

MYP Unit Question(s) How do artists depict the environment? How do artists use the Principles of Design to enhance their depiction of their environment? Assessments
Formative Assessment: Daily observation and communication Periodic sketchbook evaluations (important notes and rough drafts) Student rubric evaluations prior to Teacher rubric evaluation Student online demonstrations and explanations Student to student online conversations about artwork 2 online quizzes Anecdotal Evidence: Students learn about Georgia OKeefe through online videos posted to an interactive website. Students will have access to various online websites where they will be able to locate biography information about the artist and research about the artists work. 10/4/2013 6:19 PM Page 1

What task(s) will allow students the opportunity to respond to unit questions? What will constitute acceptable evidence of understanding? How will students show they have understood?

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Summative Assessment: Teacher observation Project Rubric Artists statement (essay) Classroom Critique A Knowledge and understanding demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes communicate a critical understanding of the art form studied in the context of their own artwork B Application develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions apply skills, techniques and processes to create, perform and/or present art C Reflection and evaluation reflect critically on their own artistic development and processes at different stages of their work evaluate their work use feedback to inform their own artistic development and processes D Personal engagement show commitment in using their own artistic processes demonstrate curiosity, selfmotivation, initiative and a willingness to take informed risks support, encourage and work with their peers in a positive way be receptive to art practices and artworks from various cultures, including their own Criterion A-Knowledge and Understanding Criterion B-Application Criterion C-Reflection and Evaluation Criterion D-Personal engagement

What specific MYP objectives will be addressed during the unit?

Which MYP assessment criteria will be used?

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

A Knowledge and understanding demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts What knowledge and/or skills (from the course demonstrate knowledge and understanding of the elements of the art overview) are going to be form studied, including specialized language, concepts and processes used to enable the students to respond to the unit communicate a critical understanding of the art form studied in the question? context of their own artwork Emphasis Lesson Plan.doc 10/4/2013 6:19 PM Page 2

Content

B Application develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions apply skills, techniques and processes to create, perform and/or present art C Reflection and evaluation reflect critically on their own artistic development and processes at different stages of their work use feedback to inform their own artistic development and processes D Personal engagement show commitment in using their own artistic processes demonstrate curiosity, selfmotivation, initiative and a willingness to take informed risks support, encourage and work with their peers in a positive way be receptive to art practices and artworks from various cultures, including their own . Content Standard 1: All students will apply skills and knowledge to perform in the arts. ART.I.VA.HS.1 Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks. Apply organizational principles and functions to solve specific visual arts problems. Be involved in the process and presentation of a final product or exhibit.

ART.I.VA.HS.3

State Standards and Benchmarks

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?

ART.I.VA.HS.4

Content Standard 2: All students will apply skills and knowledge to create in the arts. ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks. Create artworks that use organizational principles and functions to solve specific visual arts problems. Describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

ART.II.VA.HS.2 ART.II.VA.HS.3

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ART.II.VA.HS.4

Apply and adapt subjects, symbols, and creative ideas in artworks and use the skills gained to solve problems in daily life. Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.

ART.II.VA.HS.5

Content Standard 3: All students will analyze, describe and evaluate works of art. ART.III.VA.HS.3 ART.III.VA.HS.5 Describe how expressive features and organizational principles cause responses. Reflect and analyze the personal experiences that influence the development of personal artwork.

Content Standard 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts. ART.IV.VA.HS.3 Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using conclusions to inform personal artwork.

Content Standard 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. ART.V.VA.HS.3 Compare the materials, technologies, techniques, and processes of the visual arts with those of other arts disciplines as they are used in creating and types of analysis.

Organization time managementincluding using time effectively in class, keeping to deadlines Approaches to Collaboration Learning working in groupsincluding delegating and taking responsibility, How will this unit contribute to the overall adapting to roles, resolving group conflicts, demonstrating teamwork development of subject accepting othersincluding analyzing others ideas, respecting others specific and general points of view, using ideas critically approaches to learning skills? Communication being informedincluding the use of a variety of media informing othersincluding presentation skills using a variety of Emphasis Lesson Plan.doc 10/4/2013 6:19 PM Page 4

media Information literacy accessing informationincluding researching from a variety of sources using a range of technologies, identifying primary and secondary sources

Reflection self-awarenessincluding seeking out positive criticism, reflecting on areas of perceived limitation Thinking generating ideasincluding the use of brainstorming identifying problemsincluding deductive reasoning, evaluating solutions to problems creating novel solutionsincluding the combination of critical and creative strategies, considering a problem from multiple perspectives

Learning experiences
How will students know what is expected of them? Will they see examples, rubrics, and templates? How will students acquire the knowledge and practice the skills required? How will they practice applying these? Do the students have enough prior knowledge? How will we know?

Teaching strategies
How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

Teacher observation and rubrics will be used to assess student work. Teacher and student demonstration along with examples of student work. Students will research the works of art and create designs based upon these works.

Students will participate in critiques (peer reviews) throughout the time of the assignment. Teacher observation of each phase of the work. Extra time on project will be given without penalty and IEP plans followed.

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Teacher and Student Resources

What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit?

Video on the life and art of Georgia OKeefe will be shown as an introduction to the unit. Books and other media will be shown to inspire students to create their own interpretations of the art. The final installation will be created in the media center of the high school and will be created again at the art show at the end of the 2nd semester. Through the local newspaper and email, parents and community members alike will be invited to view the final installation.

Technology department will be accessed to research works of art.

Connections of Other Disciplines

How will parents/community be aware of the MYP implementation?

Through newspaper and through the school website and email.

Ongoing reflections and evaluation

Unit Reflection
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the Planning for teaching and learning section of MYP: From principles into practice.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflectboth on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for studentinitiated action?

Students learned about a great American female artist and learned how to use wire and recycled materials to create a three-dimensional work from 2dimensional works. The students learned how to work independently as well as with others to create the final installation. The Installation was very successful.

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Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects?

There was not much collaboration except with the media center. Students learned how to find research materials.

Assessment
Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage?

Students were able to demonstrate their knowledge of art history as well as their knowledge of using new materials. By having continuous peer review through critiques, the students were able to get continuous feedback on their progress.

Data collection
How did we decide on the data to collect? Was it useful?

Rubrics and teacher evaluation were used to assess both progress and final project.

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