Secondary Art Curriculum Map – Course _____________________

COURSE OVERVIEW AND RATIONALE:

NAME:___________________

This course examines methods and materials for the creation and documentation of site-specific works of art. Students create work that explores the integration of video and interactivity within a physical environment. This course is a self-directed course for students who have completed an intro to art class and have the instructor’s approval. Students are responsible for designing their own projects and, in some cases, providing their own materials. The class will culminate in a student show, where students will present a work of their choice to the community. This show will be student run. The class is limited to 12 students. The rationale for this course is for students to have the opportunity to explore mixed media with instructor guidance while still being able to experience what it is to be a true artist. Students will be able to make works they care about and be able to take ownership over said works. Furthermore, completed works can be used for portfolios for college/ program applications. The units are organized so students will have increasing independence as the semester progresses. Unit one is based on contemporary art history and will serve as an introduction to the class and for most students what installation art actually is. In this unit, students will be able to go out and actually see some installation art which should help to make it more real for them. The second unit is based on materials. Students at this point, depending on the teachers they have had, will probably only be used to traditional materials and being told how and when to use them. In this class however, students will be expected to find their own materials outside of class if what they feel they need is not provided. Unit two should help students start to think outside the box. Since unit two is a group based project, students will also be able to use this opportunity to foster relationships and learn to share their ideas with their classmates The third unit is based on community. Students will be required to create a piece based on something on their community. Group work will be optional in this project. This project will also be the first experience with writing project proposals. After exploring their communities, students will have a day to create a proposal that will include their idea, the concept behind it, and a sketch. Students will have to share these ideas with the rest of the class, and the class will offer suggestions and insight. The fourth unit will be based on a list of themes from the PBS series ART 21. Students will have to choose what their theme is, propose a project idea based on that theme, and create the project in a space allocated to them. Students may work in groups, but will have to justify their reasoning behind it. The fifth unit is the most challenging unit. Students will be required to come up with their own project theme and idea based on their interests and create a project based on it. At the end of this unit, there will be a student show. Students will show their favorite piece or documentation of their favorite piece in the school gallery. Parents, classmates, and the community will be invited to come in and observe the works of the students. By the end of this unit, I would like my students to have an opportunity to have designed their own project and explore their own interests in their artwork. I want them to feel like real artists who have ownership over their work on a monumental scale.

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Secondary Art Curriculum Map – Course _____________________
#1 Unit Title: In the Beginning… Big Idea/Theme: Contemporary Art History Timeframe: 2 weeks

NAME:___________________

Overview and Rationale for this unit: In this unit, the teacher will introduce/ review contemporary art with a specific focus on installation art and get the students in the mindset of making. Students will have the chance to visit a gallery with actual installations present. This unit is important because some students may be coming in with no idea as to what installation can actually encompass and may be limiting their ideas based on their prior knowledge. Having an opportunity to see actual art will allow students to make connections between seeing art as images and art in real life.

Unit Objectives: SWBAT…. Analyze installations done by professional artists Examine how professional artists use concepts in their own work Select artists that may inspire them throughout the semester Project & Exercise ideas: Art History overview- teacher will show individual artists, ask if the students know of any they’d like to share, discussion on what ideas drive art Art Museum/ Gallery field trip- Students will take a day to go to a gallery and look at real installation art. Materials: Projector, internet access Drivers and transportation for field trip

Artists, Images and Resources: Installation Presentation, Documentation presentation Duchamp, Oldenburg, Smithson, Goldsworthy, Flavin, Judd, Gonzaelez Torres, Hesse, Neto, Sze, Turrell, Kusama, Stockholder, Walker, Washburn, Friends With You, Sachs, Killigan, McGee Vocabulary: Installation art, performance art, documentation, site-specific

Core Connections: History, Social Studies/ Issues, politics

Assessment: Formative – Students will be graded based on participation Summative – No summative assessment

Intervention & Adaptations: Students will be allowed to take breaks, get up and walk, and have time to explore videos and art history books on their own if they are not able to pay attention to lecture / powerpoint for long periods of time.

MI ART Standards & Benchmarks: ART.IV.VA.HS.1 Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture. 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. RT.V.VA.HS.4 Compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

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Secondary Art Curriculum Map – Course _____________________
#2 Unit Title: What Can You Use? Big Idea/Theme: Materials Timeframe: 3 weeks

NAME:___________________

Overview and Rationale for this unit: This unit will be based on helping students expand their ideas for what materials can be used since students will be partially responsible for bringing in materials. Students will get a chance to create an installation without worry of being graded on quality and will learn how to critique. Students at this point, depending on the teachers they have had, will probably only be used to traditional materials and being told how and when to use them. Unit two should help students start to think outside the box. Since unit two is a group based project, students will also be able to use this opportunity to foster relationships and learn to share their ideas with their classmates. This project also offers an opportunity for students to work collaboratively on a piece which they may not have had the opportunity to do before.

Unit Objectives: SWBAT…. Assemble an artwork with found materials Access how certain materials work and do not work together to create cohesion Experiment with nontraditional materials Collaborate in groups Project & Exercise ideas: Students will be put into 4 groups of three and each given a corner of the installation space to work in. Students will have to create a quick installation based on two words they are given. Students will be provided some basic materials and will be responsible for finding the rest on their own. They will have a budget limit of 5 dollars per group. Materials: Students will be provided with paper, string, projectors, lights, cardboard, and packing material students will have the opportunity to bring things from home and go dumpster diving Assessment: Formative – Students will be graded based on participation and how well they work in their groups, how they solve problems, ect. Summative – Students will be graded on completing their projects Intervention & Adaptations: Groups can be modified or divided for students having difficulties working together. Students who do not have access/ can’t find materials can put in special requests to the teacher.

Artists, Images and Resources: Duchamp, Oldenburg, Smithson, Goldsworthy, Flavin, Judd, Gonzaelez Torres, Hesse, Neto, Sze, Turrell, Kusama, Stockholder, Walker, Washburn, Friends With You, Sachs, Killigan, McGee, ect Vocabulary: Found object Collaborative

Core Connections: Economics/ budgeting, math, linguistics?

MI ART Standards & Benchmarks: ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas. ART.II.VA.HS.5 Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.

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Secondary Art Curriculum Map – Course _____________________
#3 Unit Title: To boldly go where we’ve all been before Big Idea/Theme: Community Timeframe: 4 weeks

NAME:___________________

Overview and Rationale for this unit: Students will be required to create a piece based on something on their community. Group work will be optional in this project. This project will also be the first experience with writing project proposals. After exploring their communities, students will have a day to create a proposal that will include their idea, the concept behind it, and a sketch. Students will have to share these ideas with the rest of the class, and the class will offer suggestions and insight. Students will then have to create the project they proposed. The purpose of this unit is to have students get accustomed to looking at everyday objects in different ways.

Unit Objectives: SWBAT…. Explore their community Question their current understandings of their community Construct an installation based on their ideas about their community Project & Exercise ideas: Community Walk – Students and teacher will go for a walk around the community Project Proposal- Students will propose their projects to the class Installation- Based on something from the community, must fit into the categories: time based, institutional critique, audience participation, or vernacular. Students will not be allowed to spend more than 15 dollars on their project. Critique- students will critique each other’s works. Materials: cameras, found objects…materials are based on the student’s specific needs. Assessment: Formative – Students will be graded based on participation and proposal (are they understanding what they should be doing?) Summative – Students will be graded on expressing their concept, craftsmanship, effort, and their attitude Intervention & Adaptations: Students having difficulties can work in groups, teacher will help with materials. If students cannot explore the community for any reason, they can do a project based on exploring the school itself.

Artists, Images and Resources: Project proposal guidelines presentation, Duchamp, Oldenburg, Smithson, Goldsworthy, Flavin, Judd, Gonzaelez Torres, Hesse, Neto, Sze, Turrell, Kusama, Stockholder, Walker, Washburn, Friends With You, Sachs, Killigan, McGee, ect Vocabulary: Proposal Vernacular Time based Institutional critique Audience participation Core Connections: Economics, English MI ART Standards & Benchmarks: ART.III.VA.HS.5 Reflect and analyze the personal experiences that influence the development of personal artwork. ART.III.VA.HS.1 Analyze the effectiveness of selections in communicating ideas and reflect upon the effectiveness of choices. ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

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Secondary Art Curriculum Map – Course _____________________
#4 Unit Title: Big Ideas Big Idea/Theme: Choice Timeframe: 5 weeks

NAME:___________________

Overview and Rationale for this unit: Students will have to choose what their theme is, propose a project idea based on that theme, and create the project in a space allocated to them. Students may work in groups, but will have to justify their reasoning behind it. This unit will help students begin to think conceptually and to take responsibility for their work while still having some guidance. The themes students can choose from are Stories, Time, Humor, Loss and Desire, Power, Memory, Structures, Play, Romance, Ecology, Protest, Paradox, Compassion, Fantasy, Transformation, Systems, Balance, History, Boundaries, Change, Place, Spirituality, Identity, or Consumption. Unit Objectives: SWBAT…. Develop a project based on a theme of their choice Justify their decisions in their presentations Construct an installation dealing with their own interests Discuss their personal works of art with their peers Artists, Images and Resources: Art 21 Theme list, Marina Abramović, Robert Adams, John Baldessari, Louise Bourgeois, Mark Bradford, Cai Guo-Qiang, Mark Dion, John Feodorov, Ann Hamilton, Arturo Herrera, Maya Lin, Sally Mann, Bruce Nauman, Pepón Osorio, Judy Pfaff, Lari Pittman, Matthew Ritchie, Susan Rothenberg, Richard Serra, Cindy Sherman, Yinka Shonibare MBE Tabaimo, James Turrell, Kara Walker, Fred Wilson, ect Vocabulary: Theme, Consumption, systems, structures, compassion

Project & Exercise ideas: Art 21 overview: teacher will introduce students to the art 21 website Project Proposal: Students will write a project proposal based on their ideas Project: Students will create a project based one of the themes from art 21 and their own interests. Critique: Students will critique each other’s artworks. Materials: Materials will vary based on students interests, internet access, projector, cameras for documentation Assessment: Formative – Students will be graded based on participation and proposal (are they understanding what they should be doing?) Summative – Students will be graded on expressing their concept, craftsmanship, effort, and their attitude. Intervention & Adaptations: Students with issues can work in groups, teacher will help find materials and aid students who need it. ( Like an assistant, the students must have the idea but if they can’t get on a ladder (ect) they can tell the teacher where they want something and the teacher will help hang it) Teacher is willing to stay after school when possible to accommodate time issues.

Core Connections: Depending on the theme chosen, students can make connections to math, science, English, social issues, and history MI ART Standards & Benchmarks: ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas. 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. ART.III.VA.HS.4 Reflect upon the characteristics and assess the merits of one’s personal artwork.

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Secondary Art Curriculum Map – Course _____________________
#5 Unit Title: The Final Frontier Big Idea/Theme: Free Choice Overview and Rationale for this unit: Students will be required to come up with their own project theme and idea based on their interests and create a project based on it. At the end of this unit, there will be a student show. Students will show their favorite piece or documentation of their favorite piece in the school gallery. Parents, classmates, and the community will be invited to come in and observe the works of the students. Unit Objectives: SWBAT…. Choose a theme and subject that interests them Explain their choices through their proposals Assemble a project based on their ideas Plan and prepare an art exhibition Project & Exercise ideas: Project Proposal: Students will write a project proposal based on their ideas explaining what their theme is and why Project: Students will create a project based on a theme based on their own interests. Critique: Students will critique each other’s artworks. Show: Students will present their favorite work from the whole semester in a show Materials: cameras for documentation, printers, materials vary based on students’ needs Timeframe: 6 weeks

NAME:___________________

Artists, Images and Resources: Duchamp, Oldenburg, Smithson, Goldsworthy, Flavin, Judd, Gonzaelez Torres, Hesse, Neto, Sze, Turrell, Kusama, Stockholder, Walker, Washburn, Friends With You, Sachs, Killigan, McGee, ect Vocabulary: Conceptual, presentation (of a project)

Core Connections: Depending on the theme chosen, students can make connections to math, science, English, social issues, and history

Assessment: Formative – Students will be graded based on participation and proposal (are they understanding what they should be doing?) Summative – Students will be graded on expressing their concept, craftsmanship, effort, and their attitude. Intervention & Adaptations: Students who are unable to come up with their own theme will be given a list of suggestions, Students with issues can work in groups, teacher will help find materials and aid students who need it. ( Like an assistant, the students must have the idea but if they can’t get on a ladder (ect) they can tell the teacher where they want something and the teacher will help hang it) Teacher is willing to stay after school when possible to accommodate time issues.

MI ART Standards & Benchmarks: ART.I.VA.HS.4 Be involved in the process and presentation of a final product or exhibit. ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas. 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.

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