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Scope & Sequence Template 20132014

Unit of Study
Questions are
debatable, and
require higher
order thinking

Essential Learning
Goals for each
unit should
encompass all 4
Standards and
connect to

Length of

Community Art

8 weeks


Essential Learning Goal Students will observe, interpret, analyze and decipher meaning from a
variety of public art works from their community and other communities.
Evidence Outcomes
o Justify statements made about a work of art (DOK 1-3)
o Objectively use the characteristics and expressive features of art and design to analyze a work of art
(DOK 1-4)
o Use contextual cues to discuss notions of beauty and aesthetic valuing (DOK 2-3)
o Use visual information to construct personal visual narratives (DOK 1-3)
o Identify and interpret how art exists in your world (DOK 1-3)
Objectively draw conclusions about intended meaning of a work of art (DOK 1-3)
Essential Learning Goal Students will plan and research for a work of art that they would like to
see in their community. Students will refine and reflect on the production of their artwork.
Evidence Outcomes
Address intended meaning and the effectiveness of this idea in multiple works of art (DOK 1-3)
Examine and debate the purposes of art (DOK 1-4)
o Determine which methods of planning are personally effective in creating works of art (DOK 1-2)
o Apply planning strategies to fully assess the artistic process (DOK 1-2)
o Explain and defend why a particular planning method is chosen (DOK 1-3)
Essential Learning Goal Students will create a prototype for a community artwork using various
building and drawing techniques. Students will follow their design plan and problem solve to reach
their finishing point.
Evidence Outcomes
o Employ the characteristics and expressive features of art and design to express ideas (DOK 1-3)
o Problem-solve using traditional and contemporary media and technologies (DOK 1-3)
o Create works of art individually and collaboratively that communicate artistic intent (DOK 1-4)
o Demonstrate appropriate choice of media and materials to communicate ideas (DOK 1-2)
Use tools, equipment, and materials with appropriate care and safety (DOK 1)
o Create sketches or storyboards as needed to develop work on a final project (DOK 1-3)


How does the visual art from where you live effect your community?
Why do people make artworks for their/the community?
How do we feel when we see public works of art in our community?
What are artists trying to say with public works of art?
Why do some communities have public art and some do not?

Scope & Sequence Template 20132014

Provide multiple solutions for a given problem (DOK 1-3)
Essential Learning Goal Students will discuss the messages that community art sends to people
and make connections between their art and the art in their neighborhood.
Evidence Outcomes
o Discuss how art reflects social values and beliefs (DOK 1-3)
o Discuss differences in the art of familiar and unfamiliar cultures (DOK 1-3)

Guiding Questions to Build Conceptual Understanding
Factual Content

Conceptual Questions may mirror Essential

That public art is different than art found

in museums or galleries

Public art is in public space (parks,

sidewalks, sides of buildings) and is
free for all to see

How does the fact that public art is free

for all to see effect the intended
meaning of the artwork?

Public art is place specific and where the

artwork is located effects its intended

Works of public art do not move

(usually) and are intended for that

How would the intended meaning of a

work of public art change if the art were
moved to a different community?

My students

Understand that

Art has intended meaning

Artists use the characteristics of art to

help express their intended meaning to
the viewer

Key Knowledge, Strategies, and Concepts
My students will be able to


Scope & Sequence Template 20132014

Create prototypes of sculptures and murals they would like to be presented in their community

Evaluate works of art in their own community to discover successes and areas that need to be approached differently as well as their own
works and their classmates works to
provide critical feedback.

Analyze intended meaning from a variety of community art works to discover how to share intent with the audience

Apply technical knowledge of a variety of art media to create two and three dimensional artworks

Understand that community art effects that community and the community effects the art

Remember characteristics of art and use them within their artworks

Art-making Media, Skills and Techniques
My students will be able to


Skills /Techniques



Drafting, sketching, ideating


Tempera paint

Color mixing, shading, mark making, outlining

Cardboard, yarn, wire, wood

Cutting, gluing, painting

Mixed Media

Critical Language: Academic vocabulary to be used in oral and written classroom discourse

Grade students demonstrate

ability to apply and comprehend
critical language through the
following examples:


CLO for unit I will discuss orally and in writing the ways artists show meaning through
community artworks using evidence from the artwork. I will discuss in whole group settings
and in pair shares. I will write responses to various community artworks using my personal
feelings and experiences while backing them up using the characteristics of art.
I can discuss in writing the intended meaning for my artwork using evidence and the
characteristics and expressive features of art.



Levels 5/6

Community art, meaning,

purpose, mixed media,
space, shape, emphasis

Intent, symbol, context,


Interpretation, perception,
point of view,

Body of Evidence

Scope & Sequence Template 20132014

Written responses to artworks

Sketches of prototypes for community art including written description of
intended meaning
Written critique of own and classmates sketches
Prototype for mural or sculpture that would be in their neighborhood
Written artist statement
Written critique or own and classmates murals/sculptures

Formative Assessment

Classroom discussions of community artworks

Sketches and written explanation of intended meaning

Summative Assessment

Prototype for mural or sculpture

Written artist statement
Written critique


Fine arts rubric


Accommodations Students needing academic, cognitive, fine/gross motor and sensory support will work with a partner,
team or one-on-one with the teacher. Technical and research/inquiry processes can be modified for both advanced and
struggling artists.

Sequencing of tasks
Week one
Introduce students to community art what is it? Why do people make it? How is it different than
art in museums?
Discuss works of art from our community and works from other communities compare and
Discuss essential questions
Show works from the Heidelberg Project discuss how the art changed the community
In groups of four, students will receive an image of community art and describe it using the
characteristics of art. They will then discuss intended meaning
Week two

Scope & Sequence Template 20132014

Students will use the Heidelberg project to create a drawing of a community art work.
Students will draw on a coloring book page of a house to mimic Tyree Guytons work
Students will discuss the intended meaning of their artwork and how they used the characteristics
of art to help the viewer understand it.
We will wrap up discussion on the Heidelberg project and talk about how we will be creating
public works of art for our community here in Denver.

Week three
Discuss what kinds of messages we would like to send to our community through artwork whole
Students write down ideas of intended meanings they would like to share then begin to sketch
Students will decide if they would like to create 2D work (smaller mock ups of murals) or 3D work
(smaller versions of large scale sculptures)
Students will think about what materials they will need to create their artworks and what
techniques they will need to complete it
Week four
Students will begin working on their community artwork
Teacher will take small groups of students to teach them techniques based on their design and
their material choice
Week five
Students will continue work on community art work
Students will take time to partner up and share comments about each others artworks
Week six
Students will continue to work on their community artwork
Week seven
Students will finish working on their community art work
Students will begin to write artist statements
Week eight

Scope & Sequence Template 20132014

Students will finish writing artist statements

Students will critique their own work and the work of their peers

Textbooks & Curriculum
Literature (books, magazines,

The Heidelberg Project a street of dreams

Artists (historical &


Tyree Guyton

Artworks (historical &


Lawrence Argent big blue bear, Coosje van Bruggen and Claes Oldenburg Big Sweep, other local public art

Denver Public Schools Online


Technology (websites, power

point presentations, Promethean
presentations, interactive
applications, videos)

DPS Arts Webpage

Visual Arts Colorado Academic Standards
Visual Arts Connections at a Glance (Matrix)
Instructional Tools: CLOs, Units of Study, Vocabulary Index
LEAP Framework & Visual Art Appendix
Teacher Resources
Safari Montage

Brain Pop website (user name and password: dpsbrainpop)