Unit Overview

Grade/Class: 2

Citizenship: Helper Robots

-Artists work fundamentally with basic shapes to create
complex compositions
-Artists can input purpose and meaning into their artwork.
- Students will gain inspiration from literature will be able
to problem solve to create a geometric based robot as well
as give their robot a purpose/meaning while working
fundamentally with line, shape, and color.

Concept: Citizenship
Concept Question: How do ones experiences influence artwork?
In what ways can we contribute to society?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of
Citizenship and Society influence artists and their artmaking. In this unit, students will explore conceptual
ideas, technical skills,and the artmaking process. Students will be able to work independently to develop their
personal voice that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Visual Communication and Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
EL.2.1 The students will understand and use the following in the art making process: (SOL 2.1)
1.
2.
3.
4.
5.

Brainstorming
Problem solving
Sketching
Producing
Reflecting

EL.2.2 The student will develop original solutions to visual arts problems. (SOL 2.1, 2.2)
EL.2.3 The student will create works of art from multiple sources of inspiration: (SOL 2.3, 2.4)
(e.g. concepts, themes, literary sources, imaginary experiences)
EL.2.4 The student will use the elements of art in works of art: (SOL 2.5)
1.
2.
3.
4.

Color-Secondary
Line-vertical, horizontal, diagonal
Shape-geometric, organic
Form-three-dimensional (cube, cylinder, sphere, pyramid, cone)

EL.2.5 The student will create three-dimensional works of art using a variety of materials. (SOL 2.10)
EL.2.6 The student will use figure-ground relationships in works of art. (SOL 2.6, 2.7)
EL.2.7 The student will use observational drawing to create works of art. (SOL 2.8, 2.9)
EL.2.8 The student will investigate various uses of contemporary media in works of art. (SOL 2.9)
(e.g. technology, instillations, digital photography, non-traditional use of media).
EL.2.9 The student will demonstrate craftsmanship in a work of art. (SOL 2.10)

VA SOLs Visual Communication and Production

2.1 The student will generate a variety of solutions to art-making problems.
2.2 The student will incorporate unanticipated results of art making into works of art.
2.3 The student will depict imaginary experiences in works of art.
2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources.
2.5 The student will identify and use the following in works of art:
1. Colorsecondary
2. Formthree-dimensional (cube, cylinder, sphere, pyramid, cone)
3. Linevertical, horizontal, diagonal
4. Shapegeometric, organic
5. Patterncomplex alternating and repeating
2.6 The student will use foreground and background in works of art.
2.7 The student will depict objects according to size and proportion within works of art.
2.8 The student will use observational drawing in preparation for creating works of art.
2.9 The student will create works of art from observation.
2.10 The student will create three-dimensional works of art, using a variety of materials to include clay
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
EL.2.10 The student will recognize how art is a reflection of the past. (SOL 2.13)
EL.2.11 The student will recognize art from various cultures. (SOL 2.11, 2.12)
EL.2.12 The student will recognize careers related to art media used in the art making process. (SOL 2.14)
VA SOLs Art History and Cultural Context
2.11 The student will identify symbols from various cultures.
2.12 The student will identify works of art and elements of architecture of other cultures.
2.13 The student will compare works of art, elements of architecture, and artifacts of other cultures with those
of their culture.
2.14 The student will recognize careers related to the art media used in instruction.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
EL.2.13 The student will respond to works of art through direct observation. (SOL 2.17)
EL.2.14 The student will express opinions about art. (SOL 2.16)
EL.2.15 The student will recognize works of art by genre. (SOL 2.15)
(e.g. landscape, still-life, portrait)
VA SOLs Analysis, Evaluation, and Critique
2.15 The student will categorize works of art by subject matter, including the genres of portrait, landscape, and
still life.
2.16 The student will express opinions with supporting statements regarding works of art.
2.17 The student will interpret ideas and feelings expressed in personal and others works of art.
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question

What are the big issues about art?

VB Instructional Objectives
EL.2.16 The student will determine the many reasons why art has value. (SOL 2.18, 2.19, 2.20, 2.21)
VA SOLs Aesthetics
2.18 The student will distinguish between objects that occur naturally and objects made by people.
2.19 The student will identify public art and its value to the community.
2.20 The student will describe the meanings communicated and feelings evoked by works of art.
2.21 The student will explain ways that the art of a culture reflects its peoples attitudes and beliefs.

KNOW
Knowledge

Students will know

Elements: Line, shape, color, space

Principles: proportion, balance
Figure/Ground
Printmaking
Warm/Cool colors

UNDERSTAND
Meaning

Students will understand that

-Artists work fundamentally

with basic shapes to creake
complex compositions

DO
Skill

Students will be able to

Create a geometric based robot as

well as give my robot a
purpose/meaning while working
fundamentally with line, shape,
and color.

Stage 2: Assessment Evidence

SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Create geometric shaped printed robot using lines and circles.
Composition/formal design/visual
Students will incorporate elements into their composition to
organization
give their robot a job/purpose. Compositions will have
Craftsmanship/technical skill
warm/cool color requirements
Originality/innovation
Participation/Effort
Written/Oral Reflection/Critique:
Written/Oral Reflection/Critique:
Self evaluation
Understanding of concept
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-Teacher reads the story Clink! by Kelly DiPucchio
-Class discussion about the book and robot jobs
-Story Clink! by: Kelly
-Project introduction, show sample, introduction to geometric shapes and
DiPucchio
printmaking
-Reference folders
-Students will use reference folders to draw robot sketches (keeping in mind -Sketch paper
the job their robot will do)
-Pencils
-Erasers

Teacher Reflection:
Day
2

-Teacher will give printmaking demo (emphasizing the use of only

geometric shapes)
-Students will print their robots
-Early finishers can draw robots on sketch paper
Teacher Reflection:

-11x17 construction
paper
-Black paint
-Printing tools
-Sketch paper
-Pencils

Day
3

-Review warm and cool colors (and their color requirement). Refer to
-Sharpie markers
warm/cool colors posters
-Watercolor paint
-Students will use sharpie marker to incorporate their robots job (let students -Brushes
know that this step should only take about 5 minutes, that we are NOT
-Water buckets
coloring on the robots)
-Students will paint their robots following the warm/cool color requirements
Teacher Reflection:

UNIT TEACHER REFLECTION:

Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?
Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
X
Open-ended activities
X
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
X
Independent
Tiered activities/products
Journal prompts

X
X

Multiple levels of questions

Scaffolding
Choice: Learner profile, Readiness, Interest

21st CENTURY SKILLS

X
Critical thinking
X
Creative/Innovative thinking
X
Problem solving
X
Information literacy
X
Listening
Collaboration
Communication
X
Social responsibility
Sustainability
Interdependence
Health literacy

2nd Grade Helper Robots

Big Idea-Citizenship
Novice
Students used
tools provided to
create a
geometric shape
based robot

2 points
Tools used
incorrectly, poor
production of
shapes

Developing
Proficiency
5 points
Fair use of tools,
shapes could use
some
improvement

Robot was given

a clear job that is
evident with
tools depicted
Overall
craftsmanship of
completed
project. Use of
line, shape, and
color

2 points
Unclear tools,
job, and purpose

5 points
Fair use of tools,
job, and purpose

2 points
Needs
improvement

5 points
Insufficient

Proficient

8 points
The job is clear
based on tools
depicted
8 points
Proficient

8 points
Good use of
tools, most
shapes are
geometric

Advanced
Proficiency
10 points
All shapes are
geometric and
created with
proper use of
tools
10 points
Superb depiction
of job/tools
10 points
Superior