ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

Artistic achievement requires multiple avenues of approach and many levels of authentic processes of art. The visual art curriculum studies form and function, the making of art, history and anthropology; discerning at times at the high school level, the meaning and the value of individual works of art. In response to the gap between what is and what needs to be, art knowledge provides students with numerous opportunities to actively design, to engage in analysis and to organize with visual symbols. However, there is a need to extend visual and critical thinking skills beyond the production of art, applying it to essential situations outside of the artwork and the students technical intentions. In selecting the analysis of need for this instructional unit, I perused our districts visual art performance assessments (grade 9-12- 2001), classroom observation in the introductory courses and the frameworks of instruction document and realized the need to integrate art appreciation, technology and production. The students will explore the use of symbolism and how a non-verbal language can be manipulated to communicate a thought or idea. They will identify symbolism, examine the techniques, imagery, themes and medium; compare and contrast his/her own work. Standard # 5: Understand how to interpret, integrate, and the intentions of those creating art. The instructional unit will echo standards-based assessment and rubrics, measuring the student’s abilities and skills in technical application and the valuing of interpretation. .Students will create a quality product ( a work of art) that reflects their knowledge of the computer applications…. research, function and skills. The unit is designed in two sections: Cognitive complexity and knowledge of content. (1) Students will use technology to research, design and create images that communicate a thought or information that will be expressed in a large mosaic. Reflecting Standard # 2: Using knowledge of structures and functions and Standard # 5 Analyze, interpret, merits and meanings of works of art. (2) Production, focusing on drawings that use symbols of the student’s own technical invention, the hands on construction and application processes needed to complete the work of art (mural.) Reflected in Standard # 1: Visual Art Media, Techniques, and processes and Standard # 3: Subject Matter, Themes, Symbols and Ideas in Visual Art.

Understandings & Goals

Enduring Understanding: How visual artists use technology to communicate meaning, ideas, and attitude in art. I would like students to understand the value of self-reflection in the process of artistic growth; that their work and the works of others have merit. How art generates responses and the use of technology will provide numerous opportunities for students to consider the impact on their creative choices. How the ability to use drawing and painting software, a digital camera, scanner and historical research can generate and clarify the processes of critical and creative thinking in art interpretation and also in the production of art. Goal(s): Learn to use drawing programs,a digital camera and scanner. Learn how to incorporate the elements of art in computer generated works of art. Learn to work with other students collaboratively in constructing the mural. Learn to understand content; the message, idea or feeling expressed in a work of art. Learn how to use a computer to design, produce and analyze their work and others.

Questions Answered

Essential questions: How is your identity shaped by your use of technology? How can you use nonverbal language (symbolism) to manipulate a thought or an emotion? How can you apply technology to answer (the critical thinking skills) compare, contrast, and analyze your work of art and that of others? How can you create a work of art on the computer, using elements of art and symbolism? How can the computer be used in designing a mural? Objectives: To apply skills in using the computer for graphics, history, research and production of a work. of art Create a work of art, using the computer that will demonstrate their understanding of the elements of art. Describe and interpret how non-verbal language (symbolism) is manipulated by artists. Ability to solve artistic problems with insight, reason and technical proficiency. Promote cooperative learning skills. Demonstrate problem solving and creative thinking skills in the construction of a mural.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Did the student describe and interpret symbolism? Did the student learn how nonverbal language is manipulated to communicate a thought or emotion? Did the student observe and respond to the content in his work and in the work of others? (Student critique) Did the student demonstrate the use of critical and creative thinking skills? Did the student develop the skills to use the digital camera, scanner, software and the Internet? Did the student work collaboratively with other students in creating a mural? Did the artwork and the completed mural reflect evidence of active understanding? What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Background work on images and symbols. Introducing the why, how, and what if questions when discussing the characteristics of a medium or specific work of art. Students will review images I provide, and links on the Internet to suggest a starting place, specifically, identify and examine; universal symbols, ecology symbols and man made symbols. Can you interpret the meaning of each symbol? What is the artist trying to communicate when he uses a symbol? Draw different symbols within an organized structure. Create your own set of symbols for use as a nonverbal language. http://astsedge.kennedy-center.org Artcyclopedia What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? The student artwork generated on the computer will echo divergent thinking skills, and a variety of technical applications; applying techniques of Microsoft word, Adobe PhotoShop, the use of the digital camera and scanner. Students will apply the elements of art in the hands on experiences needed to construct a mural of glass and tile mosaic, instruction in using proper tools will help expedite the thinking and problem solving processes necessary to complete the product. (mural) Performance tasks for the benchmarks and the content rubric will also be used. Student critique is a (verbal or written) review used to evaluate their work, reflecting on how ideas, themes and meanings are conveyed in the project (computer art and the mural). The mural will be installed in the west corridor of RRHS, mirroring the pride of our students in their real world application. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? The students would direct a group critique, of the mural, the rough draft and completed projects.( based on rubrics found in our frameworks document for Standards #1, #2, and #3. They would also write a self-evaluation, reflecting their understanding of content. The interpretation would accompany the computer-generated assignment and be stored in a file for future references.

Instructional Strategies

Students will use inquiry – based learning to make meaningful connections between what they see and experience in art. They need to be motivated to create, have searched for ideas to express such as…. Symbols visual images and designs that express their feelings and ideas. Students will use the Internet to research images that communicate a thought or information that will reflect their interests. Criticism is a major component of art instruction. Discussions about what makes one art medium distinct from another? What strengths? The why? How? And what if? Questions will be used in discussions of characteristics of medium (mosaic, mirror and tile.) and the specific works of art. Students will use project-based learning, that focuses on drawings that use symbols of the students own invention; generated on the computer using Adobe PhotoShop, a digital camera, and scanner, applying materials that are appropriate for tile and glass mosaic. Incorporating the elements of art in this hands-on project will help students create a mural reflecting divergent thinking, creative thinking and problem-solving skills in the making of art. Students will work collaboratively with other art students to complete the large mural. The authentic process of production and the pride in displaying art in a public place reflect the real world and the transition of symbols to an understandable artistic statement with in the learning community.