PROJECT OVERVIEW (adapted from bie.org) |
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Name of Project: Two Sides of Myself
Grade Level: 9-12th Proficient
Duration of Project: 4-5 hours
Teacher(s): art teacher
Subject / Course: Art
PROJECT SUMMARY |
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VAPA Standard: 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
Success Skills: Collaboration, communication, self-management
Tier 2/3 Words: Analyze, Dominance, Subordination, Interpret, Balance, Contrast, Emphasis, Movement, Pattern, Repetition, Proportion, Rhythm, Variety, Unity, Abstract, Realistic
Project Summary: Students will analyze how artists create self portraits of themselves. Students will read informational text to learn about other artists and focus on tier 2/3 words used in the text. Students will interview each other to find about their interests and goals in life. Students will reflect on how can they best represent those things without using words like other artists have done in the past. Students will create a double-sided canvas that will express the two sides of themselves. On one side they will represent how they present themselves to others and on the other side how they see themselves and what makes them unique. Students will reflect on their finished work by writing a blog using tier 2/3 words to reflect on their artwork.
Driving Question: How can you represent yourself without using words?
Entry Event: Teacher will show various famous self portraits and discuss about the symbolism behind them. Students will read aloud an informative text and highlight major vocabulary words to be learned. Teacher will give out a word bank before we start reading that will be used to facilitate our understanding of the text.
Major Product / Performance: two-sided canvas
Making Products Public: canvases will be combined as one unified work of art and the students will work collaboratively to find a way so that both sides of the canvas are able to be seen
RESOURCES NEEDED |
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On-site people / facilities: students and teachers
Equipment: acrylic paint, magazines, glue stick, small symbolic objects, art brushes, canvas, newspaper
Materials: Informational Reading (Presentation using visuals, word bank, and magazine article)
Examples of Portraits- (https://prezi.com/y9fxtupw4sih/portraits-using-the-principles-of-design/)
Principles of Design- (https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf) and
Design Principles- (https://www.smashingmagazine.com/2015/02/design-principles-dominance-focal-points-hierarchy/)
Community Resources: recyclable items that could be used in their artwork
Reflection Methods: whole class discussion, small class discussion, peer-review, blog
CHECKPOINTS AND FORMATIVE ASSESSMENTS |
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Individual: Interview Questions, Teacher Conference, Thumbnail sketches, Web of Ideas, Assess performance, Canvas, blog
Team: collaboration, communication, peer-review, unified work of art
STUDENT LEARNING OUTCOMES |
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I can... analyze an artist portrait from various mediums
I can... create quality interview questions to find more about my classmates
I can... produce sketches and rough drafts before starting my final design
I can... understand the principles of design and the difference between subordination and dominance
I can... work collaboratively with my classmates to problem-solve
I can... communicate with my classmates utilizing tier 2/3 words in my discussions
RATIONAL FOR THE ACTIVITY |
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Why are you doing what you are doing? I am creating this class project to build skills such as collaboration, effective communication in the classroom with the use of tier two and tier three vocabulary. I am also using this project to learn about my students' passions and how they see themselves.
Value of the activity: Students will be able to express themselves both by using vocabulary words of an artist as well as be able to express themselves through art without the use of words. It is also valuable for me as the teacher to see their progress in their understanding of the principles of design. Once they have mastered this they will have the foundation to create all kinds of art no matter what the medium is.
References
Bradley, S. (2015, March 05). Design Principles: Dominance, Focal Points And Hierarchy – Smashing Magazine. Retrieved April 16, 2017, from https://www.smashingmagazine.com/2015/02/design-principles-dominance-focal-points-hierarchy/
California Department of Education (2013). Visual and Performing Arts Content Standards for California Public Schools Sacramento, CA: CDE Press.
Bradley, S. (2015, March 05). Design Principles: Dominance, Focal Points And Hierarchy – Smashing Magazine. Retrieved April 16, 2017, from https://www.smashingmagazine.com/2015/02/design-principles-dominance-focal-points-hierarchy/
California Department of Education (2013). Visual and Performing Arts Content Standards for California Public Schools Sacramento, CA: CDE Press.