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The Big PictureBig idea: Artists from various cultures throughout history
have utilized text in the creation of images.
Essential Question: How did ancient Japanese artists use text and image to increase meaning and/or enhance design?
Summative Task: Students will create an artwork that integrates text and image, utilizes Japanese traditions of suggestion and subtlety, and displays refined artistry both in creation and presentation of final work.
Choosing Standards What standards should we be using?
What is the best synonym for standard? A. Benchmark B. Goal
Where do I find the standards?
The Big Picture
Big IdeaArtists from various cultures throughout history
have utilized text in the creation of images.
Select Arts Standards
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”9.2.G “Relate works in the arts to geographic regions.”9.3.B “Analyze and interpret specific characteristics of works in the arts.”
The Big Picture
One way you might check for richness:
Do the standards that you’ve chosen come from different standard categories?
9.1 Production and Performance, 9.2 Historical and Cultural Contexts9.3 Critical Response9.4 Aesthetic Response
Where to put ‘em
Standard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
9.2.G “Relate works in the arts to geographic regions.”
9.3.B “Analyze and interpret specific characteristics of works in the arts.”
Content and Process
The CONTENT the students will learn
The PROCESS through which the students will understand the content
What are
Indicators?
The alignment
Standard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will understand three characteristics present in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
9.3.B “Analyze and interpret specific characteristics of works in the arts.”
(KNOW) (DO)
The alignmentStandard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
(1) Know where Japan is located on the globe
(2) Understand basic cultural elements in this region.
(1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.)
(2a) Students will discuss/list what they already know about Japan,
(2b) Students will view 2 video clips introducing them to Japanese culture.
The alignmentStandard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
(1) Know where Japan is located on the globe
(2) Understand basic cultural elements in this region.
(1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.)
(2a) Students will discuss/list what they already know about Japan,
(2b) Students will view 2 video clips introducing them to Japanese culture.
The alignmentStandard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
(1) Know where Japan is located on the globe
(2) Understand basic cultural elements in this region.
(1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.)
(2a) Students will discuss/list what they already know about Japan,
(2b) Students will view 2 video clips introducing them to Japanese culture.
The alignment
Standard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
(1) Know where Japan is located on the globe
(2) Understand basic cultural elements in this region.
(1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.)
(2a) Students will discuss/list what they already know about Japan,
(2b) Students will view 2 video clips introducing them to Japanese culture.
9.3.B “Analyze and interpret specific characteristics of works in the arts.”
(1) Students will know how Japanese art differs from other cultural styles with some of the same characteristics.
(1) Using a Venn Diagram, students will analyze a pair of artworks with similar characteristics: one Japanese and one from another culture.
The alignment
Standard Content Indicator Process Indicator
9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”
(1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship.
(1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s).
9.2.G “Relate works in the arts to geographic regions.”
(1) Know where Japan is located on the globe
(2) Understand basic cultural elements in this region.
(1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.)
(2a) Students will discuss/list what they already know about Japan,
(2b) Students will view 2 video clips introducing them to Japanese culture.
9.3.B “Analyze and interpret specific characteristics of works in the arts.”
(1) Students will know how Japanese art differs from other cultural styles with some of the same characteristics.
(1) Using a Venn Diagram, students will analyze a pair of artworks with similar characteristics: one Japanese and one from another culture.
Would the word DEFINE appear in a content or
process indicator?
A. Content Indicator B. Process Indicator
Would the word KNOW appear in a content or
process indicator?
A. Content Indicator B. Process Indicator
Would the word LISTappear in a content or
process indicator?
A. Content Indicator B. Process Indicator
Would the word PREDICT appear in a content or
process indicator?
A. Content Indicator B. Process Indicator
Would the word UNDERSTAND appear in a
content or process indicator?
A. Content Indicator B. Process Indicator
Would the word SHOW appear in a content or
process indicator?
A. Content Indicator B. Process Indicator
Content Indicators:KNOW / UNDERSTAND
Process Indicators:list, classify, describe, define, create, retell,
identify, model, read, observe, analyze, conclude, judge, rate, predict, score, revise,
infer, determine, rank, probe, debate, predict, forecast, show, develop, imagine, generate,
reorganize, write, improve, inspect, examine, solve, discover, deduce, use, translate, illustrate,
calculate, sketch, make, relate, change…
Bloom’s Taxonomy
Not all tasks are equal! The tasks in your unit should be
constructed in ways that are rich and engaging
What you have done: Determined your big idea and essential
question(s), and summative task.
Identify critical pieces (content and process indicators)
Develop rubric / assessment Develop accommodations and adaptations
Homework:
What you will do (next steps):
Contact Info
Leslie GatesLeslie Gates717-375-8036717-375-8036
[email protected]@gmail.com
Skype: lesliegatesSkype: lesliegates