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Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for Grade 9 (Art)
Designed by
Rachael Browning
Based on a template from The WebQuest Page
Opening Exhibition for Musée des
Beaux-Arts
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Introduction
Task
Process
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[Teacher Page]
The prestigious New York art museum, Musée des Beaux-Arts, has been newly constructed and will open with an elaborate exhibition designed by you! You have been hired on as museum curators, responsible for producing an opening show comprised of styles and movements specific to your expertise.
Welcome Art Curators!___________________________
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[Teacher Page]
Musée des Beaux-Arts is now open! It is up to your panel of museum curators to produce a worthy opening exhibition based on the criteria provided. Each member from your group will be a specialist in a specific style and/or movement, for which you are responsible to find 4 pieces of art that can be categorized under the heading of your expertise.
Title
The Task____________________
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1. You will work in a group of 3 or 4, assigned at your teacher’s discretion.2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research).3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement).
Web resources:
Web Museum, Paris: http://www.ibiblio.org/wm/The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art:
http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet:
http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en
4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition (The guidelines for this presentation are specified on the following Process page).5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement.
The Process
Continue with Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] The Process
Guidelines for opening exhibition presentation: Every member in your panel of museum curators must adhere to the following guidelines
1.You must thoroughly define the style/movement specific to your expertise in a written two-page analysis (each member must do this part individually):
a. Dates (beginning to end) associated with movement/styleb. Where movement/style originatedc. Provide and describe 4 pieces of artwork that encapsulate the principles, visual
elements, themes, and/or philosophies associated with your movement/styled. Written analysis will include a citation page to reference your resources
2.Research and acquire 4 pieces of art that comply with your movement/style to be shared with the class in your exhibition display:
a. You must provide the artists names and the title/date of the artwork b. You must explain why you chose the 4 artworks and why they are good
examples of your movement/stylec. You have the privilege of deciding how you will present your exhibition (i.e.
PowerPoint, poster boards, blackboard, overhead…)
3.Create an original piece of art that demonstrates the principles, visual elements, themes, and/or philosophies associated with your movement/style
a. The art you create will be displayed alongside the 4 chosen artworks in your exhibition
Student Page
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Introduction
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[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Written Analysis
Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement).
Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement).
Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement).
Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement).
Choice of 4 artworks
Choice of artwork is poor and reflects a beginning level of performance.
Choice of artwork needs development, but there is movement toward mastery of performance.
Artwork is a good example of movement/style and reflects mastery of performance.
All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance.
Individual performance
and role in group
exhibition
Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles).
Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance.
Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance.
Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance.
Group presentation of exhibition
Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance.
Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance.
Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance.
Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance.
Original Artwork
Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance.
Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance.
Original artwork met expectations and complied with movement/style, reflecting mastery of performance.
Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.
Rubric
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Congratulations! You have collected all of the research and art that you will need for your opening exhibition. All that is left is an original piece of work that can be displayed in your show and a written analysis for why you believe these artworks can be categorized under the heading of your specific style/movement (based on the provided criteria).
Conclusion
The Musée des Beaux-Arts audience is eagerly
anticipating your opening exhibition, Good luck!
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Credits & References
All Images were found on the flickr page of Creative Commons,special thanks to the following artists:________________________________
o edgar degas: place de la concorde by freeparkingo gallery I by ohmykozy osketch in gallery book by striatic o23/365 - My Gallery by bethechange21 oNokia N95 Shot - Gallery by lutonian othe gallery 2 by Maddie Digital oGallery by Cyrus`*oMilwaukee Art Museum by The New No. 2oMilwaukee Art Museum - interior by numsteado303/366: October 29, my date night with a rubric by snacktime2007
[Student Page]
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A WebQuest for grade 9 (Art)Content can be altered to accommodate grades 7-12
Designed by
Rachael [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Opening Exhibition for Musée des
Beaux-Arts
[Student Page]
Title
Introduction
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This unit is designed to get your students involved in comprehensive discussions, reflection, and art making. This activity is composed purposefully so that every student has a specific role, while collaborating in a small group for their final museum exhibition. The unit begins with students learning a brief history of art, coupled with the significance of art criticism. The idea is that before they are exposed to this webquest, your students will have already had experience using the processes of art criticism; including the description of visual elements, analysis, interpretation and evaluation. It is recommended that this webquest project be implemented at the beginning of the semester in an effort to familiarize the class with the language of critique, the assessment of art, and to acquaint them with a general overview of art’s evolution of styles and movements. Through this webquest, your students will apply and demonstrate their knowledge of art history and criticism; ending with a final application of content with the production of an original artwork.Evaluation
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Introduction (Teacher)
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This activity was designed for a grade 9 art class, but the content and resources can certainly be altered for grades 7-12. The underlying theme of the webquest is such that it provides an active role for students as museum curators. By giving the students purposeful perspective and responsibility, they become more engaged with the content as it relates to them personally. Because of the nature of this lesson, students will have the benefit of working in small groups, but will be accountable for their own personal expertise. In other words, everyone is receiving and contributing knowledge at all times. Most importantly, this child-focused activity is geared towards students teaching each other. The educator is the facilitator, but the students are the voice of classroom.
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Learners (Teacher)
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This webquest is designed to comply with the following Colorado Model Content Standards for Visual Arts:
Standard 1: Students recognize and use the visual arts as a form of communication.Standard 2: Students know and apply elements of art, principles of design, and sensory* and expressive features of visual arts.Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.Standard 4: Students relate the visual arts to various historical and cultural traditions.Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art.
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Curriculum Standards (Teacher)
This webquest particularly addresses the following Colorado Model Content Objectives for Visual Arts
Students will learn skills for assessing, describing, analyzing, interpreting, and evaluating art. Students will also practice their knowledge of principles of designs and styles by applying it to their own art making.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will assemble into groups of 3-4, under the role of museum curator. As a group they will produce an opening exhibition for a newly-constructed art museum. Each curator will be a specialist in a specific movement or style, for which they are responsible to find 4 pieces of art that can be categorized under the heading of their expertise. After they have sought out art through various art websites, they will each create their own piece of art that complies with the style that they have researched. At the end of their webquest journey and in completion of their own personal works, they will present their findings to the class in a grand museum exhibition.
Evaluation
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The Process (Teacher)
Continue with Student Process
[Student Page]
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Standards
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The Process (Teacher)*These are the steps that your students will follow for their webquest.
1. You will work in a group of 3 or 4, assigned at your teacher’s discretion. *consider pre-planned, differentiated groups, comprised of various learning styles.2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research). * This will vary depending on your springboard curricula, as well as any preferred adjustments for styles/movements.3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement). *You may find it helpful to provide an internet note handout for your students so that they can better organize their findings.
Web resources: *These resources can be altered to accommodate for different learning levels or grades.
Web Museum, Paris: http://www.ibiblio.org/wm/The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art:
http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet:
http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en
4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition *The guidelines for this presentation are specified on the following process page.5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement. *You may want specific guidelines for content, visual elements, media, or subject.
Continue with student process
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
Guidelines for opening exhibition presentation: Every member in your panel of museum curators must adhere to the following guidelines
1.You must thoroughly define the style/movement specific to your expertise in a two-page written analysis (each member must do this part individually): * You could provide a specific handout/rubric or student example for this paper with customized guidelines.
a. Dates (beginning to end) associated with movement/styleb. Where movement/style originatedc. Provide and describe 4 pieces of artwork that encapsulate the principles, visual elements, themes,
and/or philosophies associated with your movement/styled. Written analysis will include a citation page to reference your resources
2.Research and acquire 4 pieces of art that comply with your movement/style to be shared with the class in your exhibition display:
• You must provide the artists names and the title/date of the artwork • You must explain why you chose the 4 artworks and why they are good examples of your
movement/style• You have the privilege of deciding how you will present your exhibition (i.e. PowerPoint, poster
boards, blackboard, overhead…) *Consider guided demonstrations or examples of previous exhibition presentations.
3.Create an original piece of art that demonstrates the principles, visual elements, themes, and/or philosophies associated with your movement/style * Again, I might provide a specific handout/rubric or student example for this project. Also, consider whether this art project will be done in class or at home.
• The art you create will be displayed alongside the 4 chosen artworks in your exhibition
[Student Page]
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Resources (Teacher)
Context
o Webquest: computer labo Original art work: inside or outside of class?o Group presentations: consider if students want to present in a setting outside of the classroom
Materials:
o Class set of computerso Handouts (will vary depending on your personalized lesson) But these may include a research handout, rubric/ guidelines handout for written analysis and presentation, and a list of movements and/or styles for the students to choose from.o Original artwork: will vary, consider materials needed for this project. You may want to let your students choose their own media as part of the project lesson.
Web resources: see process page for internet list
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Evaluation (Teacher)
Continue with Evaluation
Guidelines are very critical in a project like this. It is absolutely necessary to delineate bullet points from which your students will work. How ever you structure the rubric is completely up to you. On the following evaluation page, I have provided an example of a rubric you might find useful. Perhaps you will want to consider altering the grading process; for example, you may find it more beneficial for the students to grade each other on their presentation performance. This peer grading can be based on criteria or guidelines you have provided, or you may prefer that the students even formulate their own grading system based on their own expectations.
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Evaluation (Teacher)Beginning
1Developing
2Accomplished
3Exemplary
4Score
Written Analysis
Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement).
Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement).
Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement).
Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement).
Choice of 4 artworks
Choice of artwork is poor and reflects a beginning level of performance.
Choice of artwork needs development, but there is movement toward mastery of performance.
Artwork is a good example of movement/style and reflects mastery of performance.
All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance.
Individual performance
and role in group
exhibition
Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles).
Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance.
Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance.
Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance.
Group presentation of exhibition
Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance.
Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance.
Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance.
Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance.
Original Artwork
Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance.
Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance.
Original artwork met expectations and complied with movement/style, reflecting mastery of performance.
Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.
[Student Page]
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For special guidance through this webquest, you can refer to the teacher process pages (additional teacher directions and commentary are in italicized red font). Script will inevitably vary in a personalized lesson, but I have accounted for a few suggestions. As far as a timeline for this activity, it is completely relative. You may prefer to use this activity as a two-day “filler,” or rather, you may project it within a month context as part of an extensive unit. Ultimately then, each student task can be altered to adhere to your specific curriculum schedule.
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Teacher Script (Teacher)
See Process Page
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I hope you find this lesson useful. Remember, even though this is an activity aimed for high level thinking, it is bound to be loads of fun! Good luck and get creative!
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All Images were found on the flickr page of Creative Commons,special thanks to the following artists:
o Milwaukee Art Museum by The New No. 2 oMilwaukee Art Museum - Reworked by The New No. 2othe art critic... by annabelletexter o42-18203518 by kcc_10 oback to school by *wanderlust*ocreations by madziggypix oart supplies. by artsy_T oart classroom by Patrick.T oA Student's Life by mgratzer oTo my students ... by Azorina oEven Students Love FlickroCUSA council meeting, Student association, Carleton University, Student life and campus politics by KINO ARCADES oMe (and Mike) Critiquing Student Work by pjchmiel oArt Critique by Hexxor omake art! by tea_and_toast oHistory of Arts class by Gryts opeople looking at famous art by _dormouse oTeacher and Students by connectedclass
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