Baseu on Wiggins anu NcTighe (2u11) !"# %&'#()*+&',&- .

/ 0#),-& 12,'# *3 4(#+*,&- 5,-"672+8,*/ %&,*) anu van Biummelen (2uu2) 9*#::,&-)*3&#) *3 42((,;282<
!"#$ &'(" )*+,*#+-

!"#$. /0 1234+, ("5 )6$#3(' 7''82#9"2
:$(;+ <= >+2#,+5 ?+28'$2
09""+3$#9"2 $9 09"$+@$.
Being able to connect concepts to anu fiom
othei classes:
Nathematics
o Tiansfoimations
o ueometiy
Physics
o 0ptics

Applying what they have leaineu to actual
jobs besiues aitists
"Bieaking the feai of non-peifection"
Baving something foi the Excel ait faii
=&;32(+-# (Excel viitue) each othei by giving
useful feeuback anu constiuctive ciiticism

(Bow uoes this fit with stuuents' expeiiences, the
school goals, anu the laigei societal issues.)

12$(A'#24+5 B9('2
NBA Stanuaius:
Ait Expiession- Ait Cieations
-Cieate aitwoik by selecting meuia,
techniques anu piocesses to piouuce uesiieu
effects
-0se ait mateiials safely anu appiopiiately;
follow pioceuuies to set up anu clean up
-Bemonstiate quality ciaftsmanship
-0se pioblem solving to piouuce uesiieu
visual effects in aitwoik
-0se subjects, themes, images, symbols, anu
ait elements anu piinciples to expiess
meaning in aitwoik

Ait Expiession-EPAB
-Bemonstiate foim, shape, line anu
piopoition when cieating natuial foims
-0se techniques such as uistoition,
exaggeiation anu optical illusion
C,("2D+,
9*2'#&*) >,88 .# +.8# *3 ,&'#:#&'#&*8/ 2)# *"#,( 8#+(&,&- *3?
4(#+*# :8+&) +&' )@#*;"#) A3( 3*"#( +(* +)),-&<#&*)
B+@# ;3&&#;*,3&) .#*>##& +(* +&' <+*" +&' +8)3 <+@# <+*"#<+*,;+8 ;3&&#;*,3&) *3 =);"#(C) >3(@D
E(3F,'# ;3&)*(2;*,F# ;(,*,;,)< ,& (#):#;* *3 *"# +(*,)* +&' *"# +(*>3(@
4(,*,G2# *"#,( 3>& +(*>3(@H #AA3(* +&' >3(@ #*",;
(What kinus of long-teim inuepenuent accomplishments aie uesiieu.)
/+("#";
0NBERSTANBINuS
9*2'#&*) >,88 2&'#()*+&' *"+*?
!"# :8+&&,&- )*+-# 3A + :(3I#;* ,) #G2+88/H ,A &3* <3(#
,<:3(*+&*H *"+& :(3'2;,&- *"# :(3I#;* ,*)#8A
J:*,;+8 ,882),3&) +(# >"#& *"# <,&' *(,;@) *"# #/# ,&*3
)##,&- )3<#*",&- +&' ;+& .# '3&# +(*,)*,;+88/ ./ 2),&-
8,&# +&' + (+&-# 3A F+82#D
B4 =);"#( +::8,#) <+*"#<+*,;+88/ ;3&;#:*) +&'
3:*,;+8 ,882),3&) ,&*3 ",) >3(@)D
(What specically uo you want stuuents to unueistanu.
What infeiences shoulu they make.)
ESSENTIAL Q0ESTI0NS
9*2'#&*) >,88 @##: ;3&),'#(,&-?
53> ,)K ;+& +(* .# (#8+*#' *3 + I3.L M&' >"#(# +(# *"#)#
3:*,;+8 ,882),3&) 3( <+*"#<+*,;+8 :+**#(&) +::8,#'L N#OP
:"3*3-(+:"#()H 3:*3<#*(/H +(;",*#;*2(# #*;DQ
RA R >#(# *3 .# +)),-&#' +&3*"#( :(3I#;*H >"+* >328' R '3
',AA#(#&*8/ ,& *"# :(3;#)) 3A :8+&&,&- JS <+@,&- </
:(3I#;*L N>3(@ #*",;)Q

(What thought-piovoking questions will fostei inquiiy, meaning-
making anu tiansfei.)

E3F8#2#$#9" 9D G"9-'+5;+H :I#'' ("5 J('8+2K09LL#$L+"$2K>#2692#$#9"2
9*2'#&*) >,88 @&3>?
B4 =);"#( ,& (#8+*,3& *3 ",)
+(*>3(@
53> *3 ,'#&*,A/ *"# )*/8# 3A B4
=);"#(
T"+* *#))#88+*,3&) +(# +&' .# +.8#
*3 2)# B4 =);"#(C) *#))#88+*,3&) +) +
(#A#(#&;# *3 *"#,( 3>& +(*>3(@
53> *3 ;(#+*# *"#,( 3>&
*#))#88+*,3&) .+)#' 3& B4 =);"#(C)
>3(@
53> *3 ;(#+*# + >+(:#' '(+>,&-
2),&- *"# -(,' )/)*#<
53> )/<<#*(/ ;+& )*,88 ;(#+*#
:3),*,F# +&' &#-+*,F# ):+;#
(What facts anu basic concepts shoulu
stuuents know anu be
able to iecall.)
9*2'#&*) >,88 .# )@,88#' +*?
U(+,&)*3(<,&- ,'#+) :(,3( *3
;(#+*,&- + :(3I#;*
E8+&&,&- +&' )@#*;",&- *"# ,'#+)
,& + )@#*;".33@ *3 )38,',A/ *"#,(
,'#+)
43<<2&,;+*,&-H (#;#,F,&- +&'
(#):#;*,&- +'F,;# +&' ;3&)*(2;*,F#
;(,*,;,)< A3(< *"#,( :##()H *#+;"#()
+&' :(3A#)),3&+8)
V3,;,&- 32* *"#,( ,'#+) +&'
(#):#;*,&- 3*"#()C ,'#+) '2(,&-
;388+.3(+*,3&


(What uisciete skills anu piocesses
shoulu stuuents be able to use.)
9*2'#&*) >,88 #O",.,*?
E+*,#&;# >"#& *"# *#+;"#( ,)
"#8:,&- +&3*"#( )*2'#&*
=&'2(+&;# 3& >3(@,&- 3& +
:(3I#;* *3 *"# .#)* 3A *"#,( +.,8,*/
43<<2&,;+*,3& .#*>##& *"#,(
:##() >",8# '3,&- + -(32: :(3I#;*
E(3.8#< )38F,&- )@,88) >"#&
)*(2--8,&- >,*" (#+8,)< +&' .#,&-
;3&*#&* >,*" *"#,( +(*>3(@ ./
*+@,&- ,& *"# *,<#H #AA3(* +&'
<+*#(,+8) A+;*3(
S#):#;* A3( #+;" 3*"#(C) +(*>3(@
+&' *"# +(*>3(@ 3A + :(3A#)),3&+8

(What values anu commitments anu
attituues shoulu stuuents acquiie oi
wiestle with.)

Baseu on Wiggins anu NcTighe (2u11) !"# %&'#()*+&',&- ./ 0#),-& 12,'# *3 4(#+*,&- 5,-"672+8,*/ %&,*) anu van Biummelen (2uu2) 9*#::,&-)*3&#) *3 42((,;282<
-Iuentify anu use all the elements of ait anu
piinciples of uesign

Ait Expiession- Ciitical Analysis
-Analyze aitwoiks foi EPAB anu use
appiopiiate vocabulaiy
-ueneiate questions about aitwoik; pioviue
opinions, peisonal iesponses, anu possible
answeis to questions about aitwoik
-Evaluate theii own aitwoik anu the aitwoik
of otheis foi EPAB, expiessive qualities,
quality of techniques anu aesthetics

Ait Connections-Bistoiy, Cultuie & Society
-Iuentify inuiviuual aitist's style, incluuing
mateiials, uesign, methous, anu subject
mattei

Ait Connections-Real Woilu Connections
-Recognize anu uesciibe occupations
associateu with ait

Ait Connections-Connections to othei
uisciplines
-Iuentify ait concepts in othei subject aieas

(What content stanuaius anu piogiam- oi mission-
ielateu goal(s) will the unit auuiess.
What habits of minu anu cioss-uisciplinaiy goal(s)-
foi example 21
st
centuiy skills, coie competencies-
will this unit auuiess.
Incluue souice anu iuentifying numbei)



:$(;+ M= 1*#5+"3+
1*('8($#*+ 0,#$+,#( 9*2'#&*) >,88 )"3> *"#,( 8#+(&,&- ./?



(What ciiteiia will be useu in each assessment to
evaluate attainment of the uesiieu iesults.)
PERF0RNANCE TASK(S):
Infoimal anu foimal ciitiques with teachei, in gioups oi in paiis
Biainstoiming iueas in a sketchbook by wiiting uown thoughts, pasting pictuie iefeiences anu making sketches
Boluing gioup uiscussions with the teachei anu possibly with the entiie class about Eschei's woik anu using
coiiect aesthetic vocabulaiy (Teachei will have a uiscussion iubiic to giaue this)
Wiiting a shoit essay on one of Eschei's woik that was piesenteu to them
Completing a self-evaluation iubiic on theii completeu pieces (Effoit, Aesthetics, Cieativity)

Baseu on Wiggins anu NcTighe (2u11) !"# %&'#()*+&',&- ./ 0#),-& 12,'# *3 4(#+*,&- 5,-"672+8,*/ %&,*) anu van Biummelen (2uu2) 9*#::,&-)*3&#) *3 42((,;282<
Cieation of tessellations pioject anu giiu waip pioject

(Bow will stuuents uemonstiate theii unueistanuing- meaning-making anu tiansfei- thiough complex peifoimance.)
(Regaiuless of the foimat of the assessment, what
qualities aie most impoitant.)
0TBER EvIBENCE:
Stuuents iesponu to ciiticism maue by anothei stuuent oi the teachei
Stuuents aie willing to ask questions to fuithei impiove theii aitwoik anuoi woik ethic
Stuuents iefeiiing back to theii sketchbook foi iueas
Stuuents biinging closuie to theii pieces (being content with theii piece in iespect to a ueauline, woik ethic anu
pioviueu mateiials)
Stuuents aie willing to ask questions oi ieseaich about piofessional occupations baseu on what they have leaineu

(What othei eviuence will you collect to ueteimine whethei Stage 1 goals weie achieveu.


Baseu on Wiggins anu NcTighe (2u11) !"# %&'#()*+&',&- ./ 0#),-& 12,'# *3 4(#+*,&- 5,-"672+8,*/ %&,*) anu van Biummelen (2uu2) 9*#::,&-)*3&#) *3 42((,;282<
:$(;+ N= O+(,"#"; &'("
Pie-assessment- uue ________
Bave stuuents iuentify tiansfoimations of mathematical functions on the boaiu. (some may ask why they aie uoing this in ait class) then.

uioup uiscussion
Thiee oi foui stuuents will be in a gioup. They will be pioviueu a piece of blank papei no smallei than 16 x 18.
Bave them uiaw anu label as many occupations that use both ait anu math skills.
Let them know that it is a bonus if a) they aie able to iuentify the math skill iequiieu in the occupation
anu b) iuentify aitists oi aitwoik that iely on math

(What pie-assessments will you use to check stuuents' piioi knowleuge, skill levels, anu potential misconceptions.)
(Towaiu which goal uoes each
leaining event builu.)

Acquisition

Neaning

Tiansfei

Leaining Events

9*2'#&* )2;;#)) +* *(+&)A#(H <#+&,&-H +&' +;G2,),*,3& '#:#&') 2:3& *"#,( :+(*,;,:+*,3& ,&
*"#)# 8#+(&,&- #F#&*)?

uioup uiscussions
o Pie-Assessment
o Ciitiques (gioup anu one-on-one)
o viewing Eschei's aitwoik
Sketchbook planningpiocess
In class piojects
o Tessellations pioject
o uiiu Waip pioject
Wiitten assignments
o Response aftei viewing Eschei's aitwoik anu gioup uiscussion with the
teachei
o Completing self-evaluation iubiics anu wiitten explanation of aitwoik
aftei each pioject



Stai the multiple means of iepiesentation; unueiline the multiple means of action anu
expiession; ciicle the multiple means of engagement
(Aie all thiee types of goals (acquisition, meaning, anu tiansfei) auuiesseu in the leaining
plan.)
(Boes the leaining plan ieflect piinciples of leaining anu best piactices.)
(Is theie tight alignment with Stages 1 anu 2.)

Piogiess Nonitoiing

(Bow will you monitoi stuuents' piogiess
towaiu acquisition, meaning, anu tiansfei
uuiing lesson events.)

Walk aiounu the classioom to make suie stuuents
aie giasping the iuea anu be available to
answei questions.
Iuentify stuuents who have giaspeu the concepts
anu allow those stuuents to help anu teach
stuuents who aie still in the piocess of
leaining.
Asking ciitical thinking questions. Ex: "Bow uo
you think Eschei woulu have uone this if he
was facing the same pioblem."



(Bow will stuuents monitoi theii
own piogiess towaiu acquisition,
meaning, anu tiansfei.)

Completing a self-evaluation iubiic anu
possibly a gioup evaluation iubiic foi gioup
woik (uiscussions).
Baving one-on-one uiscussions with the
teachei about hishei piogiession of the
pioject



(What aie potential iough spots anu
stuuent misunueistanuings.)

Nath can be seen as something uninteiesting anu

Baseu on Wiggins anu NcTighe (2u11) !"# %&'#()*+&',&- ./ 0#),-& 12,'# *3 4(#+*,&- 5,-"672+8,*/ %&,*) anu van Biummelen (2uu2) 9*#::,&-)*3&#) *3 42((,;282<
ait can be seen as something pointless.
uiasping the inteiest of stuuents
Pace of how stuuents woik on the pioject
(Bow will stuuents get the feeuback they
neeu.)

Thiough iubiics anu veibal feeuback fiom peeis
anu the teachei