Chandon Hammersmith

11/30/15

III. Unit Standards, Goals and Objectives

Building For Your Imagination 9 weeks
Unit Focusing Lens: Design, Structure/Function, Play/Exploration, Transformation
Unit Strands
1. Observe and Learn to Comprehend
GLE: The identification of characteristics and expressive features in works of art and design help
to determine artistic intent.
GLE: Characteristics and expressive features of art and design are used to identify and discuss
works of art.
2. Envision and Critique to Reflect
GLE: Artists, viewers, and use the language of art to respond to their own art and the art of
others.
GLE: Artists, viewers, and patrons make connections among the characteristics, expressive
features, and purposes of art and design.
3. Invent and Discover to Create
GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of
art and design.
GLE: Demonstrate basic studio skills.
4. Relate and Connect to Transfer
GLE: Works of art connect individual ideas to make meaning.
GLE: Visual arts respond to human experience by relating art to the community, historical, and
cultural events.
PGCs:
-Develop and build appropriate mastery in art-making skills, using traditional and new
technologies and an understanding of the characteristics and expressive features of art and design.
(Lesson #1,2,3 )
- Recognize, articulate, and implement critical thinking in the visual arts by synthesizing,
evaluating, and analyzing visual information. (Lesson #2 )
-Analyze, interpret, and make meaning of art and design critically using oral and written
discourse. (Lesson #1 )
-Recognize, interpret, and validate that the creative process builds on the development of ideas
through a process of inquiry, discovery, and research. (Lesson # )
-Develop and build appropriate mastery in art-making skills, using traditional and new
technologies and an understanding of the characteristics and expressive features of art and design.
(Lesson #3 )

Unit Enduring Understanding:

Through observation students will understand how cultural traditions influence

building.
Through art making students will understand how line can create space.
Through art making students will understand that line and space influences
architecture.
Artists and designers will understand how plans contribute to construction.

Unit Inquiry Questions:

Why do various cultures experience and define space differently?
Can art present us with a different way of
understanding the environment?
How has cultural tradition influenced art?
How can line define space?
What can line do to architectural
structures?
How can you convey movement through
abstract art?
Why kind of line can be used to create
movement?
How much knowledge is necessary to create
art if a formula is provided for its creation?
What does pattern do in art?
How to symbols relate to art?
How can balance change a piece of art?
How do artists find their inspiration?
How is design related to form?
What drives artists to relate their art to
one another?
What drives an artist to choose
one thing over another?

Lesson 1 - Create a Character

Lesson Description:
Students will develop an imaginary creature that they will create in a drawing and then transfer
into a 3D clay sculpture.
Lesson PGCs:
-Analyze, interpret, and make meaning of art and design critically using oral and written
discourse.
-Use specific criteria to discuss and evaluate works of art.
-Develop and build appropriate mastery in art-making skills, using traditional and new
technologies and an understanding of the characteristics and expressive features of art and design.
-Transfer the value of visual arts to lifelong learning and the human experience.
Lesson Enduring Understandings:
Decisions about art - making can be developed through engagement with art can lead to
understanding and appreciation of self, others, the natural world, and constructed environments.
Lesson Inquiry Questions:

What are some of the characters you have seen?

What kind of spaces do they inhabit?
What characteristics makes these characters interesting?
Why does your character have
large/small eyes spiky fur, rough texture, huge ears, so many arms, little feet, buck teeth, no hair?
What kind of spaces do they inhabit?
What characteristics makes these characters/living spaces interesting?
Objectives (with complete alignment):
Using their worksheet, SWBAT brainstorm ideas to develop a character.
Blooms: Creating - Standard: Reflect - GLE: 2 -Art learning: ideation -Literacy
Given a template, SWBAT use inherent characteristics and expressive features to create a plan of
a character.
Blooms: Creating- Standard: Comprehend - GLE: 1 -Art learning: Ideation
Given modeling clay, SWBAT sketch a character to relate to a specific place.
Blooms: Remembering - Standard: Transfer - GLE: 2 -Art learning: Ideation
Using guided questions, SWBAT respond to process questions about clay in their sketchbook.
Blooms: Remembering - Standard: Reflect - GLE: 1 -Art learning: Reflect/Assess -Literacy
Using visual template, SWBAT list characteristics of space, relating to their character.
Blooms: Remembering - Standard: Transfer- GLE: 1 -Art learning: ICEF -Numeracy and
Literacy
Using clay, SWBAT sculpt a clay character to fit into a specific place.
Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique

Lesson 2 - Paint Your Room

Lesson Description:
Students will develop a room that their character will live in. They will be sketching out ideas
and then transferring it to a canvas which they will then paint.
Lesson PGCs:
-Analyze, interpret, and make meaning of art and design critically using oral and written
discourse.
-Use specific criteria to discuss and evaluate works of art.
-Develop and build appropriate mastery in art-making skills, using traditional and new
technologies and an understanding of the characteristics and expressive features of art and design.
-Transfer the value of visual arts to lifelong learning and the human experience.
Lesson Enduring Understandings:
Decisions about art - making can be developed through engagement with art can lead to
understanding and appreciation of self, others, the natural world, and constructed environments.
Lesson Inquiry Questions:

What happens when you mix one color with another one?
What are warm colors?
What are cool colors?
How would you make the color of your shirt?
What are the colors of your creature?
What about its home?
What does its home look like?
Objectives (with complete alignment):
Given ideation worksheet, TSWBAT sketch room ideas to plan for a painting.
Blooms: Creating- Standard: Comprehend - GLE: 1 -Art learning: Ideation
Given a canvas, TSWBAT create a painting of a room using the inherent characteristics and
expressive features of art.
Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique
Given a reflection worksheet, TSWBAT, write about their painting to show connections between
their character and the room.
Blooms: Apply - Standard: Create- GLE: 2 -Art learning: Media/Technique
Given examples, TWSBAT identify key characteristics of space in contemporary artists work.
Blooms: Remembering - Standard: Reflect - GLE: 1 -Art learning: Reflect/Assess -Literacy
Given paint, canvas, and other various materials, TSWBAT, combine processes to create a
multimedia composition.
Blooms: Creating- Standard: Comprehend - GLE: 1 -Art learning: Ideation

Lesson 3-Building Spaces

Lesson Description:
Students will be transferring their ideas from previous projects to build a 3-D room that their
character will live in.
Lesson PGCs:
-Analyze, interpret, and make meaning of art and design critically using oral and written
discourse.
-Use specific criteria to discuss and evaluate works of art.
-Develop and build appropriate mastery in art-making skills, using traditional and new
technologies and an understanding of the characteristics and expressive features of art and design.
-Transfer the value of visual arts to lifelong learning and the human experience.
Lesson Enduring Understandings:
Decisions about art - making can be developed through engagement with art can lead to
understanding and appreciation of self, others, the natural world, and constructed environments
Lesson Inquiry Questions:

What is the first thing you notice in these rooms?

Who do you think would live in one of these rooms?
Why do you think that person would live in that room?
Do you notice lines in the space?
What do those lines do?
How does the artist fill the space?
Is the space spread out or cramped?
Objectives (with complete alignment):
Given ideation worksheets, TSWBAT make purposeful connections between inhabitant and
environment.
Blooms: Analyze - Standard: Create - GLE: 1 -Art learning: Ideation -Numeracy, Literacy,
and/or Technology
Given a variety of materials, TSWBAT transform a 2D concept into a 3D model that connects to
their character.
Blooms: Create- Standard: Create - GLE: 2 -Art learning: ICEF -Numeracy, Literacy, and/or
Technology
Given a variety of mediums, TSWBAT transform found objects for their environment into
something new.
Blooms: Create - Standard: Create - GLE: 2 -Art learning: Media Techniques -Numeracy,
Literacy, and/or Technology

Given art examples, the student will be able to correctly identify the contemporary artists
(Narcissa Thorne as well as Jee Young Lee).
Blooms: Analyze - Standard: Observe - GLE: 2 -Art learning: Ideation -Numeracy, Literacy,
and/or Technology
Given a worksheet with prompts, TSWBAT create a short story describing the relationship
between their character and environment.
Blooms: Create - Standard: Create - GLE: 1 -Art learning: Reflect -Numeracy, Literacy,
and/or Technology