Stage 1- Understanding By Design

Standards:
Georgia Performance Standards for Visual Arts - Standard 4.20 Matches a description of a
culture with an artwork representative of the same culture.
Georgia Performance Standards for Visual Arts - Standard 4.21 Generates accurate
statements about the functions (purposes) of particular artworks and the culture that produced
them.
Georgia Performance Standards for Visual Arts - Standard 4.22: Explains how art reflects
the relationship between artists and their culture (e.g., geographical, political, religious, and
economic).
Information Literacy Standard 1: The student who is information literate accesses information
efficiently and effectively.
Indicator 1. Recognizes the need for information
Indicator 2. Recognizes that accurate and comprehensive information is the basis
for intelligent decision making
Indicator 3. Formulates questions based on information needs
Indicator 4. Identifies a variety of potential sources of information
Indicator 5. Develops and uses successful strategies for locating information

Established Goals:
The student will:
- Describe how culture influences an artist’s creations.
- Identify specific works of art as belonging to particular cultures, times, and places
- Gain an appreciation for art of different cultures
-Stated
Identify
orspecific
impliedaspects
Big Idea of ainculture exhibited in anStated
the NOUNS artwork.
or implied real-world performances
-and
Create art in
ADJECTIVES: the style of a particular culture of the past.
in the VERBS:
--An
Demonstrate the abilityinfluence
artist's experiences to locate the
information online-Use
and in the media
research center.
skills to explore a culture
development of his/her art -Examine art works from different cultures
-Artists communicate through their works -Create a presentation on a culture
-Artists portray their physical environments in -Compare and contrast different cultures
their art -Produce artworks in the style of a culture
- Artists express political views through their -Produce artworks in personal style
art
- Artists portray the religious atmosphere of
their culture
- Artists depict economic conditions through
their art
Understandings:
Students will understand that:
-People use the world around them to generate
ideas for creativity.
- Cultures can be portrayed through many
mediums
- The works of artists present us with a
window into the past.
- Art can illustrate many facets of a culture
- Artists are important members of society
-We can learn a lot about a culture by
examining its art.
Essential Questions:
- What is the function of art in a culture?
- How do artists’ works reflect their cultures?
-What can we learn about a culture from its
artists?
- Why are artists important to their culture?
- Can anyone be an artist?
- What makes art important?
- How can we use information gleaned from a
past culture’s art to improve our own culture?

Performance Task Ideas:

-Students will compare and contrast the art of different cultures.
-Students will choose a culture to research and create a presentation to the class describing the
culture and how the artists reflect that culture through their art.
-Students will create an artwork in the style of a selected culture.
-Students will create an artwork in their own style that reflects their culture.
 Stage 2: Evidence of Desired Results

Performance Tasks:

Performance Task Assessment #1:

Students will create a presentation in the medium of their choice that describes a past or
present culture and how specific artworks reflect that culture [Facet 1, Facet 2, Facet 3,
Facet 4, Facet 5].

Performance Task Assessment #2:

Students will create an artwork that reflects their own culture [Facet 3, Facet 4, Facet 6].

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observation)
Work sample: Students will create art in the styles of various cultures [Facet 3, Facet 4,
Facet 5]

Work sample: Compare/contrast art from various cultures [Facet 1, Facet 2, Facet 4]

Observation: The teacher will observe students as they research, create presentations, and
produce artworks

Student Self-Assessment and Reflection:

Self-assessment rubrics for Performance Tasks #1 and #2 [Facet 6]

End-of-lesson written summaries: [Facet 1, Facet 2, Facet 4, Facet 5, Facet 6]

Students will write a paragraph at the end of each lesson on the various cultures. Address
these issues:
• What did I learn today?
• How does the medium affect the message?
• How can I use the information I learned?
• Why are these cultures different from each other?
• What questions do I still have?
Performance Task Assessment #1:

Students will create a presentation in the medium of their choice that describes a past or present
culture and identifies artworks that reflects that culture [Facet 1, Facet 2, Facet 3, Facet 4].

Goal:
• Your task is to investigate a culture and find out how artists reflect that culture
through their art
Role:
• You are a tour guide at an art museum
Audience:
• The audience is a class of visiting art students
Situation:
• You will prepare a presentation that shows how specific art works reflect the
culture from which they came
Product, Performance, and Purpose:
• Your presentation needs to include:
-Description of a specific culture
-Works of art from that culture
-Analysis of the artworks
Standards and Criteria for Success:
• Your work will be judged by a rubric to be completed by the teacher

Self-Assessment #1

Name______________________________________ Date___________________

Presentation Title _______________________________________________________

Content Not Not Fair Good Very

at all much good
My information was interesting
I was knowledgeable in my subject
Information fit the topic
I addressed all issues
Presentation

My materials were creative

Graphics were easy to read
My information was well-organized
 My grammar and spelling were correct
Resources

My information was from valid resources

My material came from a variety of sources
I used my own words to relate the information

Rubric for Performance Task Assessment #1

Category Needs Satisfactory-2 Good-3 Excellent-4

Improvement-1
Character- Student Student Student Student
istics identifies no identifies 1 identifies 2 or 3identifies many
characteristics of characteristic of characteristics of
(4 or more)
the culture the culture the culture characteristics of
the culture
Influence of Student has Student is able Student is able Student is able to
Culture difficulty to give one to give 2 or 3 give several (4
describing how example of how examples of how or more) detailed
the culture in the culture in the culture in examples of how
which artists which artists which artists the culture in
lived influenced lived influenced lived influenced which artists
their work. their work. their work. lived influenced
their work.
Art works Student includes Student includes Student includes Student includes
no supporting art one art work two art works three or more art
works from the from the culture from the culture works from the
culture culture
Analysis Student includes Student includes Student includes Student includes
no analysis of art little analysis of fair analysis of detailed analysis
works art works art works of art works
Organization Information is Information is Information is Information is
poorly organized only slightly mostly very organized
organized organized
Sources Uses 1 source of Uses at least 2 Uses at least 3 Uses at least 4
information sources sources sources

Presentation Presentation is Presentation is Presentation is Presentation is

very difficult to somewhat mostly clear and very clear and
understand difficult to easy to easy to
understand understand understand

Rating Scale:
Score Rating
19 and below Unacceptable
 20 - 22 Below average
23 – 25 Good
26 -28 Excellent
Performance Task Assessment #2

Goal:
• Your task is to create an artwork that reflects your culture
Role:
• You are an artist creating an artwork for a time capsule
Audience:
• The audience is a future culture
Situation:
• You need to represent your culture through your artwork
Product, Performance, and Purpose:
• Your artwork needs to include specific aspects of your culture (political,
economic, geographic, religious
Standards and Criteria for Success:
• Your work will be judged by a rubric to be completed by the teacher

Self-Assessment #2

Name______________________________________ Date___________________

Agree Disagree
1. My artwork reflects my culture
2. I used design principles in my artwork
3. My art design is neat and organized
4. I took care of my art supplies
5. I was creative in my art design

Rubric for Performance Assessment #2

Category Needs Satisfactory-2 Good-3 Excellent-4

Improvement-1
Character- Student Student Student Student
istics identifies no identifies 1 or 2 identifies 3 or 4 identifies many
characteristics of characteristics characteristics (5 or more)
his/her culture of his/her of his/her characteristics
culture culture of his/her
culture
Design/ Student uses no Student uses Student uses Student uses
Composition design principles some design design design
principles but principles fairly principles very
not very well well well
Organization Artwork is Artwork is fairly
Artwork is Artwork is very
poorly designed well designed mostly well well designed
without much with a little designed with with much effort
effort put forth effort put forthfair amount of put forth
effort put forth
Use of Student shows Student shows Student shows Student shows
Materials no respect for art little respect for some respect for great respect for
materials and art materials and art materials and art materials and
workspace is workspace is keeps keeps
very mostly workspace fairly workspace neat
disorganized disorganized neat and clean and clean
Craftsmanship The artwork is The artwork is The artwork is The artwork is
crafted with no crafted with crafted with crafted with
care. Lines are little care. Few some care. great care.
blurred and lines are sharp Most lines are Lines are sharp
colors are and colors clear sharp and colors and colors are
muddy with with some clear with few clear with no
many smudges, smudges, smudges, smudges,
erasure marks, erasure marks, erasure marks, erasure marks,
tears, etc. tears, etc. tears, etc. tears, etc.

Rating Scale:
Score Rating
13 and below Unacceptable
14 - 15 Below average
16 – 17 Good
18 -20 Excellent

Name_______________________________________________Date________________

Compare and Contrast: List 2 similarities and 2 differences in artworks for each
pair of cultures.

Cultures Similar Different

Aborigine
Vs.
American Indian

Ancient Greek
 Vs.
Ancient Egypt

Mexican
Vs.
American

Italian Renaissance
Vs.
French Impressionism

African
Vs.
Japanese

Stage 3: Learning Plan

 Where, Why, and What
Goals:
Students will learn how culture influences art by examining past
cultures, looking at specific artworks from the various cultures,
and identifying cultural cues
Students will be able to answer these essential questions:
1. What is the function of art in a culture?
2. How do artists’ works reflect their culture?
3. What can we learn about a culture from its artists?
4. Why are artists important to their culture?
5. Can anyone be an artist?
6. What makes art important?
7. How can we use information gleaned from a past culture’s art to
improve our own culture?
Students will be presented with a unit schedule and requirements, and
performance rubrics
Students will be asked to identify their personal goals
Students will use 21st century skills to research and develop
information about a culture and its art

Expectations:
To successfully complete these goals, students will:
• Analyze artworks from various cultures
• Create art in the styles of various cultures
• Research and create presentation of a culture and its art
• Create an original artwork that exhibits own culture

Relevance and Value:

To understand how people use the world around them to generate
ideas for creativity
To see that artists are important members of society and their
artworks can provide information about their cultures
To use technology as a tool to gather information and to display
information
To develop group collaboration and interaction
To develop artistic skills

Diagnosis:
Students will complete a pre- and post-test of matching cultures and
their artworks [Facet 6]
Students will complete compare/contrast worksheet on information
learned about various cultures and their art [Facet 1,2,4]
Students will exhibit understanding of different art styles through art
production [Facet 3,4,5]
Students will demonstrate in-depth knowledge of a specific culture and
its art through a research project [Facet 1,2,3,4,5]
Students will create an artwork that reflects their own culture [Facet
3,4,6]
 Hook the student
Ask the question, “If you wanted to share information about your
culture to future generations through your artwork, how would you do
it? (Logical Entry Point)

Present slide show of artworks from various cultures that exhibit

obvious cultural cues. (Foundational Entry Point)
Ask students to search for clues in the artworks that describe
something about the artists’ culture. (Narrative Entry Point)

Explore & Equip

Students will view and discuss the artworks of various cultures via LCD
projector through direct instruction [(Aesthetic Entry Point)
Students will learn how to identify cultural cues in artworks of various
cultures through direct instruction (Logical Entry Point)
Students will create art in various styles of cultures they study, using a
variety of art media through experiential learning (Experiential
Entry Point)
Students will research a particular culture and its art through inductive
learning. (Logical Entry Point)
Students will use a class wiki and “Fine Arts Gallery Builder” computer
software to compile information for presentation.
Students will present finished project to class
Students will create an artwork that identifies cues from their cultural
environment (Experiential Entry Point)
 Rethink & Revise
Students will write daily reflection about information learned [Facet
1,2,4,5,6] They will address questions such as:
• What did I learn today?
• How does the medium affect the message?
• How can I use the information I learned?
• Why are these cultures different from each other?
• What questions do I still have?
Students will complete a concept map on each culture following direct
instruction [Facet 1,2,4]
Students will work in small groups to edit and revise their research
information from class wiki [Facet 3,4]
Students will complete self-assessments [Facet6]

Exhibit & Evaluate

In reflections and class discussions, students will answer these
questions:
• What did I learn today?
• What elements of art and principles of design are represented in
the artworks?
• What media and tools are typical of each culture?
• Why are these cultures different from each other?
• How does the medium affect the message?
• Could anyone create this type of art?
• How can I use the information used in this lesson?
• What don’t I understand about this culture and its art?
Students will complete a self-evaluation at the end of presentation and
art project
 Tailor to students
Direct instruction will address visual and auditory learners
Art activities will address kinesthetic learners
Research project will address interpersonal learners

Compare/contrast worksheets and concept maps will be tailored to

specific learning levels:
Above-level –Worksheet 1/Map 1
On-level –Worksheet 2/Map 2
Below-level –Worksheet 3/Map 3

Five groups of five students will be assigned by teacher according to

student analysis information such as reading levels, cultural
backgrounds, learning styles, and special needs. Each student
will be given a specific aspect of the project on which to
research.

OHI student/slow reader will be responsible for a smaller amount of

research information

A gifted student will be paired with OHI student for peer-tutoring within
the group

Organize
See calendar below
Week 1

Monday Tuesday Wednesday Thursday Friday

Introduce Discuss Ancient Review cultures Discuss African Review cultures
ActivityClassroom

standards and Egyptian and shown in and Japanese shown in

unit topic. Greek cultures artworks from cultures artworks from
Show power Look at images Tuesday Look at pictures Thursday
point overview of of their artworks Create a frieze in of their artworks Create an African
art from various and identify the style of the and identify face mask
cultures, cultural cues Ancient Greeks cultural cues
identifying Create a drawing Create an
cultural cues in the style of Japanese origami
Complete pre- the Egyptians crane
test
Reflection ActivityLabComputer

Write a Write a Write a Write a Write a

paragraph on paragraph on paragraph on the paragraph on paragraph on the
what they hope what they artworks they what they Japanese and
to learn during learned about created so far learned about African-style
this unit Egyptian and African and artworks they
Jot down any Greek culture Japanese created.
questions they Jot down any cultures.
still have to be questions they Jot down any
answered in the still have to be questions they
next class time. answered in the still have to be
 next class time. answered in the
next class time.

Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework

and drawings as and origami as

necessary necessary

Week 2

Monday Tuesday Wednesday Thursday Friday

Discuss Aborigine Review cultures Discuss Italian Review cultures Discuss American
ActivityClassroom

and American shown in and French shown in and Mexican

Indian cultures artworks from cultures artworks from cultures
Look at pictures Monday Look at pictures Wednesday Look at pictures
of their artworks Create an Indian of their artworks Paint a picture in of their artworks
and identify dream-catcher and identify the French and identify
cultural cues cultural cues impressionist cultural cues
Create an Create picture in style Create a Mexican
Aborigine X-ray Italian gothic “Oho de Dios”-
picture style God’s Eye
weaving
LabComputer
 Reflection Activity

Write a Write a Write a Write a Write a

paragraph on paragraph on the paragraph on paragraph on the paragraph on
what they Aborigine and what they gothic and what they
learned Indian artworks learned impressionist- learned
Jot down any they created. Jot down any style artworks Jot down any
questions they questions they they created. questions they
still have to be still have to be still have to be
answered in the answered in the answered in the
next class time. next class time. next class time.
Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework

and pictures as and pictures as and weaving as

necessary necessary necessary

Week 3

Monday Tuesday Wednesday Thursday Friday

Review cultures Complete Take information Finish up group
ActivityClassroom

shown in artworks compare/ found in research, presentations

from Friday contrast choose a medium Prepare to
Create an artwork worksheet in which to present project to
in the style of Pop Get together with present it, and class
art, Abstract groups to begin putting all
Expressionism, or determine one of it together in a
 Harlem culture to presentation.
Renaissance research

Research Research
Reflection ActivityLabComputer

selected culture selected culture

Place information Place information
on wiki on wiki

Write a paragraph Write a paragraph Write a paragraph Write a paragraph Write a paragraph
on the Mexican about the group about something about the about the process
and American- planning activity. special they progress of of the group
style artworks learned while project. activity.
they created. researching

Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework
Week 4

Monday Tuesday Wednesday Thursday Friday

ActivityLabComputer ActivityClassroom

Present projects Present projects Work on an idea Continue working Finish artwork
to class to class for an artwork on artwork Complete post-
that reflects their test
culture

Write a Write a Write a Write a Write a

Reflection

paragraph on paragraph about paragraph on paragraph on the paragraph on

about the the presentations what cultural media techniques finished picture.
presentations they observed references their they are using What do they
they observed artworks are and why they hope others will
going to show chose them for understand about
this project their culture
when the artwork
is examined
Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework
Name_______________________________________________Date________________

Match the artwork with the culture. Pictures will be displayed by LCD projector.
Write the correct answer in the blank.

1._____________________________ Aborigine

2._____________________________ African

3._____________________________ American

4._____________________________ American Indian

5._____________________________ Ancient Egypt

6______________________________ Ancient Greece

7._____________________________ French Impressionist

8._____________________________ Italian Renaissance

9._____________________________ Japanese

10.____________________________ Latin American

 Worksheet 1

Name_______________________________________________Date________________

Compare and Contrast: List 3 similarities and 3 differences in artworks for each
pair of cultures.

Cultures Similar Different

Aborigine
Vs.
American Indian

Ancient Greek
Vs.
Ancient Egypt

Mexican
Vs.
American

Italian Renaissance
Vs.
French Impressionism

African
Vs.
Japanese
 Worksheet 2

Name_______________________________________________Date________________

Compare and Contrast: List 2 similarities and 2 differences in artworks for

each pair of cultures.

Cultures Similar Different

Aborigine
Vs.
American Indian

Ancient Greek
Vs.
Ancient Egypt

Mexican
Vs.
American

Italian Renaissance
Vs.
French Impressionism

African
Vs.
Japanese
 Worksheet 3

Name_______________________________________________Date________________

Compare and Contrast: List 1 similarity and 1 difference in artworks for each
pair of cultures.

Cultures Similar Different

Aborigine
Vs.
American Indian

Ancient Greek
Vs.
Ancient Egypt

Mexican
Vs.
American

Italian Renaissance
Vs.
French Impressionism

African
Vs.
Japanese
 Map 1

Name________________________________________________Date_____________________

Write the name of the culture in the circle. List 3 attributes of the culture in each of the four domains.

Concept Map

Culture

Geographic Religious Economic Political

 Map 2

Name__________________________________________________ Date_____________________________

Write the name of the culture in the circle. List 2 attributes of the culture in each of the four domains.

Concept Map

Culture

Geographic Religious Economic Political

 Map 3

Name__________________________________________________ Date_____________________________

Write the name of the culture in the circle. List 1 attribute of the culture in each of the four domains.

Concept Map

Culture

Geographic Religious Economic Political

Resources:

Art Access
http://www.artic.edu/artaccess/

Artcyclopedia
http://www.artcyclopedia.com/

Asian Art Museum of San Francisco

http://www.asianart.org/

Artlex on the Harlem Renaissance

http://www.artlex.com/ArtLex/h/harlemrenaissance.html

Foresman, Scott. (2005) Fine Art Gallery Builder [computer software] Pearson
Education, Inc.

Museum of Latin American Art

http://www.molaa.com/art.aspx

National Museum of African Art

http://www.nmafa.si.edu/

National Gallery of Art

http://www.nga.gov/

Whitney Museum of American Art

http://www.whitney.org/