|
Standards-Based Planned Instruction Template |
Project Title: PA Governor’s Institute for Arts Educators
2001
Teacher E-Mail Address: Kelly7192
Your School District or
Diocese: Canon-McMillan
School District
Your School Building: First
Street Elementary
I Will Pilot This Plan with
Students in Grade: 3
Planned Instruction
Title: Now
and Then: Cultural Effects on African-American Artists and Their Works, 1970's
& the Early 1800's
Grade Level (Check one):
9.1 Production, Performance and
Exhibition
9.2 Historical and Cultural Contexts
9.3 Critical Response
9.4 Aesthetic Response
Standard Statement: (Write out
from grades 3, 5, 8 or 12 in standards document) (Example: 9.2.8.A. – Explain the historical, cultural and social
context of an individual work in the arts.) 9.1.3.C. Recognize and use fundamental vocabulary
within each of the arts forms. 9.1.3.E. Demonstrate the ability to define objects,
express emotions, illustrate an action or relate an experience through creation
of works in the arts. 9.2.3.C. Relate works in the arts to varying styles
and genre and to the periods in which they were created.
Overview: (A brief
description of your instructional plan) We
will look at artworks done by 2 African-American artists, one from the early
1800's and one from the 1970's.
Students will compare and contrast each era, and will then gain an
understanding and appreciation of why the artist worked as he did. The students will then describe our current
genre, and will create a self-portrait using mixed-media techniques.
Keywords: (Key words are search terms that enable other teachers to
locate your plan on the Web.) African-American
artists; Barkley Hendricks; Augustus Washington
Learning Objective(s): (What
will students know and be able to do to demonstrate that they have reached the
standard? List student competencies in clear, measurable terms.)
*
compare/contrast the artworks of two African-American artists, Augustus
Washington, a daguerreotypist from the
early 1800's, and Barkley Hendricks, a Pennsylvania artist from the 1970's
* explain and
identify why the artists used the techniques they did through comparing and
contrasting the cultures and events of the two eras
* identify the
differences between portraits and self-portraits
*use
appropriate vocabulary in relation to the artists, artworks, techniques and
time periods
* create
self-portraits in mixed-media, using any and all modern techniques and
technologies available
Assessment-Task
and Criteria: What is the student
performance that demonstrates they have met each objective? Include actual assessment and scoring
tool(s). How will you judge “below
basic,” “basic,” “proficient” and “advanced”?
Do you have a model/exemplar of your expectations?)
Advanced: The
student compares and contrasts works of art from the early 1800's and 1970s
clearly using appropriate vocabulary, can identify, analyze and explain why
particular techniques were used, and can defend the choices made in creating a
mixed-media self-portrait.
Proficient: The student compares and contrasts works of
art from the early 1800's and 1970's using appropriate vocabulary,can identify
and explain why particular techniques were used, and can incorporate
understanding to create a mixed-media self-portrait.
Basic: The student can identify but has difficulty
comparing and contrasting works of art from the two eras, can identify but
shows little understanding of the techniques used, and has difficulty
explaining why certain choices were made in creating a self-portrait.
Below
Basic: The student has difficulty
identifying, and cannot compare and contrast the artwork from the two eras,
does not comprehend why particular techniques were used, and is not able to
create a self-portrait.
Materials: (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)
*Artworks: "Blood" by Barkley Hendricks; daguerreotype by Augustus Washington
*URL's:
The Daguerreian Society,<http://www.daguerre.org
A Durable
Memento,<http://www.npg.si.edu/exh/awash/awintro.htm>
Barkley
Hendricks.<http://camel2.conncoll.edu/academics/departments/artdeptsite/faculty/hendricks.html>
*Videotapes:
Excerpts of dance scenes from the movies "Gone With the Wind"
and "Saturday Night Fever"
*Audio:
musical excerpts from recordings
of early 1800's and the 1970's
*Books:
poetry of early America and
Langston Hughes for display
Warm-Up: Show the excerpts from the movies "Gone With the
Wind" and "Saturday Night Fever". Ask the students to describe what they observe about each time
period, and discuss what events were going on historically.
Instruction: (What will you teach to prepare students to demonstrate proficiency in
mastery of the standard(s) identified?)
Day 1. Create a timeline listing the events
mentioned. Show the two artworks,
explaining that each was created by an African-American artist. Through discussion, establish fundamental
vocabulary. Make observations about
each artwork, and establish what events were taking place in African-American
communities. Have students analyze
why the artists used the techniques
they did.
Days 2 and
3. After reviewing from the previous
lesson, discuss what changes have ocurred since the 1970's. Introduce and demonstrate use of materials
which can be used for a mixed media self-portrait.
Day 4. Students will show their work to the class,
and will talk about their process in conjunction with the artworks we have
discussed. Have students project what
they think portraiture will look like in another 50 years.
Correctives: (Activities for
students who have not met the objectives at proficient or advanced level)
Using stickie
notes, have students label observations to do a compare/contrast
one-on-one; Flash cards with the fundamental
vocabulary; With the teacher and a
"helper" sheet, go through the student's creation process
step-by-step, and then have the student try to explain why they made the
choices they did.
Extensions: (Enrichment activities for students who have
met the objectives at a proficient or advanced level)
If student is proficient in computer technology, have
them play with a photographic image of him/herself, then add other traditional
art techniques for a mixed-media presentation.