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Standards-Based Planned Instruction Template |
Project Title: PA Governor’s Institute for Arts Educators
2001
Teacher Name: Phyllis
Melnychuk
Teacher E-Mail Address: melnychukp@hfxsd.k12.pa.us
Your School District or
Diocese: Halifax High
School
Your School Building: High
School
I Will Pilot This Plan with
Students in Grade: 10
Planned Instruction
Title: The
Story Behind the Face
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.)
9.2.12.A - Explain the historical, cultural and social context of an
individual work in the arts.
9.2.12.B - Relate works in the arts chronologically to historical events.
9.2.12.C - Relate works in the arts to varying styles and genre and to
the periods in which they were created.
9.2.12.D - Analyze a work of art from its historical and cultural
perspective.
9.2.12.E - Analyze how historical events and culture impact forms,
techniques and purposes of works in the arts.
9.2.12.F - Know and use appropriate vocabulary used between social
studies and the arts and humanities.
9.2.12.H - Identify, describe and analyze the work of Pennsylvania
Artists in dance, music, theatre and visual arts.
9.2.12.L - Identify, explain and analyze common themes, forms and
techniques from works in the arts.
Overview: (A brief
description of your instructional plan) This
lesson is designed to engage the student in an analysis of the
"portrait" as a window into history. It is a unit lesson presented in
a studio class. The time span is three weeks.
Group
discussions and observations will focus on content (the social, economic and
political influences), style, and materials used in different time periods.
Students will
be engaged in observation, discovery, inference, and reflection.
The student
will produce a self-portrait in three sections, incorporating the style of an
artist from 1800-1850, 1950-2000, and
in their own style for 2001.
Keywords: (Key words are search terms that enable other teachers to
locate your plan on the Web.) Portrait,
Painting, Collage, Sculpture, Soft Sculpture, Pennsylvania Realism, Abstract
Expressionism, Pop Art, Modern Art, Early American Art.
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.)
-The student
will be able to identify, compare and contrast portraits from the 1800-1850's
with those of the 1950's-2000.
-The student
will be able to identify historical details of objects, clothing, style, and
medium of the portrait for a fact sheet.
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 -
Student shows outstanding ability to identify, compare and contrast the
elements of portrait work in terms of historical content.
Fact sheet
shows excellent research.
Oral
presentation is knowledgeable and complete.
Self-portrait
incorporates understanding of the styles and mediums of the artists and their
eras.
Proficient -
Student is competent in ability to identify, compare and contrast the elements
of portrait work in terms of historical content.
Fact sheet
shows good research.
Oral
presentation is interesting.
Self-portrait
shows good understanding of the styles and mediums of the artists and their
eras.
Basic -
Student makes an attempt to identify, compare and contrast the elements of
portrait work in terms of historical content.
Fact sheet
shows some research.
Oral
presentation is adequate.
Self-portrait
shows some understanding of the artists' stylea, mediuma and eras.
Below Basic -
Student is unable or unwilling to identify, compare and contrast the elements
of portrait work in terms of historical content.
Fact sheet is
incomplete.
Oral
presentation is weak.
Self-portrait
does not connect to styles or mediums of the artists.
Materials: (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)
Paints,
collage materials, reproductions, slides, art books and internet sources.
Students will
write a descriptive list of every word, image, object, environment, sound,
smell, etc. that helps to describe what they look like, what they wear and what
they are about. Discussion about a
"portrait" establishing a person's place in history with an insight
into their personality. Discussion about materials and styles of art.
What do
Portraits tell us?
Students will
view slides, internet resources, reproductions of portraits from 1800-1850 and
1950-2000 and collect data on a fact sheet.
Instruction: (What will you teach to prepare students to demonstrate proficiency in
mastery of the standard(s) identified?)
INSTRUCTOR
1.Will model a
comparison/contrast of portraits from the two time periods in a slide or
computer lab presentation.
2.Will provide
a template for collecting facts and data on the artists and their work
3.Will provide a list of artists, media and
resources to help student narrow selections of artists
4.Will
facilitate student research in comparisons of artists in the two time periods.
STUDENT
1.Will create
a fact sheet to record research information about two artists from different
centuries with inferences to historical details
2.Will present
research to the group orally.
3.Will create
a self-portrait in three sections adapting the style and medium of the two
artists and in their own personal style.
Correctives: (Activities for
students who have not met the objectives at proficient or advanced level)
The instructor will actively engage and encourage
students in all aspects.
Students may
work from xeroxed photographs or magazine images.
Students may
be divided into groups for research and presentation.
Extensions: (Enrichment activities for students who have
met the objectives at a proficient or advanced level)
The instructor will encourage students to create
multiple portraits in a variety of media.