A. Establishing the Routine: Observational Quick Sketches
Draw over mistake Mistakes are opportunities to learn
Turn paper over
Art Expectations:
Draw a background/setting
OBSERVATIONAL QUICK SKETCHES: DAILY, DURING WARM UP Level 1: identify & locate
Level 1: Match Anticipating Level 4: Compare/Contrast
Levels 2 & 3: describe, illustrate, draw
Level 1: identify
Level 1: identify & locate Moving into Level 4 thinking with diagram & examine
Level 5: combine, compose, find a new way, design
Connecting Students to Artists as: RESEARCHERS, INVESTIGATORS, QUESTION ASKERS, CURIOUS PEOPLE
Fill paper & add details Use more than 3 colors
1) Observe your Leaf
To deepen thinking:
Observation
Memory Imagination
"Our leaves are the same because . . ." "Our leaves are different because . . . "
Vary time: ranging from 2 minutes to 10 minutes
Write statement on cover of portfolio
Vein structure enclosed by ovoid with wide variety of edges
Must use art expectations established for Observational Warm Ups. Students may make own decisions about how much observation, memory or imagination they use to create their drawing.
"I see . . . "
Turn mistake into something else
2) Observe your leaf with a partner
3) Make Observational Sketches 4) Discuss: "Artists are researchers, investigators, question askers, curious people. We will be participating in a process of artistic research."
Y shape of branching vein structure
Draw any scene of your choice using crayons but it must include at least one leaf.
Subject Matter in Art comes from: OBSERVATION, MEMORY & IMAGINATION
B. Introduction to Inquiry in Art: Leaves Draw an insect from memory
1) Access Prior Knowledge
LEAF INQUIRY 2) Sketch: 2 - 3 drawings from the plastic model.
5) I draw, you draw . . .
Level 1: recall
Levels 2 & 3: describe, illustrate, draw
3) "I draw, you draw" structure of an insect: 3 body parts, 6 legs, segments, use ovals to draw segments
"This is how knowledge can help us observe more deeply and accurately."
Level 1: identify & locate Moving into Level 4 thinking with diagram & examine
6) CREATE A WORK OF ART 4) 1 - 2 more sketches of plastic insect models
Levels 2 & 3: describe, illustrate, draw
Media: Oil Pastel Watercolor Resist
C. Insect Inquiry
Leave plastic insect models on tables during oil pastel drawing session
D. Birds
1) Access Prior Knowledge
1. KNOWLEDGE
2. COMPREHENSION
Draw a bird from memory
KEY: Thinking Levels 1 - 6 4. ANALYSIS
5. SYNTHESIS
6. EVALUATE
Year-long Overarching Goal: How can I grow in my ability to create original and expressive art? (Stand 2.0, VAPA Standards)
Note on the Overarching Goal: This goal is based on the intent of VAPA standard 2.0 but not on a specific sub-topic. My goal is to reorganize my curriculum to lead students in art learning experiences where they practice the standards in the authentic and rigorous process many artists use to develop ideas, skills, thinking and original works of art. In these mini-inquiry cycles (leaf, insect & bird) students will experience the process of artistic research for themselves. After the Bird Inquiry, my plan is to bring the students back into strand 2.0 learning experiences structured more like inquiries than the more traditional 'projects' or 'lessons.' Their experiences with inquiries this fall will hopefully help the students to enter into the inquiry process with a feeling of familiarity and confidence.
Creative problem to solve: Can you create a never-before-seen creature that is "insectlike" . . . in other words, a creature that has some things the same as an insect and some things different from an insect.
Level 1: recall
Level 5: combine, compose, find a new way, design
CREATE ORIGINAL ART
define, fill in the blank, identify, label, list, locate, match, memorize, name, recall, spell, state, tell, underline
2) Sketch: 2 - 3 drawings from photos BIRD INQUIRY
convert, describe explain, interpret, paraphrase, put in order, restate, retell in your own words, rewrite, summarize, translate
Levels 2 & 3: describe, illustrate, draw
"Our birds are the same because . . . " 3) Observe your bird with a partner "Our birds are different because . . . "
3. APPLICATION
5) CREATE A WORK OF ART
INTRODUCTION
Students choose their own level of complexity: they may stay close to the observation by making changes to an observed insect or use their memory & imagination to create something completely new. There can be as many elements different as the student chooses but there must be at least one element the same as an insect.
apply, compute, conclude, construct, demonstrate, determine, draw, find out, give an example, illustrate, make, operate, show, solve, state a rule or principle, use
4) Examine the bird photos & draw a diagram: Can I diagram the bird to show its basic structure?
analyze, categorize, classify, compare, contrast, debate, deduct, determine the factors, diagnose, diagram, differentiate, dissect, distinguish, examine, infer, specify
5) Art Materials & Techniques: Can I learn & practice drawing techniques to improve my ability to draw a bird?
change, combine, compose, construct, create, design, find an unusual way, generate, invent, originate, plan, predict, rearrange, reorganize, revise, visualize, write choose, compare, appraise, conclude, decide, defend, evaluate, give your opinion, judge, justify, prioritize, rank, select, support, value
Level 1: Match Anticipating Level 4: Compare/Contrast
6) COLLECT EVIDENCE, T-Chart "How is my diagram the same as the handout diagram?"
Compare your diagram to the diagram on the handout
Level 4: compare, contrast
Observe your never-before-seen creature and fill in T-chart: What can I locate in the creature that is the same as an insect & different from an insect? List them in the appropriate column.
Level 1: locate, match Level 4: compare, contrast
ANALYZE ART
"How is my diagram different?"
Make changes to your diagram
7) CREATE A POSTER USING HANDOUT: Insect Inquiry-Process for Artist Researchers
Level 3: draw Level 5: revise
Ms. Valdivia, Mr. Fishbaugh, Ms. Pence & Ms. Jorgensen's classes Work in Progress
SYNTHESIZE THE INQUIRY
Cut the worksheet to make separate slips of paper for each step. Pull out drawings from portfolio. Which drawing/s did you make for #1 step of the inquiry? For #'s 2, 3, 4, 5?
Discuss and decide: With partner, decide together which art to put on the poster to match each step. Also make decisions on the organization & design of the art and words on the large paper. (Partner work encouraged but students may also choose to work alone or in groups of no larger than three.)
Level 1: locate, identify, match
Level 1: match Level 2: put in order Level 4: distinguish, debate Level 5: design, combine Level 6: choose, give your opinion, decide
Mid-Process Observation: Look at each other's posters (Museum Walk) for visual ideas & organization that you find interesting, pleasing to the eye and/or original. Also think about, could you use that idea in your poster? Or in a future poster?
OR The processes students experience in this unit support the following common core language objectives in an art context.
Unit-long Understanding Goal: How do artists do research in order to get better at creating original and expressive art?
Ms. Smith, Ms. Epps & Ms. Julin's classes Media: Oil Pastel on Black Paper
7) CREATE ORIGINAL ART CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.10 & CCSS.ELALiteracy.W.4.10 Write routinely over extended time frames (time for research, refl ection, and revision) . . .
CCSS.ELA-Literacy.W.4.2a . . . group related information in paragraphs and sections; include . . . illustrations . . .
CONNECT PRIOR INQUIRIES TO NEXT INQUIRY 8) Recall & Compare: Let's think about the things we did for the Insect & Leaf Inquiries--can you remember some of the things we did?
9) Predict: Can we predict activities we will do for the Bird Inquiry based on what we did for the Insect & Leaf Inquiries? For an example of an artist involved in the creative/research process go to: http:// etcetera-art.com/blog/2012/10/12/art-on-theinternet
Deepen the Working Process: Offer precut strips of construction paper (especially encourage those who are almost done.) Can you add further design elements or make arrows/connectors to increase the 'readability' and visual appeal of the poster and/or help clarify which art matches which step?
Leave plastic insect models on tables during oil pastel drawing session Creative problem to solve: Use the oil pastels to draw an insect. You may draw the insect from observation, memory, imagination or a combination of the preceding. Cover the entire surface with oil pastel--including areas that will remain black (i.e. use black oil pastel on black areas--do not leave the black paper showing.)
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Note on the term "research": In my experience, artists don't call the work they do 'doing research.' My experience is that artists call the research process the creative process. However . . . what is creativity? What are the stages of the creative process? What does it mean process is more important than product? And what is process anyway? I think that Bloom's Taxonomy is a useful framework for showing the stages that artists engage in to develop skills, ideas, thinking and ultimately, original and expressive works of art. I also think that scientific research shares much in common with artistic research (or as artists say, the creative process) and that science is much more explicit about how to go about "researching." Writers also experience a similar creative or research process and there are new common core standards that reflect this.
Level 4: examine Level 6: choose, compare, select, value
Level 1: recall Level 4: compare
Level 5: predict
Level 5: combine, change, design, rearrange, revise select, value
Level 5: combine, change, design, rearrange, revise select, value