1. Unit Plan Art I, Grades 9 - 12 Lori Hill Watauga High School THE FABRIC OF A CULTURE UNIT PRESENTATION ART I, GRADES 9-11 WATAUGA HIGH SCHOOL BY LORI HILL

2. UNIT SUMMARY Students will design a batik using symbols that have been created researching significant facts about a particular culture. The batiks will show proficiency in using the elements of art and principles of design to create a work of art. At the end of the project, students will install their work and host a gallery type reception. Individual students will provide a refreshments native to the country they researched

3. OBJECTIVES AND OUTCOMES Students will act on creative ideas and articulate thoughts to make a tangible product through visual art. The will use technology to research their content area. Students will create a batik which reflects an understanding of significant aspects of a chosen culture. Students will communicate ideas in a way that demonstrate an understanding of the elements of art and principles of design. The composition of the batik demonstrates proficiency in creating a harmonious composition using pattern, repetition, movement, emphasis, line, shape, space, color, texture, and value. Students will learn to mount and present artwork in an aesthetic manner. Students will mount their work on matboard with careful attention to craftsmanship and color.

4. Objectives and Outcomes Continued Students will use technology to create a written artist’s statement explaining their artwork and intentions. Students will complete a brief paper clearly describing the culture their artwork represents, with accompanying explanations of the symbols they chose to incorporate. These artists statements will also be mounted. Students will learn to install and plan an art exhibit for a targeted audience. Students will install their work, invite teachers and other students to an exhibit, demonstrate appropriate gallery reception behaviors, and prepare a refreshment from the country they chose to research.

5. PROJECT BASED APPROACHES As my students work on this project, they ● Connect their art to the real world ● Collaborate with peers ● Create a product that shows what they’ve learned ● Share their learning with a real audience

6. CURRICULUM FRAMING QUESTIONS ESSENTIAL QUESTION: Why do humans need to create? UNIT QUESTIONS; What is the difference between creating something and being an artist? How does an artist communicate ideas using the elements of art and principles of design? How does art reflect your life and culture? Why does an artist want to share their work with others? CONTENT QUESTIONs: How can a concept be simplified into a symbol? What are existing symbols that reveal something about your culture? After researching your chosen topic, what symbols communicate historical and artistic information about this culture? How are the elements of art and principles of design used in your product? What is an artist’s statement? How does one go about planning an art exhibit and reception?

7. 21 ST CENTURY THINKING SKILLS ● Use the Essential and Unit Questions to guide their work ● Communicate their work to a community audience ● Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary ● Use project assessments to self- assess their work and give feedback to their peers

8. ASSESSMENT Focus on concepts students have prior misconceptions about Plan activities in which they will answer their questions I can use my assessments to : Focus on parts of their work that needs improvement Understand the concepts of the assignment Studen ts can use assessment to :

9. FEEDBACK