1. Wyoming Visual and Media Art
Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
1.1: Students conceptualize, create and revise original art to express ideas, experiences and stories.
1.2: Students envision, create, communicate experiences and ideas, and work toward artistic goals through use of media, techniques, technologies, and processes.
1.3: Students plan and create artistic works based on use of design elements and principles.
1.4: Students collaborate with others in creative artistic processes.
1.5: Students use art materials and tools in a safe and responsible manner.
1.6: Students select, prepare and exhibit their artwork and explain their choice(s).
Standard 2: Aesthetic Perception: Students respond to analyze, and make informed judgments about the arts.
2.1: Students observe and describe in detail the physical properties of works of art.
2.2: Students interpret and analyze the intentions of artists through themes, subjects and symbols. Students question and explore the implications of the artists’ various purposes.
2.3: Students state preferences for individual works of art and provide rationale for those preferences based on an analysis of artistic elements and principles.
2.4: Students form and defend their preferences for artists, specific works and styles.
Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.
3.1: Students differentiate among a variety of historical, environmental and cultural contexts in terms of characteristics and purposes of works of art.
3.2 Students describe the function and explore the meaning of specific art objects within varied cultures, eras, and environments.
3.3: Students analyze relationships of works of art to one another in terms of history, aesthetics, environment, and culture and place their work within the continuum of the visual arts.
Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life.
4.1: Students synthesize the creative and analytical processes and techniques of the visual arts and other disciplines.
4.2: Students identify artistic skills and determine how they apply to a variety of careers and recreational opportunities.
4.3: Students analyze the contributions that art and visual artists make to their local community and contemporary society.
4.4: Students demonstrate appropriate behavior in a variety of art settings.

2. Thinking Strategies:
Monitoring for Meaning
Activating, Utilizing & Building Background Knowledge (Schema)
Asking Questions
Drawing Inference
Determining Importance
Creating Sensory Images
Synthesizing Information
Problem Solving
Common Core State Standards Literacy Component:
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt.
It is important to note that these Reading/Writing standards are meant to complement the specific content demands of the discipline, not replace them.

3. LCSD#1 High School - Drawing I GVC Quarter 12 3 4
Outline for Quarter 1 : Art History
Illustrate: Elements & Principles of Design within an art historical context
Demonstrate: Elements & Principles of Design
Label & Define: Elements & Principles of Design
Enduring Understanding:
Physical properties of art (elements and principles of design) establish the characteristics and purpose of works of art in a particular time and place.
Suggested Artists:
Suggested Essential Questions:
Why is it important for artists to explore the past in their artwork?(FA3.3)
Why does reflecting on the art we see and make increase our awareness of its characteristics?(FA2.2)
Why does our understanding of the elements and principles of design enhance the effectiveness/intention of our art work?(FA1.3)
Why are different art techniques, media and processes important to the creative process? (FA1.1)
Describe how the characteristics and purposes of art reflect the culture(s) of a place and time? (FA3.1 and 3.2)
Week 1 – Week 4 – Week 7 - 9
Bauhaus, Holzer, Cruger, Lautrec, Lichtenstien, Rowlins, Beardsley, Tom Phillips, Raunschenberg,, Strassman, Robert Indiana, Peter May, Stephanie D’Armond, Charles Demuth, Basquiat, William Morris, Karen Kunc, Joseph Cornell
Body of Evidence - Quarter: 1
Portfolio Building
1 Summative Assessments
2 Formative Assessments
1 Reflective Piece -
(Critique, Journal, Interview, Artist Statement…)
Suggested Vocabulary: Line, Shape, Space, Form, Value, Texture, Color, Element, Principle, Balance, Proportion, Emphasis, Rhythm, Movement, Unity, Variety, Contrast, Pattern, Medium, Technique, Process, Symbols, Communication
Guaranteed Access For This Quarter:
Knowing:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Course Specific Vocabulary: Perspective, Vanishing point, contour, positive/negative, symmetry/asymmetrical, vertical, horizontal, diagonal, sphere, cube, cylinder, abstract , realism, figurative, gesture, pointillism, color wheel, tint, shade, proportion

4. Transfer Meaning Acquisition
Stage 1 – Desired Results Level I – Quarter 1 – Art History
Established Goals
Enduring Understanding:
The Elements & Principles of Design are found throughout art history and have defined the creative process.
Connect to Standards and Benchmarks; Essential Questions
Create work of art that connects to Art History/Culture.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Label the Elements& Principles of Design
Define the Elements & Principles of Design
Demonstrate the Elements & Principles of Design
Illustrate the Elements & Principles of Design within an art historical context
Desired long-term independent accomplishments are that:
Students will begin to understand and apply the Elements & Principles of Design
Students will begin to develop understanding, in that there is a historical connection to art.
Meaning
UNDERSTANDINGS
Students will understand that…
The Elements & Principles of Design are found in art history and define the creative process.
Students will make inferences that….
The Elements & Principles of Design make up the language of art and are able to cross cultural and historical boundaries.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.A1. 1.A3, 2.A4, 3.A3, 4.A3;
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
The Elements & Principles of Design.
Students will be able to label and define the Elements & Principles of Design.
Students will be skilled at…
Demonstrating how the Elements & Principle of Design are used in the making of art.
Students will be able to:
Demonstrate and illustrate of what the Elements & Principles look like through their artwork.

5. Stage 2- Evidence Level I – Quarter I - Art History
Code: Evidence
All desired results will be assessed by at least:
2 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will demonstrate that they are beginning to understand the Elements and Principles of Design by creating artwork using the Elements and Principles of Design, defining and then reflecting on how they have used them in their artwork.
Students will illustrate their understanding (meaning-making and transfer) through the complex performance of connecting an art historical context to their artwork.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that the Elements & Principles of Design are found in art history and define the creative process.
Learning Events
Student success at…
Acquisition depends upon: Labeling and Defining the Elements& Principles of Design, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Demonstrating the Elements & Principles of Design, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Illustrating understanding through Creating personal artwork that connects the Elements & Principles of Design within an art historical context, while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

6. LCSD#1 High School - Drawing II GVC Quarter 12 3 4
Outline for Quarter 1 : Art History
Illustrate: Elements & Principles of Design within an art historical context
Demonstrate: Elements & Principles of Design
Label & Define: Elements & Principles of Design
Enduring Understanding:
Understanding the physical properties of art (elements and principles of design) has enhanced artists’ ability to communicate meaning/intention throughout art history.
Suggested Artists:
Suggested Essential Questions:
Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?(FA2.2)
Why is it important for artists to explore the past, present and future in their artwork?(FA3.3)
What is art’s connection to its time and place?(FA3.1 and 3.2)
Why is it important to develop individual connections from history and culture?(FA3.3)
Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?(FA1.3)
Why are different art techniques, media and processes important to the creative process?(FA1.1)
Bauhaus, Holzer, Cruger, Lautrec, Lichtenstien, Rowlins, Beardsley, Tom Phillips, Raunschenberg,, Strassman, Robert Indiana, Peter May, Stephanie D’Armond, Charles Demuth, Basquiat, William Morris, Karen Kunc, Joseph Cornell
Week 1 – Week 4 – Week 7 - 9
Body of Evidence - Quarter: 1
Suggested Vocabulary: Line, Shape, Space, Form, Value, Texture, Color, Element, Principle, Balance, Proportion, Emphasis, Rhythm, Movement, Unity, Variety, Contrast, Pattern, Medium, Technique, Process, Symbols, Non-objective,
Representational, Intent, Communication
Portfolio Building
1 Summative Assessments
2 Formative Assessments
1 Reflective Piece -
(Critique, Journal, Interview, Artist Statement…)
Guaranteed Access For This Quarter:
Course Specific Vocabulary: Perspective, Vanishing point, contour, positive/negative, symmetry/asymmetrical, vertical, horizontal, diagonal, sphere, cube, cylinder, abstract , realism, figurative, gesture, pointillism, color wheel, tint, shade, proportion, foreshortening, chiaroscuro
Knowing:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections

7. Stage 1 – Desired Results Level II – Quarter 1 – Art History
Established Goals
Enduring Understanding:
Understanding of the Elements & Principles of design has enhanced an artist’s ability to communicate meaning/intention throughout art history.
Connect to Standards and Benchmarks; Essential Questions
Create work of art that connects to Art History/Culture.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Label the Elements& Principles of Design
Define the Elements & Principles of Design
Demonstrate the Elements & Principles of Design
Illustrate the Elements & Principles of Design within an art historical context
Desired long-term independent accomplishments are that:
Students will understand and apply the Elements & Principles of Design in their artwork.
Students will develop understanding, in that there is a historical connection to art.
Meaning
UNDERSTANDINGS
Students will understand that…
The Elements & Principles of Design are found in art history and enhance an artist’s ability to communicate meaning and intention.
Students will make inferences that…
The Elements & Principles of Design make up the language of art and are able to cross cultural and historical boundaries.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.1, 2.1, 2.2, 3.2, 4.1, 5.1, 6.1, 6.2, 6.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
The Elements & Principles of Design.
Students will be able to label and define the Elements & Principles of Design.
Students will be skilled at…
Demonstrating how the Elements & Principle of Design are used in the making of art.
Students will be able to…
Demonstrate and illustrate what the Elements & Principles look like through their artwork.

8. Stage 2- Evidence Level II – Quarter 1 – Art History
Code: Evidence
All desired results will be assessed by at least:
2 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will demonstrate that they understand the Elements and Principles of Design by creating artwork using the Elements and Principles of Design, defining and then reflecting on how they have used them in their artwork.
Students will illustrate their understanding (meaning-making and transfer) through the complex performance of connecting an art historical context to their artwork.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that the Elements & Principles of design enhance an artist’s ability to communicate meaning/intent throughout art history.
Learning Events
Student success at…
Acquisition depends upon: Labeling and Defining the Elements& Principles of Design, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Demonstrating the Elements & Principles of Design, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Illustrating understanding through Creating personal artwork that connects the Elements & Principles of Design within an art historical context, while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

9. Wyoming Visual and Media Art
Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
1.1: Students conceptualize, create and revise original art to express ideas, experiences and stories.
1.2: Students envision, create, communicate experiences and ideas, and work toward artistic goals through use of media, techniques, technologies, and processes.
1.3: Students plan and create artistic works based on use of design elements and principles.
1.4: Students collaborate with others in creative artistic processes.
1.5: Students use art materials and tools in a safe and responsible manner.
1.6: Students select, prepare and exhibit their artwork and explain their choice(s).
Standard 2: Aesthetic Perception: Students respond to analyze, and make informed judgments about the arts.
2.1: Students observe and describe in detail the physical properties of works of art.
2.2: Students interpret and analyze the intentions of artists through themes, subjects and symbols. Students question and explore the implications of the artists’ various purposes.
2.3: Students state preferences for individual works of art and provide rationale for those preferences based on an analysis of artistic elements and principles.
2.4: Students form and defend their preferences for artists, specific works and styles.
Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.
3.1: Students differentiate among a variety of historical, environmental and cultural contexts in terms of characteristics and purposes of works of art.
3.2 Students describe the function and explore the meaning of specific art objects within varied cultures, eras, and environments.
3.3: Students analyze relationships of works of art to one another in terms of history, aesthetics, environment, and culture and place their work within the continuum of the visual arts.
Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life.
4.1: Students synthesize the creative and analytical processes and techniques of the visual arts and other disciplines.
4.2: Students identify artistic skills and determine how they apply to a variety of careers and recreational opportunities.
4.3: Students analyze the contributions that art and visual artists make to their local community and contemporary society.
4.4: Students demonstrate appropriate behavior in a variety of art settings.

10. Thinking Strategies:
Monitoring for Meaning
Activating, Utilizing & Building Background Knowledge (Schema)
Asking Questions
Drawing Inference
Determining Importance
Creating Sensory Images
Synthesizing Information
Problem Solving
Common Core State Standards Literacy Component:
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt.
It is important to note that these Reading/Writing standards are meant to complement the specific content demands of the discipline, not replace them.

11. LCSD#1 High School - Drawing I - GVC Quarter 2
Outline for Quarter 2 : Art & Music
Create: Compose, Design –Interpret Music through Art
Evaluate:
Interpret,
Explain
Analyze:
Compare, Discover
Apply:
Construct,
Experiment
Enduring Understanding:
Synthesizing the creative and analytical processes and techniques of other disciplines through the visual arts can inspire meaningful expression.
Suggested Artists:
Suggested Essential Questions:
What is the importance of making connections between art and other disciplines?(FA4.2, 4.3)
How do the characteristics of art compare to other disciplines?(FA4.1)
Where do artists find inspiration?(FA4.1)
How do choices in subject matter, symbols and ideas communicate meaning in art work?(FA2.2)
How does increasing our awareness of artistic characteristics affect the way we reflect on a work of art?(FA2.3)
What does problem solving look like?(FA4.1)
Week Week Week
Degas, Paul Klee, Jacob Lawrence, Romaire Beardon, Marc Chagal, Miriam Shapiro, Jackson Pollock, Piet Mondrian, Lewitt Melejovich, Shoenberg, Ciurlonis, Kandinski,
Body of Evidence - Quarter: 2
Portfolio Building
1 Summative Assessments
2 Formative Assessments
1 Reflective Piece -
(Critique, Journal, Interview, Artist Statement…)
Suggested Vocabulary: Description, Intent, representational, non-objective, Interpretation Criteria, Analysis, Evaluation
Guaranteed Access For This Quarter:
Using, Applying:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

12. Transfer Meaning Acquisition
Stage 1 – Desired Results Level I – Quarter 2 – Art & Music
Established Goals
Enduring Understanding:
Interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity .
Connect to Standards and Benchmarks; Essential Questions
Create artwork that reveals student interpretation of the other discipline (Music).
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Apply: Experiment with characteristics from other disciplines (Music).
Analyze: Compare characteristics from other disciplines to the visual arts.
Evaluate: Interpret the characteristics from other disciplines to the visual arts.
Create: Artwork that reveals student interpretation of the other discipline (Music).
Desired long-term independent accomplishments are that:
Students will begin to understand that the interpretation of characteristics from other disciplines (Music) through the visual arts can generate personal creativity.
Students will begin to develop understanding, that their choices in subject matter, symbols and ideas communicate meaning in their art work.
Meaning
UNDERSTANDINGS
Students will understand that…
The interpretation of characteristics from other disciplines (Music) through the visual arts can generate personal creativity.
Students will make inferences that….
The visual arts make creative connections with other disciplines.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.A1, 1.A2, 2.A2, 3.A3, 4.A1, 4.A3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That the interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity.
That choices in subject matter, symbols and ideas communicate meaning in their art work.
Students will be skilled at…
Comparing, Evaluating and Interpreting characteristics from other disciplines ( Music) to the visual arts.
Students will Create artwork that reveals student interpretation of the other discipline (Music).

13. Stage 2- Evidence Level I – Quarter 2 – Art & Music
Code: Evidence
All desired results will be assessed by at least:
2 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will Apply/Experiment, Analyze, Compare, Evaluate and Create characteristics from other disciplines ( Music) to the visual arts.
Students will Create artwork that reveals student Interpretation of the other discipline (Music).
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that the Interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity .
Learning Events:
Student success at…
Acquisition depends upon: Applying/Experimenting and Analyzing characteristics of other disciplines to the visual arts, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Comparing and Evaluating characteristics of other disciplines to the visual arts, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Students Creating personal artwork that reveals their interpretation of the other discipline (Music), while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

14. LCSD#1 High School - Drawing II - GVC Quarter 2
Outline for Quarter 2 : Art & Music
Enduring Understanding: Synthesizing the creative and analytical processes and techniques of other disciplines through the visual arts can enrich creativity.
Create: Compose, Design
-Interpret Music Through Art
Evaluate:
Interpret,
Explain
Analyze:
Compare, Discover
Apply:
Construct,
Experiment
Suggested Artists:
Suggested Essential Questions:
1.2: How does the use of different techniques, media, and processes effect the communication of ideas, feelings and observation?
2.2: What does problem solving look like?
3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?
3.3: Where do artists find inspiration?
4.1: Why is it important for artists to explore the past, present and future in their artwork?
4.2: How does understanding art history and cultural variation impact our decision making process?
5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?
6.1 How do the characteristics of art compare to other disciplines?
6.2: What is the importance of making connections between art and other disciplines?
6.3: What is art’s connection to its time and place?
Week Week Week
Degas, Paul Klee, Jacob Lawrence, Romaire Beardon, Marc Chagal, Miriam Shapiro, Jackson Pollock, Piet Mondrian, Lewitt Melejovich, Shoenberg, Ciurlonis, Kandinski
Body of Evidence - Quarter: 2
Portfolio Building
1 Summative Assessments
2 Formative Assessments
1 Reflective Piece -
(Critique, Journal, Interview, Artist Statement…)
Suggested Vocabulary: Description Interpretation, Aesthetic perception, Criteria, Analysis, Evaluation
Guaranteed Access For This Quarter:
Using, Applying:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

15. Transfer Meaning Acquisition
Stage 1 – Desired Results Level II – Quarter 2 – Art & Music
Established Goals
Enduring Understanding:
The interpretation of characteristics from other disciplines through the visual arts broadens and deepens the level of appreciation for creative expression.
Connect to Standards and Benchmarks; Essential Questions
Create artwork that reveals student interpretation of the other discipline (Music).
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Apply: Experiment with characteristics from other disciplines (Music)
Analyze: Compare characteristics from other disciplines to the visual arts
Evaluate: Interpret the characteristics from other disciplines to the visual arts
Create: Artwork that reveals student interpretation of the other discipline (Music)
Desired long-term independent accomplishments are that:
Students will understand that the interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression.
Students will develop creative expression and understanding, that their choices in subject matter, symbols and ideas communicate meaning in their artwork.
Meaning
UNDERSTANDINGS
Students will understand that…
The interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression.
Students will make inferences that….
Interpretation can generate inspiration and appreciation for creative expression.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.2, 3.1, 3.3, 4.1, 4.2, 5.2, 6.1, 6.2,6.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That the interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression.
Choices in subject matter, symbols and ideas communicate meaning and creative expression in their art work.
Students will be skilled at…
Comparing, Evaluating and Interpreting characteristics from other disciplines ( Music) to the visual arts.
Students will Create artwork that reveals student interpretation and creative expression of the other discipline (Music).

16. Stage 2- Evidence Level II – Quarter 2 – Art & Music
Code: Evidence
All desired results will be assessed by at least:
2 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
 Students will Apply/Experiment, Analyze, Compare, Evaluate and Create characteristics from other disciplines ( Music) to the visual arts.
Students will Create artwork that reveals student Interpretation and creative expression of the other discipline (Music).
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that the Interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression.
Learning Events:
Student success at…
Acquisition depends upon: Applying/Experimenting and Analyzing characteristics of other disciplines to the visual arts, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Comparing and Evaluating characteristics of other disciplines to the visual arts, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Students Creating personal artwork that reveals their Interpretation of the other discipline (Music), while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

17. Wyoming Visual and Media Art
Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
1.1: Students conceptualize, create and revise original art to express ideas, experiences and stories.
1.2: Students envision, create, communicate experiences and ideas, and work toward artistic goals through use of media, techniques, technologies, and processes.
1.3: Students plan and create artistic works based on use of design elements and principles.
1.4: Students collaborate with others in creative artistic processes.
1.5: Students use art materials and tools in a safe and responsible manner.
1.6: Students select, prepare and exhibit their artwork and explain their choice(s).
Standard 2: Aesthetic Perception: Students respond to analyze, and make informed judgments about the arts.
2.1: Students observe and describe in detail the physical properties of works of art.
2.2: Students interpret and analyze the intentions of artists through themes, subjects and symbols. Students question and explore the implications of the artists’ various purposes.
2.3: Students state preferences for individual works of art and provide rationale for those preferences based on an analysis of artistic elements and principles.
2.4: Students form and defend their preferences for artists, specific works and styles.
Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.
3.1: Students differentiate among a variety of historical, environmental and cultural contexts in terms of characteristics and purposes of works of art.
3.2 Students describe the function and explore the meaning of specific art objects within varied cultures, eras, and environments.
3.3: Students analyze relationships of works of art to one another in terms of history, aesthetics, environment, and culture and place their work within the continuum of the visual arts.
Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life.
4.1: Students synthesize the creative and analytical processes and techniques of the visual arts and other disciplines.
4.2: Students identify artistic skills and determine how they apply to a variety of careers and recreational opportunities.
4.3: Students analyze the contributions that art and visual artists make to their local community and contemporary society.
4.4: Students demonstrate appropriate behavior in a variety of art settings.

18. Thinking Strategies:
Monitoring for Meaning
Activating, Utilizing & Building Background Knowledge (Schema)
Asking Questions
Drawing Inference
Determining Importance
Creating Sensory Images
Synthesizing Information
Problem Solving
Common Core State Standards Literacy Component:
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt.
It is important to note that these Reading/Writing standards are meant to complement the specific content demands of the discipline, not replace them.

19. LCSD#1 High School Drawing I – GVC Quarter 3
Outline for Quarter 3 : Art &Text
Create: Design, Solve, Improve
- Artwork that communicates connection to text
Evaluate: Reflect, Confer, Assess
Analyze:
Categorize, Classify, Relationship
Understand:
Classify, Infer
Remember:
Recall,
Relate
Enduring Understanding:
Visual Literacy facilitates a richer understanding of art and promotes communication.
Suggested Artists:
Suggested Essential Questions:
3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?
3.3: Where do artists find inspiration?
4.1: Why is it important for artists to explore the past in their artwork?
5.3: Why should an artists work be interpreted and evaluated by the viewer?
Week Week Week
Rembrandt, Picasso, Van Gogh, Duchamp, DaVinci, Cindy Sherman, Francis Bacon, Albrecht Durer, Botaccelli, Vasacchio, Cassatt, Kahla, Kathe Kolwitz, Hokusai, Giberitt, Vandewidden, Goya, Jacob Lawrence, Cezannet, Sargent, Maleovich, Schiele, Beckman, Curtis, Samaras
Body of Evidence – Quarter 3
Portfolio Building
1 Summative Assessments
3 Formative Assessments
1 Reflective Piece -Artist Statement
Suggested Vocabulary: Meaning Making, Story Telling, Connections, Purpose and Intent, Creative Thinking, Critical Thinking, Culture, Reflection
Guaranteed Access For This Quarter:
Knowing, Using, Applying:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

20. Stage 1 – Desired Results Level I – Quarter 3 – Art & Text
Established Goals
Enduring Understanding:
Visual Literacy facilitates a richer understanding of art and promotes communication.
Connect to Standards and Benchmarks; Essential Questions
Create artwork that communicates connection to text.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Remember/Understand: Visual Literacy
Analyze: Visual Literacy and artwork that promotes communication.
Evaluate: Reflect on the effectiveness of the communication.
Create: Artwork that communicates connection to text.
Desired long-term independent accomplishments are that:
Students will begin to understand that they can communicate through their artwork.
Students will begin to develop visual literacy.
Meaning
UNDERSTANDINGS
Students will understand that…
Visual Literacy facilitates a richer understanding of art and promotes communication.
Students will make inferences that….
Visual Literacy allows them to make meaning from information presented in the form of an image - that pictures can be decoded and that meaning can be communicated through a process of reading the image.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 3.1, 3.3, 4.1, 5.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That they can make meaning from information presented in the form of an image; that Visual Literacy facilitates a richer understanding of art and promotes communication.
Students will be skilled at…
Understanding what Visual Literacy means ; Analyzing Visual Literacy and artwork that promotes communication; Evaluating artwork that communicates connection to text.
Students will Create artwork that communicates connection to text and Evaluate the effectiveness of their communication.

21. Stage 2- Evidence Level I – Quarter 3 – Art & Text
Code: Evidence
All desired results will be assessed by at least:
3 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will Remember/Understand what Visual Literacy means ; Analyze Visual Literacy and artwork that promotes communication; Evaluate artwork that communicates connection to text.
Students will Create artwork that communicates connection to text and then Evaluate and Reflect on the effectiveness of the communication.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that Visual Literacy facilitates a richer understanding of art and promotes communication.
Learning Events:
Student success at…
Acquisition depends upon: Remembering and Understanding what Visual Literacy is, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Analyzing and Evaluating characteristics of artwork that promotes communication, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Students Creating personal artwork that communicates connection to text and then Evaluating and Reflecting of the effectiveness of the communication, while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

22. LCSD#1 High School Drawing II – GVC Quarter 3
Outline for Quarter 3 : Art & Text
Create: Design, Solve, Improve
- Artwork that has a
purposeful and intentional connection to text
Evaluate: Reflect, Confer, Assess
Analyze:
Categorize, Classify, Relationship
Understand:
Classify, Infer
Remember:
Recall,
Relate
Enduring Understanding:
Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making.
Suggested Artists:
Suggested Essential Questions:
3.2: Why is it important to develop individual connections from history and culture?
3.3: Where do artists find inspiration?
4.1: Why is it important for artists to explore the past, present and future in their artwork?
5.3: Why should an artists work be interpreted and evaluated by the viewer?
Week Week Week
Rembrandt, Picasso, Van Gogh, Duchamp, DaVinci, Cindy Sherman, Francis Bacon, Albrecht Durer, Botaccelli, Vasacchio, Cassatt, Kahla, Kathe Kolwitz, Hokusai, Giberitt, Vandewidden, Goya, Jacob Lawrence,Cezannet, Sargent, Maleovich, Schiele, Beckman, Curtis, Samaras
Body of Evidence - Quarter: 3
Portfolio
1 Summative Assessments
3 Formative Assessments
1 Reflective Piece -Artist Statement
Suggested Vocabulary: Styles of Art/Movement, Philosophies of Art, Meaning Making, Story Telling, Connection, Purpose and Intent, Criteria, Creative Thinking, Critical Thinking, Culture, Reflection
Guaranteed Access For This Quarter:
Knowing, Using, Applying:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

23. Transfer Meaning Acquisition
Stage 1 – Desired Results Level II – Quarter 3 – Art & Text
Established Goals
Enduring Understanding:
Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making.
Connect to Standards and Benchmarks; Essential Questions
Create artwork that has purposeful and intentional connection to text.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Remember/Understand: Visual Literacy
Analyze: Visual Literacy and artwork that promotes communication.
Evaluate: The effectiveness of the communication.
Create: Artwork that has purposeful and intentional connection to text.
Desired long-term independent accomplishments are that:
Students will understand that they can communicate purposeful and intentional meaning through their artwork.
Students will continue to develop visual literacy.
Meaning
UNDERSTANDINGS
Students will understand that…
Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making.
Students will make inferences that….
Visual Literacy allows them to make meaning from information presented in the form of an image - that pictures can be decode and that meaning can be communicated through a process of reading the image.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 3.2, 3.3, 4.1, 5.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making.
Students will be skilled at…
Remembering/Understanding what Visual Literacy means ; Analyzing Visual Literacy and artwork that promotes communication; Evaluating artwork that communicates connection to text.
Students will Create artwork that has purposeful and intentional connection to text and Evaluate the effectiveness of their communication.

24. Stage 2- Evidence Level II – Quarter 3 – Art & Text
Code: Evidence
All desired results will be assessed by at least:
3 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will Remember/Understand what Visual Literacy means ; Analyze Visual Literacy and artwork that promotes communication; Evaluate artwork that communicates connection to text.
Students will Create artwork that communicates purposeful and intentional meaning and then Evaluate and Reflect on the effectiveness of the communication.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Building their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making.
Learning Events:
Student success at…
Acquisition depends upon: Remembering and Understanding what Visual Literacy is, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Analyzing and Evaluating characteristics of artwork that promote communication, while Monitoring for Meaning and Drawing Inferences.
Transfer depends upon: Students Creating personal artwork that communicates purposeful and intentional meaning connection and then Evaluating and Reflecting of the effectiveness of the communication, while Creating, Synthesizing, Determining Importance and Problem Solving.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

25. Stage 1 – Desired Results
Stage 1 – Desired Results Level I – Quarter 4 – Self Portrait/Student Voice
Established Goals
Enduring Understanding:
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Connect to Standards and Benchmarks; Essential Questions
Create a self portrait that shows student voice.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Create: A Self Portrait that shows Student Voice.
Improve: Edit and Refine the Self Portrait for Student Voice.
Evaluate/Reflect: Student Voice is enhanced through reflection on one's ideas, emotions, and observations.
Analyze: The self portrait for Student Voice.
Desired long-term independent accomplishments are that:
Students will understand that student voice is developed and enhanced through reflection.
Meaning
UNDERSTANDINGS
Students will understand that…
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Students will make inferences that….
Reflecting on the art we see and make increases our awareness of its characteristics, meanings and purposes.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.1, 3.1, 3.3, 4.1, 5.1, 5.2, 5.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That their student voice can be developed and enhanced through reflection on one's ideas, emotions and observations.
Students will be skilled at…
Creating a self portrait that shows student voice ; Improving/Editing the self portrait artwork; Evaluating that student voice has been enhanced through reflection.
Students will Analyze the self portrait for student voice.

26. Wyoming Visual and Media Art
Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
1.1: Students conceptualize, create and revise original art to express ideas, experiences and stories.
1.2: Students envision, create, communicate experiences and ideas, and work toward artistic goals through use of media, techniques, technologies, and processes.
1.3: Students plan and create artistic works based on use of design elements and principles.
1.4: Students collaborate with others in creative artistic processes.
1.5: Students use art materials and tools in a safe and responsible manner.
1.6: Students select, prepare and exhibit their artwork and explain their choice(s).
Standard 2: Aesthetic Perception: Students respond to analyze, and make informed judgments about the arts.
2.1: Students observe and describe in detail the physical properties of works of art.
2.2: Students interpret and analyze the intentions of artists through themes, subjects and symbols. Students question and explore the implications of the artists’ various purposes.
2.3: Students state preferences for individual works of art and provide rationale for those preferences based on an analysis of artistic elements and principles.
2.4: Students form and defend their preferences for artists, specific works and styles.
Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.
3.1: Students differentiate among a variety of historical, environmental and cultural contexts in terms of characteristics and purposes of works of art.
3.2 Students describe the function and explore the meaning of specific art objects within varied cultures, eras, and environments.
3.3: Students analyze relationships of works of art to one another in terms of history, aesthetics, environment, and culture and place their work within the continuum of the visual arts.
Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life.
4.1: Students synthesize the creative and analytical processes and techniques of the visual arts and other disciplines.
4.2: Students identify artistic skills and determine how they apply to a variety of careers and recreational opportunities.
4.3: Students analyze the contributions that art and visual artists make to their local community and contemporary society.
4.4: Students demonstrate appropriate behavior in a variety of art settings.

27. Thinking Strategies:
Monitoring for Meaning
Activating, Utilizing & Building Background Knowledge (Schema)
Asking Questions
Drawing Inference
Determining Importance
Creating Sensory Images
Synthesizing Information
Problem Solving
Common Core State Standards Literacy Component:
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt.
It is important to note that these Reading/Writing standards are meant to complement the specific content demands of the discipline, not replace them.

28. LCSD#1 High School Drawing I – GVC Quarter 4
Outline for Quarter 4 : Self Portrait/Student Voice
Enduring Understanding:
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Analyze: Survey, Conclusion, Theme Evaluate/Reflect
Improve: Edit/Refine
Create:
Theorize,
Predict,
Propose
Suggested Artists:
Essential Questions:
1.2: How does the use of different techniques, media and processes effect the communication of ideas, feelings and observations?
2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?
3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?
3.3: Where do artists find inspiration?
4.1: Why is it important for artists to explore the past in their artwork?
5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?
5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?
5.3: Why should an artist’s work be interpreted and evaluated by the viewer?
Week Week Week
Picasso, Da Vinci, Dali, Duchamp, Frank Lloyd Wright, Louis Sullivan, Georgia O’Keeffe, Mary Cassatt, Julianne Schnable, Basquiat, Frieda Khalo, Robert Irwin
Body of Evidence - Quarter: 1
Portfolio
1 Summative Assessments
3 Formative Assessments
Reflective Piece -
Artist Statement
Suggested Vocabulary: Non objective, Representational, Personal Voice, Creativity, Problem Solving, Brainstorming, Visual Research
Guaranteed Access For This Quarter:
Evaluate:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

29. Stage 2- Evidence Level I – Quarter 4 – Self Portrait/Student Voice
Code: Evidence
All desired results will be assessed by at least:
3 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will create a self portrait that shows student voice ; They will Improve/Edit the self portrait artwork; And then Evaluate that student voice has been enhanced through reflection.
Students will Analyze the self portrait for student voice.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Complete their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Learning Events:
Student success at…
Acquisition depends upon: Creating a self portrait that shows student voice, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Improving and Editing the self portrait artwork, while Monitoring for Meaning and Problem Solving.
Transfer depends upon: Students Evaluating/Reflecting and then Analyzing that student voice has been enhanced through reflection, while Creating, Synthesizing, Determining Importance and Drawing Inferences.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.

30. LCSD#1 High School Drawing II – GVC Quarter 4
Outline for Quarter 4 : Self Portrait/Student Voice
Enduring Understanding:
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Analyze: Survey, Conclusion, Theme Evaluate/Reflect
Improve: Edit/Refine
Create:
Theorize,
Predict,
Propose
Essential Questions:
1.2: How does the use of different techniques, media and processes effect the communication of ideas, feelings and observations?
2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?
3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?
3.3: Where do artists find inspiration?
4.1: Why is it important for artists to explore the past, present and future in their artwork?
5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?
5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?
5.3: Why should an artist’s work be interpreted and evaluated by the viewer?
6.3: What is art’s connection to its time and place?
Suggested Artists:
Picasso, Da Vinci, Dali, Duchamp, Frank Lloyd Wright, Louis Sullivan, Georgia O’Keeffe, Mary Cassatt, Julianne Schnable, Basquiat, Frieda Khalo, Robert Irwin
Week Week Week
Body of Evidence - Quarter: 1
Portfolio
1 Summative Assessments
3 Formative Assessments
Reflective Piece Artist Statement
Suggested Vocabulary: Non-objective, Representational, Personal Voice, Creativity, Problem Solving, Brainstorming, Visual Research, Variations on a Theme, Innovation
Guaranteed Access For This Quarter:
Evaluate:
Elements and Principles of Design
Media & Technique Exploration
Art Reflection
Historical & Cultural Connections
Portfolio of Learning

31. Stage 1 – Desired Results
Stage 1 – Desired Results Level II – Quarter 4 – Self Portrait/Student Voice
Established Goals
Enduring Understanding:
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Connect to Standards and Benchmarks; Essential Questions
Create a self portrait that shows student voice.
Use Thinking Strategies when teaching each lesson.
Transfer
Students will be able to independently use their learning to….
Create: A Self Portrait that shows Student Voice.
Improve: Edit and Refine the Self Portrait for Student Voice.
Evaluate/Reflect: Student Voice is enhanced through reflection on one's ideas, emotions, and observations.
Analyze: The self portrait for Student Voice.
Desired long-term independent accomplishments are that:
Students will understand that student voice is developed and enhanced through reflection.
Meaning
UNDERSTANDINGS
Students will understand that…
Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Students will make inferences that….
Reflecting on the art we see and make increases our awareness of its characteristics, meanings and purposes.
ESSENTIAL QUESTIONS
Students will keep considering…
Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.1, 3.1, 3.3, 4.1, 5.1, 5.2, 5.3, 6.3
These thought-provoking questions will foster inquiry, meaning-making and transfer.
Acquisition
Students will know…
That their student voice can be developed and enhanced through reflection on one's ideas, emotions and observations.
Students will be skilled at…
Creating a self portrait that shows student voice ; Improving/Editing the self portrait artwork; Evaluating that student voice has been enhanced through reflection.
Students will Analyze the self portrait for student voice.

32. Stage 2- Evidence Level II – Quarter 4 – Self Portrait/Student Voice
Code: Evidence
All desired results will be assessed by at least:
3 Formative Assessments
1 Summative Assessment
1 Reflective Statement
Portfolio Building
Evaluative
Criteria:
Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et.
The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric.
Performance Tasks:
Students will create a self portrait that shows student voice ; They will Improve/Edit the self portrait artwork; And then Evaluate that student voice has been enhanced through reflection.
Students will Analyze the self portrait for student voice.
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Reflecting on their artwork
Complete their Portfolio
Journaling, sketchbook, et
Stage 3- Learning Plan
Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions
The goal for each learning event is that students will understand that Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations.
Learning Events:
Student success at…
Acquisition depends upon: Creating a self portrait that shows student voice, by Asking Questions and Activating, Utilizing & Building Background Knowledge.
Meaning depends upon: Improving and Editing the self portrait artwork, while Monitoring for Meaning and Problem Solving.
Transfer depends upon: Students Evaluating/Reflecting and then Analyzing that student voice has been enhanced through reflection, while Creating, Synthesizing. Determining Importance and Drawing Inferences.
Suggested Progress Monitoring Solutions:
Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.
Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.
Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et.
Suggested Feedback Solutions:
Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et.