Understanding By Design Unit Template

Title of Unit Subject Developed By

Gesture Unit Visual Arts Kassandra Mckeever

Grade Level Time Frame

V 20, Grade 11 4 1/2 weeks

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

The Broad Areas of learning that are incorporated into this unit encourages students to be life-long learners. They will explore, inquire and develop their knowledge as they go through this unit in order to develop an understanding of the way the body and movement is viewed and presented. Students will gain an appreciation for different cultures we may have in our school, in our community and in our province. Students will also gain knowledge and appreciation for using different mediums.

Cross curricular Competencies How will this unit promote the CCC?

From this unit, students will develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. They will understand and use the vocabulary, structures and forms of expression that characterize visual art. Students will be able to recognize and understand the different ways in which the body can move and different ways to capture an action. Another aspect students will understand and recognize is the affects of discrimination and racism and other forms of inequality. Students will develop a positive attitude towards life- long learning. Learning Outcomes What relevant goals will this unit address?

(Must come from curriculum; include the designations e.g. IN2.1)

Module 10: Cultural Communities of Canada 1. Analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences.

2. Use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art. 3. Initiate and develop ideas for art- making, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art. Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Students will understand that...

It is important to recognize culturally diverse artwork and artists in our province. There are many technical aspects of all different mediums. Gestures are in our everyday life and being able to understand the way people move, bend and twist may help students understand their own body movements. In order to properly use a medium, students will have to learn and understand how to care for, to use, how to apply, and manipulating before becoming a master of each medium. Drawing from observation will increase their success with proportions and accuracy. Clay is an easy material to work with. Painting is too difficult to manipulate for students who have never used it before. Students will not be able to relate to First Nation life on the reserve. (Students will realize that First Nations life style on the reserve has many similar aspects of life as we do today and in our own homes.)

Content specific.
In what ways can you incorporate Allen Sapps thinking process into your own artwork? How can you incorporate all what you have learnt on gesture drawing and apply to your final project? How does gesture drawing enhance your skills and knowledge on the human body and action?

Students will have to understand the meaning and complexity of these subjects before they would be able to answer these questions. Students will need to make connections from different sources to produce a correct answer.

Related misconceptions

FNMI, multicultural, cross-curricular

By introducing Allen Sapps artwork, students will be able to get a glimpse of how First Nation people lived and worked on the reserve. Students will be able to tie their own experiences of growing up, to how First Nation children lived on the reserve.

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.

Students will know...

What a gesture is and how the body moves. What drawing gestures entails What molding clay gestures entails Proper techniques for clay Genre drawing and how it can be tied to gesture drawing. Who Allen Sapp is and his contribution to the art world. What oral story telling is, and what purpose it held. What self-assessment, peer assessment and peer critique are.

Students will be able to

Capture a gesture in drawing form. Capture a gesture using paint as a medium. Capture a gesture in Clay form. Properly care for clay and apply clay techniques. Make connections from their personal life to Allen Sapp and depictions of life in his paintings. Paint and plan from observation. Properly complete a self-assessment and a peer art-critique.

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task G Goal Based on Lesson 9: What should students accomplish by G- Students will be able to plan and create a painting incorporating genre and gesture. completing this task? R- Students will be taking on the role of an artists. R Role A- The audience will be themselves, their peers and the teacher. What role (perspective) will your students S- The challenge for students is to produce a proportional, realistic, unique and interesting painting. be taking? P- The product is a completed painting based from a memory or a photograph. A Audience S- See attached Rubric below Who is the relevant audience?

S Situation

The context or challenge provided to the student.

P Product, Performance

What product/performance will the student create?

Name: (Assessment of learning) Technical Competency 1 2 3 4 5 Nostalgic Painting Rubric

S Standards & Criteria for Success

Create the rubric for the Performance Task

Presentation and Completion of Painting; Artwork looks finished and student took pride in the finished product. 1 2 3 4 5

Planning was submitted and was done with good intentions. 1 2 3 4 5

Reflect on the intentions, development and interpretations of their own artwork. (Self-evaluation)

Reflect on the intentions, development and interpretations of their peers artwork. (Peer-critique) 1 2 3 4 5

Reflect on the intentions, development and interpretations of the instructors work. (Gesture Unit Work sheet) 1 2 3 4 5

Comments: (Assessment For Learning) /100

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. Students will show their understanding through: Observations Practice pieces Written components Projects Students will receive feedback though: Informal observations day to day Selected practice pieces Completed projects Self assessment work sheet Peer assessment observations and work sheets

Student Self-Assessment How will students reflect upon or self-assess their learning?

Students will be instructed to complete a self-revaluation work sheet based on their nostalgic paintings. This will increase students awareness of their intentions, ideas, and the way they applied information and painting techniques to their product. Once they have completed their selfevaluation, students will take the information and experiences learnt by doing the self-evaluation and apply it to perform a peer critique. Students will apply similar questions to their peers artwork to determine if they can identify the artists intention, ideas, and the information applied.

What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

Stage 3 Learning Plan

My Students are headed into a unit based on gestures. Throughout the first couple months of school the grade 11s have learned painting strategies, and how to apply those strategies in their own work. This unit will conclude using paint as a medium. On the first day I will introduce the unit and a quick overview of the specific projects and practice work we will be doing in the next couple weeks. Students will have prior knowledge by completing grade 9 and 10 visual arts. In these two classes students have been introduced to painting, drawing and clay work and understand basic knowledge of these mediums. This unit will help increase their knowledge on these mediums in a more complex way. The best environment for this unit to be taught in is the visual art room; it is a big place to work, contains proper materials, sinks, and proper tools to work with. The placement of desks and equipment can be arranged to accommodate each lesson. How will you engage students at the beginning of the unit? (Motivational set) Lesson one will be my motivational set for this unit. Students will be introduced to gesture drawing through the familiar game of charades. Students will be engaged while they play this game because it is entertaining and fun, but it also teaches them the importance of body movement. What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? # Lesson Title Lesson Activities CCCs Resources 1 Gesture Charades 2 Students will participate in a game of gesture charades. Think and learn critically Think and learn creatively Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) Gesture drawing poster (Already property of BCHS) New print paper Graphite sticks Written gestures in a bucket Clay Clay tools Paper and pencils

Clay Gestures

Brainstorm Learn to manipulate clay into 2 inch gestures. Fire, paint and glue clay gestures on to a board. Write and type up story about clay gestures. Timed drawings from observation.

Clay Gestures: Firing and painting

Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

Kiln Paint Paintbrushes Clay gestures Boards Paper Pencil Model Stopwatch Pencil crayons Gesture and figure drawings from last day

4 Gesture Drawing 5 Gesture Drawings Placed in a Setting 6 Brainstorm Perform ideas by drawing. Think and learn contextually Think and learn contextually:

Gesture and Genre drawing: Allen Sapp

Research based learning Collaborating Watch a video

Understand and value social, economic, and environmental interdepended and sustainability

Allen Sapp video Allen Sapps Art: Through The Eyes Of The Cree And Beyond Book I Heard the Drums Television Smart board Book the Library classroom Smart board Video- Oral tradition of Story Telling Students will bring personal photographs Allen Sapps Book I Heard the Drums

7 Allen Sapp; Aboriginal Story Telling Watch a video Participate in a story telling circle and share personal stories based on photographs. Analyze how ones thinking, choices, and behaviours affect living and non-living things, now and in the future. Investigate the potential of individual and group actions and contributions to sustainable development. 8 Planning Nostalgic Painting 9 Creating Nostalgic Painting 10 Drawing from observation. Manipulate acrylic paint to make multiple tones and values. Think and learn critically Student plan Acrylic paint Paintbrushes Water containers Self-reflection Handout Peer assessment handout All students Nostalgic Paintings Sign up for a Classroom Think intuitively and thoughtfully to create a well thought out plan. Practice the movement and gestures of the figures in the photograph. Think and learn creatively 30 Manila paper 81/2 by 11 Students personal photos Graphite sticks

Self-evaluation and Gesture unit work sheet. Peer Critique

Independent evaluation based on the units final project: Nostalgic painting.

Engage in communitarian thinking and dialogue

11 Independent work Sharing and listening Presentations Engage in communitarian thinking and dialogue: Writing, listening and speaking are skills Students will express in this lesson. These skills are shared with the subject of English. Model a balance in speaking, listening, and reflecting Demonstrate courage to express differing perspectives in a constructive manner Students paintings 30 peer-critique work sheets

Be sensitive to, and respectful of, diversity and different ways of participating.

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

Comments
The outcomes in this unit are tied directly to the performance goals. Assessment of student performance will help students recognize that this learning experience has increased their knowledge in different areas. Every new learning experience is directly related to each outcome and performance assessment. For struggling students: There are multiple opportunities to make modifications or accommodations for students who may be having difficulties with activities in this unit. Clay: I can provide students who are having difficulties with more clay to make their gestures larger. This will make manipulating the clay easier because there will be more room for molding and working. Drawing figures from observation can be made easier by giving students a picture of a gesture to draw. Drawing from a 2D image is much easier than trying to capture and replicate a 3D image. Students will still get the same idea and effect from this modification. Painting: Students will be able to create their painting as challenging or as simplistic as they please. Students will be able to do this by choosing a simple or more complex picture or memory to replicate. Students who are struggling with using the medium can be limited to a smaller color pallet. This will lessen the complexities of mixing colors and the anxiety of to many options. For students who need a challenge: It is very common that students will take on a challenge them selves as they become aware of their abilities with a particular medium. This unit will allow students to manipulate each activity to fit their strengths and gives students the opportunity to manipulate each project to fit their own personal styles.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

I will be using several instructional approaches in this unit. Such as: Mastery lectures Practice Didactic Questions Home work Assigned questions Brainstorming Discussion Problem solving (visually) Games Reflective discussion Students will have full access to the recourses used in each lesson. In the art room material is always available for students to use as they wish. This allows students to come in on their own time if they wish to work on a project at lunch, before or after school. If necessary students always have access to computers and the internet in the library or library classroom. The final project to this unit is to represent Allen Sapp, a First Nation Saskatchewan based artist. Students will create their own painting based on a family or personal memory that will foster nostalgia. Students will be creating the final project based on their personal memories and in this manner the project will honor each students personal identity.

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)