Change: Reinventing Perceptions of Concepts & Self
Grade 3
36 Class Periods (35 minutes)
36 Class Periods (35 minutes)
Big Idea
Change - Through art and creating, people can explore and reinvent their perceptions of themselves and of concepts they have about themselves.
Sometimes people feel compelled to change or reinvent their understandings of concepts, things, places, or even themselves.
People can use art to explore and express their reasons for such ambitions as well as their methods of approaching such reinventing attempts.
Through art and the act of creating, people can reflect on the potential or achieved efficacy of reinvention attempts
and can use these reflections to make further quality decisions and artistic creations.
Change - Through art and creating, people can explore and reinvent their perceptions of themselves and of concepts they have about themselves.
Sometimes people feel compelled to change or reinvent their understandings of concepts, things, places, or even themselves.
People can use art to explore and express their reasons for such ambitions as well as their methods of approaching such reinventing attempts.
Through art and the act of creating, people can reflect on the potential or achieved efficacy of reinvention attempts
and can use these reflections to make further quality decisions and artistic creations.
Essential Questions & Enduring Understandings
What do people feel compelled to change or reinvent?
Why do people feel compelled to reinvent self, something, or someplace?
How are others affected by one person's changes and reinventions as expressed through art?
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How can people use art and the act of creating to reinvent self, things, people, and place?
What do people accomplish when they change or reinvent self and place or contemplate reinventions of self and place through art?
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Desired Results
Student Will Know...-various ideas and reasons for reinventing self and concepts.
-various methods for reinventing self and concepts. -that one can contemplate personal ideas of change through the act of creating art and through the artwork of others. -that change and its potential effects can be explored through art and the act of creating. -that experimenting with media and ideas is a quality learning experience and develops necessary creating thinking and life skills. |
Student will Be Able to...-explore, develop, and present ideas about reinvention of self.
-explore, develop, and present ideas about reinvention of concepts. -use art, envisioning, and the act of creating to reflect on inventive ideas and their potential for or achieved efficacy. -offer kind, helpful, and critical feedback on peers’ artwork and respectfully accept feedback as an opportunity to learn. -envision and explain how one artist’s work about self and concepts can affect the actions, choices, and creations of another person. |
Assessment Evidence
Performance Tasks:-Students will work collaboratively and independently to examine and respond to a diverse selection of artworks about change and perceptions and concepts of self and place.
-Students will create artworks about self and place that visually represent their potential or desire for understanding perceptions and concepts of self. -Students will show personal reinvention ideas in their art about self and concepts. -Student will present and explain their artworks and ideas about change or reinvention to others. -Students will respond to their own artwork and to the work of others. |
Other Evidence:-Students will show careful craftsmanship with selected media and techniques.
-Students will complete their work based on their own intentions, observations, and ideas, and also with input from peer feedback. -Students will share their artworks and their ideas about change or reinvention with others in a meaningful manner. -Students will explain their purposes and intentions for their reinvention ideas as well as their anticipated results. -Students will respectfully give and receive kind, helpful, and critical feedback on art about change. |
Learning Plan
Learning Activities & Objectives
1. Students collaboratively and independently observe, analyze, and respond to a diverse selection of objects, artifacts, and artworks about change, self, place, and concepts.
2. Students create artwork in which they explore personal ideas of change and reinvention of perceptions and concepts of self through diverse artistic techniques, subjects, and media.
3. Students investigate details about self and significant places and concepts in their daily lives through the artwork and processes of others and through their own art and creative processes.
4. Students present their artwork to others in a meaningful way and explain their personal significance of understanding and change in perceptions and concepts of their public and private selves.
5. Students connect with their own art and ideas as well as the art and ideas of others through critical viewing, analyzing, and interpreting of artwork.
- Teacher provides student access to a diverse selection of artworks, artifacts, and objects that represent change in various times and places for guided viewing and discussion with students. (ppt, student show, museum, murals)
- Students compare and contrast how an artwork can be about change itself or how it can be meant to encourage change in or among others (think-pair-share discussion, journal)
- Students identify, examine, and discuss various artists’ approaches to representing change or to bringing about change through art and the artistic processes. (discussion, journal)
2. Students create artwork in which they explore personal ideas of change and reinvention of perceptions and concepts of self through diverse artistic techniques, subjects, and media.
- Students compare/contrast and discuss artistic techniques, subjects, and media for creating artwork about change. (Venn discussion, journal)
- Students brainstorm lists of topics, methods, and media, with which to produce meaningful artwork about change in self and place. (journal)
- Teacher provides guided instruction and practice on student-selected techniques. (demonstration-lecture, guided practice)
- Students create artworks that communicate something they find very meaningful about perceptions and concepts of self. (studio work time)
3. Students investigate details about self and significant places and concepts in their daily lives through the artwork and processes of others and through their own art and creative processes.
- Students speculate the usual and expected as well as potential elements of change in artwork by other artists about other people and places. (think-pair-share, guided discussion)
- Students document and examine routines and expectations on personal to global scales, envision the effects of change on such routines, reinvent a portion of these routines through art, and then reflect on the efficacy of such routines as expressed and explored through art and artmaking. (stretch & explore, observe)
- Students investigate other people, times, and places through art and discuss the change that has come about since or even because of the artwork being examined. (guided discussion, sorting and grouping images activity)
4. Students present their artwork to others in a meaningful way and explain their personal significance of understanding and change in perceptions and concepts of their public and private selves.
- Students express a significant meaning in their art about change and the idea of reinventing perspectives and concepts of self. (know self)
- Students choose exhibit sites that effectively align with or emphasize the elements of understanding and change portrayed in their art. (observe, envision, know community)
- Students examine and explain the effectiveness of location in supporting the meaningfulness of their artwork. (why does my art fit here?, know community)
5. Students connect with their own art and ideas as well as the art and ideas of others through critical viewing, analyzing, and interpreting of artwork.
- Students select and organize three different peer artworks in a sequence that is logical and meaningful to them and then explain and support the significance of their decisions using evidence from the artworks selected.
- Students write artist statements using art vocabulary to explain their artistic choices in content, technique, and media and to explain how these choices were inspired by the work and ideas of other artists.
- Students display their artist statements with their artworks.
What will students have to know, understand, and do to achieve success in these learning activities?
Students will have to understand that art can be used to examine an element of public and private self, that it can portray an element of change in perceptions and concepts of self, or can petition for an element of change in or among others. They will need to know their own ideas for change and reinvention, various techniques for creating artworks, and a plan for exploring and expressing their ideas through art and the artistic processes. Finally, students will have to reflect upon their own artistic achievements in meaning making and then present their work in a manner that allows others to interpret the intended meanings, ideas, and inspirations of the artworks.
Students will have to understand that art can be used to examine an element of public and private self, that it can portray an element of change in perceptions and concepts of self, or can petition for an element of change in or among others. They will need to know their own ideas for change and reinvention, various techniques for creating artworks, and a plan for exploring and expressing their ideas through art and the artistic processes. Finally, students will have to reflect upon their own artistic achievements in meaning making and then present their work in a manner that allows others to interpret the intended meanings, ideas, and inspirations of the artworks.
Resources
Special Note on the 3 Tiers of Vocabulary Words within each Activity:
Tier 1 words are those with which students are already quite familiar but need to know as key content associated with this unit.
Tier 2 words are those with which students may be familiar but need to be taught as they specifically apply to this unit.
Tier 3 words are those with which students are not yet familiar and need to be taught the specific definition and use of as they apply to this unit.
Tier 1 words are those with which students are already quite familiar but need to know as key content associated with this unit.
Tier 2 words are those with which students may be familiar but need to be taught as they specifically apply to this unit.
Tier 3 words are those with which students are not yet familiar and need to be taught the specific definition and use of as they apply to this unit.