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Change: Reinventing Self and Concepts
This unit plan will be completed by July 29, 2015. It will include full as well as abbreviated lesson plan descriptions, numerous resources, and various assessments. The structure of this unit is based upon my research of the National Core Arts Standards (NCAS), Model Cornerstone Assessments (MCA), Studio Thinking 2 (Hetland et al, 2013), and Understanding by Design (Wiggins & McTighe, 2005).
This unit plan follows the backward design model. Its content is inspired by personal interests, NCAS, a SchoolArts article, and children's book called Battle Bunny. It is designed for 8- to 10-year-olds and can take up to a semester to complete (depending on frequency and length of art classroom visits). This unit guides children through art and art making activities that will open their eyes to visual expressions of change and to the act of bringing about change through art. It offers them an array of opportunities to contemplate changes in self and place through their own art and through the art of others. It reminds them to envision and reflect upon the potential or actual effects of those changes not only on themselves but also on others. Finally, it supports students in developing original ideas independently and in building a community of confidence, trust, and support through respectful collaboration.
Unit Plan by Taho, 2015
Today I read through all the NCAS (National Core Arts Standards) supplemental material on the NCCAS (National Coalition for Core Arts Standards) wiki site: A truly enlightening experience for someone as passionate about art education as I am.
One of the overriding themes in this literature is the connection / correlation of visual arts and visual literacy to literacy, inquiry, and comprehension skills (Coleman, 2012). Coleman outlines seven guiding principles that are intended to guide the planning and writing of art curriculum and its supporting materials. As one of the authors of the Common Core State Standards, he correlates these guiding principles for the arts with key aspects of Core Standards in Literacy and other areas of study.
Another big idea is that NCAS guide student learning through and across all the arts content areas as well as throughout age levels of growth and achievement. NCAS provide a philosophy, framework, and foundation for student growth and learning that has breadth AND depth, preparing learners with lifelong skills. The conceptual framework of NCAS is built upon this grounding philosophy and centered around student learning and achievement (Conceptual Framework, 2014).
Coleman, D. (2012). Guiding principles for the art. New York, NY: NAEA.
NCCAS. (2014). National core arts standards: A conceptual framework for arts learning. New York, NY: NAEA.