Christina Aguila

Unit Name: Abstract Art

Grade Level: 6th
Subject/Topic Area(s): Visual Art / Art History
Time Frame: 3 weeks

Unit Description: Students analyze the compositional styles of modern and contemporary abstract
artists; developing their own process for reconstructing the world around them as they experiment
with the expressive features and characteristics of art to determine compositional design and create
meaning.

Class Description/Developmental Needs of Students:

Class is made up of 27 students- 13 boys and 14 girls.

English Language Learners

5 Female 1 Male that are re-designated ELD students.

2 Student with an IEP

The first student has Downs syndrome. She is an 8th grader at a 6th grade comprehension level.
Her eye-hand coordination and drawing ability are very low. She takes many breaks while
drawing and needs one-on-one help from the resource teacher to complete projects in the art
room. Because of her disability she needs small group instruction and frequent check in by
teacher or aid. People with Downs syndrome are visual learners and usually have a hard time
remembering oral instructions (many also have short attention spans.) She will need lots of
visual support while learning new things. People with Downs syndrome also often have low fine
motor skills so practicing skills, positive reinforcement, with more time and preparation for
project would be key in success for this student.

The second student is a 6th grader that uses a resource teacher to check with when needed
otherwise he is a student with an IEP that has been mainstreamed into the General ED
population.

Student with a 504

This student has a 504 for ADHD. he has a tendency to get off track during lessons and needs
frequent reminders to look back at his work revise and needs to be pushed to finish his work to
his best ability.

Students at risk of failing

There is one student at risk of failing due to missing assignments and lack of effort. She is new
to the school and has been having a hard time with finishing or even starting her assignments.
Slowly with much support she is starting to do her work and has finished one of her
assignments and done a make up presentation in front of the class.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS (State and/or National Content Standard (s)): G

Key Ideas and details
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or
judgments.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue.
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for
sources.
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse
Presentation of Knowledge and Ideas
Present claims and findings (e.g., argument, narrative, informative, response to
literature presentations), sequencing ideas logically and using pertinent
descriptions, facts, and details and nonverbal elements to accentuate main ideas
or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
 Include multimedia components (e.g., graphics, images, music, sound) and visual
displays in presentations to clarify information.

Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

California Visual and Performing Arts Content Standards

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory

Information Through the Language and Skills Unique to the Visual Arts Students
perceive and respond to works of art, objects in nature, events, and the environment.
They also use the vocabulary of the visual arts to express their observations.
Develop Visual Arts Knowledge and Vocabulary
Identify and describe all the elements of art found in selected works of art (e.g., color,
shape/form, line, texture, space, value).

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate
meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.3 Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices and
increased technical skill.
2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
2.6 Use technology to create original works of art.

3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical

Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and
development of the visual arts in past and present cultures throughout the world, noting
human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Research and discuss the role of the visual arts in selected periods of history, using
a variety of resource (both print and electronic).
3.2 View selected works of art from a culture and describe how they have changed or not
changed in theme and content over a period of time.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About
Works in the Visual Arts Students analyze, assess, and derive meaning from works of
art, including their own, according to the elements of art, the principles of design, and
aesthetic qualities.
Derive meaning

Make Informed Judgments

4.3 Develop specific criteria as individuals or in groups to assess and critique works of
art.
4.4Change, edit, or revise their works of art after a critique, articulating reasons for their
changes.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying

What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management of
time and resources that contribute to lifelong learning and career skills. They also learn
about careers in and related to the visual arts.

Visual Literacy

UNDERSTANDINGS: U ESSENTIAL QUESTIONS: Q

1. Students will understand ideas 1. What emotion do artists represent
behind Abstract art and be able to in their abstract forms of artwork?
define key characteristics of the 2. What does color represent in our
style of art. society?
2. Understand a single artists style of 3. Does abstract art exist today and
abstract art and influence. where?
3. Students will understand key 4. How does reflection help us learn
elements of design and color theory. from our mistakes?
4. Students will understand that color
can create emotion and feeling in
Abstract art.
5. Students will understand how to
work together during group research
project and know what is expected
of them for group presentations.
KNOWLEDGE: K
1. Students will verbally know how to
point out examples of elements of
art in a piece of artwork.
2. Student will know the life and works
of 7 different Abstract artists and be
able to distinguish different elements
from one another that make them
unique.
3. Student will know specific art
vocabulary and be able to use it to
describe, analyze, self-assess and
interpret works of art. (repetition,
texture, line, shape,
complementary,)
4. How to properly critique and self
assess their work as well as others
using guided questions.
5. Students will know how to use what
they have learned to envision what
is possible for their own artwork.
6. Lines and color can be used to
convey meaning and emotion.
STAGE TWO: ASSESSMENT EVIDENCE
PERFORMANCE TASKS (STUDENTS OTHER EVIDENCE (FORMATIVE): OE
WILL DEMONSTRATE STANDARD BY):
There will be 4 summative, project-based
assessments during this unit with self
SKILLS: S
1. Students will collaborate will with
each other in table group research
projects on Abstract artist and
participate in a short artist
presentation.
2. Students will participate in whole
group discussion, small table
groups and partner groups while
talking about the different aspects
of Abstract art style.
3. Students will be able to
communicate meaning and intent
in their artwork.
4. Students will use analysis and
reflection to have a better
understanding of Abstract art and
how it relates to their own artwork.
5. Students will be able to use
different kinds of medium specific
to the artist they research (taping
and tempera paint, controle paint
splattering, dry pastels with
values,Scratching of oil pastels,
water color painting and rolling
paint).
6. Students will use elements of art in
their final projects
Formative assessment will be used during
the lessons continuously.
evaluation and rubric. In these pieces of
work they will be assessed by looking at
completion (craftsmanship, proper use of
techniques, clean appearance) and
creativity (ability to create unique and
original ideas and meanings using pop art
techniques) and use of class time (effort
and on task)
Research Project:
Students will be creating a group
project and presentation (Google
slides, Prezi, etc.) on Abstract Art.
Each group will be researching a different
artist and in group presentations will be
learning about what their peers found on
other Abstract Artists. Peer evaluation of
teamwork and rubric of presentation.(C1,
C2, C3, C4, IMTS)
KAndinsky View:
Painting in the style of Kandinsky
while looking at contrast of color,
line, shape, balance and
composition. Assessment will be a
rubric and self evaluation(C3,C4)
Choice Artist Abstracts
Painting of at least 2 abstract
artists.Assessment will be a final
critique of one art project of
students choice(C3, C4)
Students will also have summative
assessments through whole class
critiques,rubric and self- reflections.
Students show their learning by
showcasing their artwork in a final critique
and explaining the elements they used.
(C1, C2, C3)
Students will be assessed through
participation and effort during:
Group presentations, discussions,
brainstorming, reflection on artwork,
and critique of peers work. (C1, C2,
C3, C4)
Students will use their sketchbook
as a way to document knowledge,
record vocabulary, practice skills
through warm ups and sketch
ideas. They will then use this to
create their own piece of artwork.
(C3, C4)
Students will receive feedback
about artwork and help with
questions or problems when they
occur during check-ins with teacher
during class time. (C1, C2, C3)
Students will be assessed and
given feedback on skills and
technique during warm ups and in
class handouts. (C1, C2, C3)
 STAGE THREE: LEARNING PLAN
(UNIT SEQUENCE)

LEARNING ACTIVTIES (WHERETO): L

W: Where Each lesson will have an agenda on the board of what we are doing during
the class lesson, what is due, and what time class needs to start cleaning up. This gives
students a clear time frame of where students are supposed to be during the unit and
what is expected of them along with organizing time for the daily schedule. A clear
overview of what will be expected during the projects and a time line will be presented to
students in class.

H: Hook - The unit of Abstract Art is a great subject in art to hook students in and relate
emotion in music to what they are creating on paper. Each lesson will start with the hook
usually in the form of a See/Think/Wonder or a warm up activity. While they are doing
these activities students will be reflecting, relating, and connecting artwork to their daily
lives. Each art project students will be relating it to their lives through color, music and
self expression of emotion.

E: Equip Each lesson will include new vocabulary specific to the project and a short
teacher modeling of the activity or warm up needed during the lesson. Students will look
at artwork and different aspects of emotion created by line, shape, color and balance
emphasis, and space to see how to create emotion in their own works of art.

R: Re-Think/ Revise Students will be asked to check in with their table group and
partners during the class time to get peer feedback about works of art. Students will be
asked to hang unfinished art up on the wall stand back and see what it looks like to get
an idea of how the project is going and what needs to be reworked and revised. Teacher
will circulate the room to look for understanding and help with revision and guide
students toward requirements for projects.

E: Evaluate Student will evaluate their work using self-assessments and a rubric.
Students will assess other students artwork during group critiques and in process
critiques with partners. These 2 forms of evaluation will allow student to reflect on what
they have learned based on vocabulary and skills as well as describing, interpreting, and
analyzing other pieces of artwork and their own.

T: Tailoring During this unit students will be grouped upon interests in Pop artists.
Grouping will be adjusted to help support the student with an IEP and redesigned ELL
students. Two peer tutors will be appointed for the Special Needs Student to help with
 basic understanding and to help with getting supplies and materials for this student.
These two peer tutors will have advanced level in art knowledge and students that tend
to finish work on the earlier than other students. The ELL students in the class are at a
high functioning levels in English but they will be paired together for support just in case
they need help with understanding. They will also be paired with 2 native language
speakers in order to get a better understanding of more challenging ideas and topics
presented in this unit. Each student will be given a role in their table groups for clean up
or setup depending on their strengths. Daily teacher check-ins on individual projects
allows flexibility and adjustment due to the students needs. Work time during lunch will
be provided for students that need more time in order for them to finish projects.

O: Organize Most days will start with See/ Think/Wonder, teacher modeling, mini
lessons or warm ups. Some days there will be a quick check in during the beginning of
class so class work time can be maximized. Teacher will circulate and check in with
tables and individuals. The class will continue with individual teacher check-ins, whole
class check-ins, and independent work time while teacher circulates the room.

21st Century Skill Key:

C1- Collaboration
C2 Communication
C3 Critical Thinking
C4 Creativity
IMTS - Information Media Technology Skills

Week 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Emotion nouns Mini lesson: Artist research Artist research Group

activity: Sample of a groups: work on groups: finalize Presentation:
4 emotions 2 min. To presentation and creating presentation and Each group will
draw it. Students requirements of presentation practice present their
share and guess presentation. (google slides) presenting. artist and will
emotion. Nothing Artist research *2 slides per have 6 minutes
recognizable. groups: get group jobs person with 3 Check in with to present. While
organized and relevant pictures students and students are
Collective definition: changes seating for each. have them do a presenting other
Students will come up group projects. Practice quick runthrough groups will be
with a definition for Work time: students Presentations: of slides. writing
this style of art. in groups(leader, Check in with information down
Vocabulary: recorder, researchers) students on Group closure: on graphic
Abstract vs Non research artist. presentations and *Check in with organizer.
Objective *Circulate the room to have students students make
Presentation help students that have practice presenting sure they are Group closure:
overview of abstract questions. their slide to the ready to present Debrief about
artist: Rothko, Group Closure: class in groups. the next day what they
Kandinsky, OKeeffe, *Check in with Group closure: learned and add
Mondrian, Klee, students and debrief *Check in with any information
Pollack, Diebenkorn about negative and students about not covered.
positive. presentations
Closure: Exit Ticket
Students are to write
3 top Abstract artists.

Week2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Presentation Work time: Warm up: have a demo Demo: A final Work time:
: Rough draft of abstract of how to use watercolor demo lesson will Students
A art will be used to and have some be presented on should have
presentation demonstrate emotion examples of abstract art final project finished putting
will be of students choice projects done by line and shape
presented on using line shape students and a sample Work time: down on their
Kandinsky pattern and texture. project. Students will start page and
with a Video Use color pencil with final draft after they should be
rough draft. *Watercolor rules have finished their working on
Warm up: *Don't leave them in the rough draft. Some water color.
Divide paper *What emotion are you water students will start
into 4 parts trying to portray? *Wash in the container on their final draft if 15 minute dry
and listen to * Each student will *Point the brushes hairdo okayed by the time: Video in
music and choose a song to up teacher. between layers
draw what represent in their art Peer check in: for drying with
they feel from piece and listen to it Work time: Students will Halfway through water colors
the while creating it. create their warm up period students will Or sketchbook
music.(angry, project. check in with a project.
happy, calm, Closure: Exit ticket. partner at their
etc.) Student name with Closure: table and give Closure:
song they are doing for *Clean up feedback about art Cleanup and
Closure: art piece.(keep it a *Check in with students piece. recap on
students will secret) about any concerns, Closure: project.
clean up Clean up comments, or questions. Clean up
 Week 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Work Time: Check in with Critique: Abstract art Abstract art activity:
Students will have class: Students work activity: On each On each table there will
time to work on *Let students know will be up in the table there will be be 2 abstract art
their final project this is the last in room on a wall.A 3 different activities. Each student
class time to work music song will abstract art will choose one and
Sketchbook on projects. be played and activity for work through as many
project: *Give students students will students to as possible during the
If students are self-assessments have to guess choose from to day and one mural
done early an for project to be what art piece it explore during project in the back of
emotion filled out after belongs too. Talk the day. the room.
sketchbook project project is finished. about students
will be done by art for 3 min and Closure: losure:
C
students. Work Time: then move onto Clean up Cleanup
Students should be the next student
Closure: finishing final work until the class Group Discussion:
Cleanup and doing rubric for has been *End of Unit talk about
the project. finished. various parts of
abstract art and how it
*Teacher circulates Abstract artists related to their art.
the room for Quiz:
understanding and Questions will be
questions. asked of
students about
Closure: abstract artist.
Clean up (a review quiz)

DIFFERENTIATED INSTRUCTION
Vocabulary and note taking graphic organizer are built into the lesson for the SPED student and
ELLs in the class. Although it was meant for these students as support it will be beneficial to all
students. A word wall would be a supporting ongoing list of vocabulary words updated when
new more complicated words are introduced in lessons. Two words of art vocabulary will be
introduced in this lesson to help support understanding of academic language. (Balance,
Emphasis, movement)
The ELLs in this class are redesigned on varying levels but will still need some support during
the group research project. When groups are created with student choice in mind these
students will be placed with each other so they can communicate in their native language and
clarify any concepts that are not clear. They will also be placed with students who have a high
level of understanding and the ability to help with any problems or misconceptions that occur
during discussions in class. All Students will be provided with websites to look at for research
and given books for each artist. Students will be asked to get books from the library if available
and asked to find 2 more websites as references. Websites will include ones that are
appropriate for lower levels of comprehension weather it is due to special needs or ELL
development.

Since one of the SPED student in this class has Downs syndrome the lesson plans will be
provided in advance to give them more confidence with the lesson and allow them time to
develop their own ideas for suitable practical materials and resources. Also this will give the
resource teacher more time to collaborate with the art teacher and make adaptations to the
lesson so it can work best for this student. This student usually has a resource teacher with her
in class. When resource teacher is not available she will be paired up with 2 peer tutors at her
table. She will also be given preferential seating in the front of the class so teacher will be able
to help her whenever needed. Since students with Downs Syndrome are visual learners art is
already a learning style that supports them. Pictures will be paired with words whenever
possible during vocabulary activities. Video will be provided during research projects on
BrainPop.com and other educational clips in order for student to research their part of the
project. More time in class will be allotted for this student along with lunchtime to keep up with
demands of class and collaboration with resource teacher to have student use extra time in
recourse class on art report. This student will not have to present to the class during group
presentations. Since proficiency in auditory processing and auditory memory is not easy for
students with Downs instructions of the project will be written on the board and created with this
student in mind. Seeing the steps on the board will allow this student to refer to it when needed.
Directions will be simplified and broken down into little steps to allow for understanding of all
students.

The other SPED student is in a wheelchair but will be able to do everything that is asked of him
for this project. He will however need support in researching the artist just like the EL students
due to low reading and writing skills. Therefore word walls, sentence starters, descriptive words
and the graphic organizers will also help this student during the lesson.

REFLECTIONS

During the unit I will measure the effectiveness of lessons through formative assessments and
observation. Formative assessments of warm ups and handouts will be documented to see
students progress and understanding. Sketchbooks will be reviewed for sketches and
brainstorming that lead to final projects. In class observations of class discussions, small group
discussions, time management and effort will be monitored to measure how successful lessons
are and what might need to be adjusted or reviewed for further understanding. Continuous
student check-ins while circulating or during whole class check-ins will help gauge where
students are and what will be needed for future lessons to be more successful.
Summative assessment will be based on craftsmanship, proper use of techniques, use of class
time and creativity. This will help measure what skills, techniques, and the level of craftsmanship
students have gained during the unit. It will also allow the teacher to see what knowledge
students have gained about different Abstract artists and how they creatively represent this style
in their artwork. Although art is visual summative assessments will not be based on appeal of
the project but on the process and if it was executed with care and the improvement of skills.
I anticipate that students will have a hard time working in groups and researching in an art class.
It is usually a content area that is solely based on the visual world. Since this unit has more
reading, writing, and group work, the teacher will have to work closely to lay the tracks for a
successful lesson. Letting students know what is expected of them and preparing them for how
to do things is vital for these lessons to run smoothly and in a timely manner. Although Abstract
Art can be challenging relating emotions and feelings from a music into a visual will help guide
students through the creative process. Since music is relatable to almost all students if given
tools and elements of art that relate to these emotions the lesson should be accessible to all
students.