om BC - SD #68)

Unit Planning Template (modified by B. Krynowsky from BC - SD #68)

Unit or Theme title/ unit or theme overview TITLE World of Art

Students will have the chance to work with serval artist from around the world and close to home
Rationale: (context and why unit matters)

Art is a subject that is generally open to the artist and their own creation. This unit will show the students there are different
various forms art in the world, and various artist that have created these works of art. The students will have the chance to work
with these different artists and create there own versions this art types, and also give the student the chance to show their own
perspective of the art works.

Culminating tasks or events to celebrate or bring together the learning

Students will create various forms of art

Students art work pieces will be on display within the classroom, and the school.

Students will take part of a celebration of learning, by showing off their life works of art

Students will research a country and its art and present it the class as a celebration of their learning
STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

Connect and engage with others (to
share and develop ideas)
Acquire, interpret, and present
information (includes inquiries)
Collaborate to plan, carry out, and
review constructions and activities
Explain/recount and reflect on
experiences and accomplishments
Creative Positive Personal & Social Identity Well-being
Novelty and value Relationships and cultural contexts Social Responsibility
Generating ideas Personal values and choices Contributing to community and
Developing ideas Personal strengths and abilities caring for the environment
Critical Personal Awareness & Responsibility Solving problems in peaceful ways
Valuing diversity
Analyze and critique Self-determination
Building relationships
Self-regulation
Question and
investigate

Develop and design

Big Ideas(curriculum) important/essential questions (create)

-Experiment in a variety of ways to discover new possibilities How can I create different forms of art?
UN and perspectives
How can I relate to art?
DE -The art itself is a form of communication
How can I connect art to myself?
RS -Works of art influence and are influenced by the world
around us How can I connect myself to the artist discussed?
TA
ND -Engaging in creative expression and experiences expands
peoples sense of identity and community

-Artistic expressions differ across time and place

 Curricular Competencies: (skills)

-I can connect my perspective to my art

-I can relate to various artist

-I can share my connections with others

DO -I can take pride in my art that is displayed in the classroom and thought-out the school

-I can take real life and turn it into art

- I can find and search other artist and present to others

- I can present different countries art to the students of my classroom

- I can create art from other counties on my own

Content (learning standards):

-Describe and respond to works of art and explore artists intent

KN
-Experience, document and present creative works in a variety of ways
O
-Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
W purposeful play

-Explore relationships between identity, place, culture, society, and belonging through the arts

STAGE 2: Assessment Plan

Formative Assessment (for learning):
Students will be given feed back on various pieces of art work
-The line work of the art
-The use of various colours

-The overall design of the art projects

-The students perspective of the art work

-Students when researching their country will be able to demonstrate an understanding of the art

Summative Assessment for learning:

-Think-pair-share

-Ticket out the door

-Classroom whip around

-2 stars and a wish

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections
and general lesson descriptions that connect to assessment for and of learning
Instructional Activities Assessment
Learning Intentions/Curriculum
Connections (scope and sequence, titles with brief ( method /instrument and criteria/
lesson description ) standards)
Lesson #1
-I can take pride in my art that is displayed in -Teacher will provided background of the -Students will take a part in a classroom
the classroom and thought-out the school
-I can take real life and turn it into art
-I can relate to various artist
Lesson #2
-I can take pride in my art that is displayed in -Students will have the chance to work on
the classroom and thought-out the school
-I can take real life and turn it into art
-I can relate to various artist
Lesson #1:Roy Henry Vickers: Lesson #1:
artist whip around sharing their thoughts about
Roy Henry Vickers, could what they like,
Students will have the chance to work with any thing they may have noticed about his
a Canadian Artist art
-Students will look at examples provided
by the teacher of Roy Henry Vickers
-There will be discussions around the how
the artist displays his work(ie colour,
pictures) With a class whip around
-Students will share their personal
thoughts and knowledge of the artist is
they have any
-Students will take a walk around the
school and try and find inspiration of an art
to draw on
-Students will have a chance to work a
rough draft in the drawing books before a
final copy is started
Lesson #2:Roy Henry Vickers Continued: Lesson #2
Students will be given feed back on various
their final version of their art piece of pieces of art work
Vickers, using pastels
-The line work of the art
-Students will be reminded of whats -The use of various colours
expected of their art and will be given an
hour of time to work on their art work -The overall design of the art projects
-The students perspective of the art work
 Lesson #1 Roy Henry Vickers http://www.artcountrycanada.com/vickers.htm and
teacher provided examples

Lesson #2 Roy Henry Vickers http://www.artcountrycanada.com/vickers.htm and

teacher provided examples

Lesson #3 Emily Carr http://www.arthistoryarchive.com/arthistory/canadian/Emily-

Carr.html and teacher provided examples

Lesson #4 Emily Carr http://www.arthistoryarchive.com/arthistory/canadian/Emily-

Carr.html and teacher provided examples

Lesson #5 Andy Warhol http://www.biography.com/people/andy-warhol-9523875

http://www.art.com/gallery/id--a76/andy-warhol-posters.htm?ac=true

Lesson #6 Andy Warhol http://www.biography.com/people/andy-warhol-9523875

http://www.art.com/gallery/id--a76/andy-warhol-posters.htm?ac=true

Lesson #7 Picasso http://artprojectsforkids.org/category/view-by-artist/artist-picasso/

Resources:
Lesson #8 World of Art Research project http://artcuratorforkids.com/art-around-the-
world-in-30-days/

Lesson #9 World of Art Research project http://artcuratorforkids.com/art-around-the-

world-in-30-days/

Lesson #10 World of Art Research project http://artcuratorforkids.com/art-around-the-

world-in-30-days/
Lesson #3: Lesson #3: Emily Carr: Lesson #3:

-I can connect my perspective to my art
-I can take real life and turn it into art
-I can relate to various artist
-Teacher will provided background of the artist
-Students will look at the importance of Emily Carr in
the art world.
-Students will look at examples provided by the
teacher of Emily Carr
Students will take part in a think-pair-share
exercise student will share with a partner their
thoughts of Emily Carr, and select one member
to be the spoke person for a classroom whip
around

-There will be discussions around the how the artist

displays her work(ie colour, pictures, and design) with
a think-pair-share whip around

-Students will share their personal thoughts and

knowledge of the artist is they have any

-Students will be asked to think of a image they can

relate to and draw it in the drawing book as a rough
draft

Lesson # 4: Emily Carr Continued:

Lesson #4
-I can connect my perspective to my art
-I can take real life and turn it into art
-I can relate to various artist
Lesson #5
-I can connect my perspective to my art
-I can relate to various artist
-Teacher will provided background of the artist Lesson #4
-Students will have the chance to work on their final Students will be given feed back on various
version of their art piece of Emily Carr, using pencil pieces of art work
crayons
-The line work of the art
-Students will be reminded of whats expected of
their art and will be given an hour of time to work on -The use of various colours
their art work -The overall design of the art projects
Lesson #5:Andy Warhol:
-The students perspective of the art work
-Teacher will provided background of the artist
-Students will look at the importance of Andy Warhol
in the art world.

-Students will look at examples provided by the

-I can take real life and turn it into art
teacher of Andy Warhol
Lesson #5:
-There will be discussions around the how the artist
displays his work(ie colour, pictures, and design) -Ticket out the door students will share either
what they have learned about Warhol and any
-Students will share their personal thoughts and thing they feel cool they have found during the
knowledge of the artist is they have any course of the lesson
-Students will create a mini sample of Warhol art in
their drawing books
Lesson #6:
-I can connect my perspective to my art
-I can relate to various artist
-I can take real life and turn it into art
Lesson #7
I can connect my perspective to my art
-I can relate to various artist
Lesson #6: Andy Warhol Continued: Lesson #6
-Students will pick form their favourite item and Students will be given feed back on various
Create a Warhol piece of art pieces of art work
-The line work of the art
-Students must be able to show they are able to
model the same approach of Warhol -The use of various colours
-The final project must contain four squares and -The overall design of the art projects
the use of different colours using the same
-The students perspective of the art work
image in all squares
Lesson #7 Picasso
Lesson #7
-Teacher will provided background of the artist
-Students will create their art pieces and then
-Students will look at examples provide by the
share with the classmates, and they will offer
teacher of Picasso art work
their thoughts in a peer review format and then
-There will be discussions around the how the will hand in to the teacher to be marked
artist displays his work(ie colour, pictures, and
design)
-Students will think-pair-share of Picasso art and
what they think his message is behind his art
-Students will create a piece of art from Picasso
-The piece will be Cubism face using pastels
-Students will draw a face on a piece of paper
the two sides of the face will not be the same
Lesson #8 &9
- I can find and search other artist and present to
others
- I can present different countries art to the
students of my classroom
- I can create art from other counties on my own
Lesson #10:
- I can find and search other artist and present to
others
- I can present different countries art to the
students of my classroom
- I can create art from other counties on my own
Lesson #8 &9 World of art research:
-Students will pick from a list of 30 countries
provided by the teacher and research a type of
art from that country(example country would be
Mexico, and the art would be Day of the Dead
skulls) an present it to students of the
classroom so they can become more diverse in
art around the world.(list is attached)
-Students will be given two days of work
researching and creating of art that will be
presented to the class after lesson 9
Lesson #10 Presentation Day:
-Students will present what they have found on
the art from their selected country and the art
piece they did, and explain a little about it
-Students will sit at their desks and listen to the
presenters and will provided 2 stars and 1 wish
of the students work
Lesson 8 &9:
Students will be given feed back on various
pieces of art work
-The line work of the art
-The use of various colours
-The overall design of the art projects
-The students perspective of the art work
-Students when researching their country will be
able to demonstrate an understanding of the art
Lesson #10:
-Students who are not presenting will listen to
others presenting and will provided feed back to
fellow students using 2 stars and a wish of what
they liked and possible changes going forward if
they were to continue with it