SECONDARY VISUAL ARTS CURRICULUMGrade Level: 6th grade

Semester 20 weeks Author Erika Nowak

Class Group Members

UNIT 1: 5 weeks UNIT 2: 5 weeks UNIT 3: 5 weeks UNIT 4: 5 weeksTitle Identifying Your Identity The Everyday Mundane From Boring to Bizarre, Wearisome to

WeirdUsing Your Head to Tell a Story

Theme Identity Mundane Grotesque WhimsicalDescription Students will examine what about

them makes up their identity. Throughout the lesson, students will look at specificities such as facial expressions, symbolism, personality traits, interests, talents, dreams, goals, values, etc.

Students will look at their everyday life and examine what they define as their own personal “mundane.” Students will take their mundane foods, activities, objects, and sights to compare them to not only their fellow students, but also other cultures. This will allow the students to examine exactly what it is to be mundane.

Taking the knowledge the gained from the identity unit, students will create character, either fictional or a self-portrait. From there students will think about what’s mundane, and do the opposite to create a bizarre, grotesque, out of the ordinary character.

Students will use their imagination to create a completely original scene including a setting and characters, solely based on context clues and the facial expression of heads cut out from magazines provided by the teacher. They will use previously learned information about environments, facial expressions, and clothing to help develop their stories.

Practice Studio Pract. (60%) Crit/Hist Study (40%)

Studio Pract. (60%) Crit/Hist Study (40%) Studio Pract. (60%) Crit/Hist Study (40%) Studio Pract. (60%) Crit/Hist Study (40%)

- Students will create multiple self-portraits, each focusing on different concepts such as object symbolism, color symbolism, emotion, garment symbolism, and aspirations.

-At the end of the unit, students will create a final self-portrait that displays all of the concepts discussed in class

-Students will look at portraits and self-portraits throughout history.

-Students will reflect on themselves and what symbols would be used to represent these aspects of themselves.

-Students will take photographs of what they consider “the mundane” from each of the categories: food: activities, objects, and sights.

-Students will create a sculpture made up of objects that the student considers to be mundane.

-Students will look at photographs of everyday objects and determine whether or not they consider them to be mundane. If so, they will determine whether these objects would be mundane to children their age from different states, countries, and cultures.

-Students will draw an ordinary character or self-portrait with colored pencil.

-After that, they will use paint to add on grotesque and bizarre features on top of their colored pencil drawings.

-Students will look at old grotesque paintings and gargoyles

-Students will analyze what makes something weird, out of the ordinary, bizarre, etc.

-Students will create characters based solely on magazine cut-out heads and draw bodies for the heads.

-After the students have developed the characters, they will develop a setting.

-Students will look at portraits throughout history

-Students will reflect on how facial expressions help illustrate a scene.

-Students will look at classic fairytales

Objectives Students will be able to: Students will be able to: Students will be able to: Students will be able to: Understand and identify at Examine what defines “the mundane” Examine what defines the Look at storylines and fairytales and be

SECONDARY VISUAL ARTS CURRICULUMleast 5 examples of the vocabulary words listed below and apply them to their work.

Interpret their artwork by being able to explain the meaning of at least 4 of their symbols.

Synthesize and relate knowledge and personal experiences to make at least 5 self-portraits.

giving at least three examples from their everyday life and identifying what makes them mundane.

Create a 3D sculpture using at least 6 mundane objects that create one extraordinary object.

appearance of “ordinary/normal” using at least 3 physical attributes to illustrate their definitions on their initial colored pencil drawings.

Examine what defines the appearance of “bizarre/grotesque” using at least 4 physical attributes to illustrate their definitions using paint on top of their colored pencil drawings.

Participate in a class critique of their creations and explain at least 3 choices that they made and why they chose them.

able to identify the setting and at least two character traits of each character.

Identify at least one personality trait of each character that contributes to the storyline.

Give at least two reasons why they developed their characters the way they did based on the pre-chosen head cut-outs.

Give at least one reason as to why they chose the setting they did based on the characters they developed.

Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D 2D 3D 4DFrames Cultura

l Subj. Struct. PMod Cultura

l Subj. Struct. PMod Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod

ConceptualFramework Artwork Artist Aud. World Artwork Artist Aud. World Artwork Artist Aud. World Artwork Artist Aud. World

Key Artists Vincent Van Gogh, Frida Kahlo, Allison Kunath, Lucian Freud, Gustave Courbet, Steve McCurry

David Mach, Sakir Gökcebag, Jennifer Maestre, Eric Daigh, Steven J. Backman, Giuseppe Colaruss

Quentin Massys, Aaron Crawford, Penelope Gazin, Gel Jamlang

Morgana Wallace, William Wegman, Mica Angela Hendricks, Yue Minjun, Eldar Zakirov

Key Artworks

Leonardo da Vinci, Mona Lisa, 1797Andy Warhol, Marilyn Monroe, 1962Dorothea Lange, Migrant Mother, 1936Frida Kahlo, Self Portrait with Thorn Necklace and Hummingbird, 1940

David Mach, Zurich Gorilla, 2011Eric Daigh, Self-Portrait, 2006-2008Jennifer Maestre, Tea Tray (Bat) Open, 2011

Quentin Massys, The Ugly Duchess, 1525-1530Aaron Crawford, Sunday Sam, 2007Penelope Gazin, Gentlemen, 2013Gel Jamlang, At Swim, Two Birds

Morgana Wallace, HathorYue Minjun, Luncheon on Grass, 1995Eldar Zakirov, The Hermitage Court Moor Cat, 2012

Key Critical Questions

1. What do the colors say about the person being represented in this portrait?

2. What emotion is their facial expression conveying? What makes you think that?

3. What objects do you see in this work? What do you think they say about the person in the portrait?

4. When you look at their clothing, where do you think they live? What do they do for a living?

1. What makes something mundane? Do you think this is considered mundane to the person sitting next to you?

2. Think of a mundane task in your everyday life. Compare and contrast this task with the tasks of children in China, Africa, or Canada.

3. Do you think a mundane object can be made into something extraordinary? Why or why not?

1. Was your original character based on anyone/anything? How did you come up with it?

2. Why did you choose the mutations that you did? Do you have a background story for why/how your character got these mutations?

3. Is there a common theme amongst your mutations?

4. Do you see this drawing as creepy? Does it gross you out? Do you find it interesting?

1. How did you interpret their facial expressions? How did you know they were laughing, and not in pain?

2. What does their clothing give away about their setting? What time era do you think they’re from? What does it say about their economic class?

3. How does the characters facial expression, clothing, and setting all come together to illustrate a story?

4. Do you think this could be interpreted by someone else differently? Why?

SECONDARY VISUAL ARTS CURRICULUMVocabulary Representation, symbolism,

expression, color, analyze, compare/contrast, personality, emotion, aspirations

Mundane, landscape, environment Grotesque, bizarre, fiction, mutation Expression, setting, costume, fairytale, storyline, context clues

Language Functions

analyze, compare/contrast, critique, describe, interpret, question

Choose: analyze, compare/contrast, critique, describe, interpret, question

Choose: analyze, compare/contrast, critique, describe, interpret, question

Choose: analyze, compare/contrast, critique, describe, interpret, question

Language Modes Read Write Listen Spea

k Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak

Language Demands Syntax Discourse Syntax Discourse Syntax Discourse Syntax Discourse

Language Tasks & Activities

1. Students will be required to use vocabulary when talking about their work.

2. Students will explain to the class the meaning behind the different aspects of their self-portraits.

1. Students will be required to use vocabulary when talking about their work.

2. Students will be required to participate in a class discussion about what makes something mundane to them and to others.

1. Students will be required to use vocabulary when talking about their work.

2. Students will explain their artwork and their own personal interpretation of it to their peers and teacher.

1. Students will be required to use vocabulary when talking about their work.

2. Students will explain to their classmates the story they have represented in their drawings and vice versa.

Language Supports

1. Students will be given a fill in the blank worksheet with vocabulary words and definitions

2. Students will be shown a power point with examples of portraits and self-portraits in combination with a class discussion about the different aspects of these artworks.

1. Students will break into groups and have group discussions with classmates about their personal idea of mundane and complete a list of ideas.

2. Groups will present their ideas to the rest of the class.

1. Students will brainstorm and come up with a “normal” or “ordinary” looking character and discuss with partners why they made the decisions that they did.

2. Students will discuss with partners what makes something “gross” or “weird.”

1. Students will be shown a power point that helps elaborate on the use of facial expression, costume, and setting in storylines.

2. Students will be given a fill in the blank worksheet with vocabulary words and definitions.

Assessments

Formative Summative Formative Summative Formative Summative Formative Summative

-In class discussions focusing on vocabulary words.-Worksheet activity that helps students outline what about them makes their identity.-Self-portrait focusing on object symbolism-Self-portrait focusing on color

-Final self-portrait focusing on all five of the concepts combined into one.

-Group discussions supervised by teacher

-Group presentations to class

-“mundane” object picked out and approved by teacher

-Completed sculpture made up of “mundane” objects

-Students will discuss what “normal” people look like, such as characters in movies and TV shows.

-Partner work about what makes something “ordinary” and what makes something “bizarre”

-Students will complete a drawing/painting of a fictional, seemingly normal character that has evolved into a grotesque monster due to additional body parts and anomalies.

-Students will write down the reasoning behind the clothing chosen for their characters.

-Students will write down the reasoning behind the setting chosen for their characters.

-Worksheet of vocabulary words.

-Classmates will give their interpretations to the student on a piece of paper so the student can compare and contrast.

-Students will present their final drawings to the class and explain the story being told in their drawings to

SECONDARY VISUAL ARTS CURRICULUMsymbolism-Self-portrait focusing on facial expression and emotion-Self-portrait focusing on garment/clothing symbolism-Self-portrait focusing on aspirations/values

-Thumbnail sketches

their classmates.

National Standards

VA-Re7-6 a. Identify and interpret works of art or design that reveal ways people live around the world and what they value.VA-Re7-6 b. Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.VA-Re8-6 a. Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.VA-Cn11-6 a. Analyze how art reflects changing times, traditions, resources, and cultural uses.

VA-Re7-6 a. Identify and interpret works of art or design that reveal ways people live around the world and what they value.VA-Re7-6 b. Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.VA-Cn11-6 a. Analyze how art reflects changing times, traditions, resources, and cultural uses.VA-Cr1-6 b. Formulate an artistic investigation of personally relevant content for creating art.

VA-Re7-6 b. Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.VA-Re8-6 a. Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.VA-Cn11-6 a. Analyze how art reflects changing times, traditions, resources, and cultural uses.VA-Cr1-6 b. Formulate an artistic investigation of personally relevant content for creating art.

VA-Re7-6 a. Identify and interpret works of art or design that reveal ways people live around the world and what they value.VA-Re7-6 b. Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.VA-Re8-6 a. Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.VA-Cn11-6 a. Analyze how art reflects changing times, traditions, resources, and cultural uses.VA-Cr1-6 b. Formulate an artistic investigation of personally relevant content for creating art.

Common Core State Standards

CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.CCSS.ELA-Literacy.SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making

CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.CCSS.ELA-Literacy.SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text,

CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.CCSS.ELA-Literacy.SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text,

CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.CCSS.ELA-Literacy.SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue

SECONDARY VISUAL ARTS CURRICULUMcomments that contribute to the topic, text, or issue under discussion.CCSS.ELA-Literacy.SL.6.1.d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

or issue under discussion.CCSS.ELA-Literacy.SL.6.1.d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

or issue under discussion.CCSS.ELA-Literacy.SL.6.1.d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

under discussion.CCSS.ELA-Literacy.SL.6.1.d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Illustrative Artwork

Gustave Courbet, The Desperate Man, 1843-1845

Frida Kahlo, Bonito, 1941

Anna P., The Art of the Mundane Objects XI

Eric Daigh, Harper, 2006-2008

Aaron Crawford, Pizza Face

Penelope Gazin, 2013

Mica Angela Hendricks, Untitled

SECONDARY VISUAL ARTS CURRICULUM

Steve McCurry, Afghan Girl, 1984

Jennifer Maestre, Tea Tray (Bat) Open, 2011

Gel Jamlang, Armon, 20

William Wegman, Untitled

Yue Minjun, Luncheon on Grass