Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW
(Revised 2015)
Teacher Candidate
School

Grade

UNIT TITLE
Length of Class Period
Approximate Number of Students in Each class
Beginning Date for this Unit
Ending Date for this Unit
Enduring Understandings
Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways.
Progress Points
B. Explore a range of art concepts and artworks and construct meaning about the works.
C. Connect making art with individual choice and understanding personal cultural identity.
D. Produce artworks that express and represent their experiences, imagination and ideas using a range of media including new technologies
RATIONALE (Why is this an important or relevant focus area?)
This lesson gives students an opportunity to examine the multifaceted concept of identity. Students learn about the ways that contemporary artists in theexhibition Open this End conceptualize and illustrate their identities through various artistic mediums.
Anticipatory Set (what do the students already know, what is your hook to get them started?)
Students have received some training in art making at school, and they have also have basic knowledge of art history and artistic eras. Through this exhibition and our student programming, students will learn about contemporary art and artists that are not typically covered in grade school and high school curriculums. Students will gain unique perspective on interpreting art being made by artists who are still creating today and how they are influenced by art from the past.
Central Focus (Form and Structure, Art Production, Context, Personal Perspective)
The work in Open This End will challenge the way students may think of contemporary art and welcome new ways of thinking and making. Students will learn about the importance of exploring personal identity and how that identity can be expressed through art in many different ways.
Essential Questions (provocative, engaging, critical)
Possible Integration
Description of the essential educational content of this unit
Lesson One
Title
Lesson Description
Lesson Two
Title
Lesson Description
Lesson Three
Title
Lesson Description
Explain how technology has been used in this unit
LESSON PLAN
Teacher Candidate
School
LESSON NUMBER / 1
Lesson Title
Length of Class Period
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson
Content Statement – Perceiving/Knowing
Content Statement – Producing/Performing
Content Statement – Responding/Reflecting
(Stage One) Performance-based Assessment Objectives
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Academic Language
Vocabulary
Additional Language Demands
Accommodations for Special Populations
Art/Visual Culture Examples
Preparations
Materials/Resources for Teacher
Materials for Students
Safety Procedures
(Stage Three) Learning Activity
Getting the Classroom Environment Ready
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Clean-up Procedures (Room, Materials & Work Storage)
Closure, Review & Anticipation (what’s next?)
Supplemental Activity
Teacher reflection focused on the lesson after it has been taught
Be sure to attachto the full instructional unit
LESSON PLAN
Teacher Candidate
School
LESSON NUMBER / 2
Lesson Title
Length of Class Period
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson
Content Statement – Perceiving/Knowing
Content Statement – Producing/Performing
Content Statement – Responding/Reflecting
(Stage One) Performance-based Assessment Objectives
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Academic Language
Vocabulary
Additional Language Demands
Accommodations for Special Populations
Art/Visual Culture Examples
Preparations
Materials/Resources for Teacher
Materials for Students
Safety Procedures
(Stage Three) Learning Activity
Getting the Classroom Environment Ready
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Clean-up Procedures (Room, Materials & Work Storage)
Closure, Review & Anticipation (what’s next?)
Supplemental Activity
Teacher reflection focused on the lesson after it has been taught
Be sure to attachto the full instructional unit
LESSON PLAN
Teacher Candidate
School
LESSON NUMBER / 3
Lesson Title
Length of Class Period
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson
Content Statement – Perceiving/Knowing
Content Statement – Producing/Performing
Content Statement – Responding/Reflecting
(Stage One) Performance-based Assessment Objectives
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Academic Language
Vocabulary
Additional Language Demands
Accommodations for Special Populations
Art/Visual Culture Examples
Preparations
Materials/Resources for Teacher
Materials for Students
Safety Procedures
(Stage Three) Learning Activity
Getting the Classroom Environment Ready
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Clean-up Procedures (Room, Materials & Work Storage)
Closure, Review & Anticipation (what’s next?)
Supplemental Activity
Teacher reflection focused on the lesson after it has been taught
Be sure to attachto the full instructional unit

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