ALEX Classroom Resource

  

Ideas and Synthesis

  Classroom Resource Information  

Title:

Ideas and Synthesis

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-9.pdf

Content Source:

Other
ArtsEd Washington
Type: Lesson/Unit Plan

Overview:

Students will analyze art using their journals and sharing their criticism with the class.  They will use four approaches to analyze - formal, historical/cultural, narrative, and personal.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 6
Visual Arts
12) Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.

Example: Students answer questions such as "Why are they leaving and where are they going?" in response to One Way Ticket in Jacob Lawrence's Great Migration Series.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education
ARTS (2017)
Grade: 6
Visual Arts
13) Develop and apply relevant criteria to assess works of art.

Example: Rubrics for craftsmanship, completion, and creativity.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Tags: analyze, criticism, cultural, formal, historical, narrative, personal
License Type: Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
AccessibilityText Resources: Content is organized under headings and subheadings
Comments
  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit