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Lesson Plan/ Rubric 

Title: ART CHARADES

 

Intro

 

In this lesson, we will be introducing new ways for students to brainstorm, research, and discover a topic of their choice. Our goal is to provide students with a creative and interactive activity that will help them to develop and conceptualize their ideas and art-making practices. Our idea for this project came out of a semester-long research project that delt with art and its relation to innovative thinking, as well as a way to circumnavigate conformity in the art classroom. 

 

Learners

 

   This lesson was designed for learners in a Middle School Classroom, grades 6-9. There is room for this lesson to be adapted for other grade levels based on subject matter and on the guidelines desired for the art project. 

 

 

National Standards for Visual Arts:

 

 

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

 VA:Cr1.2.7a   Develop criteria to guide making a work of art or design to meet an identified goal.

 

 

Anchor Standard 2: Organize and develop artistic ideas and work.

 VA:Cr2.3.7a   Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

 

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.7a   Reflect on and explain important information about personal artwork in an artist statement or another format.  

 

 

Process:

 

  1. Introduction to the lesson: How would you explain your thoughts without directly writing or expressing what you are trying to convey?  For example, if you wanted to explain to someone what dancing was in an image, how would you create that idea or that feeling? What components make up your concept? What does it look like? What might it sound like? How do you know this? 

  2. While playing a game of charades, such as Catch Phrase, Taboo, or Pictionary, the goal is to convey a phrase or idea to other participants by giving them clues that contextualize and explain this idea through a creative means. 

  3. After the game, we will have students move into the process of exploring their topic by introducing visual thinking strategies to them. Thinking visually can be a method used to "jumpstart" deeper learning and understanding of any topic, ranging from art and poetry, to math or science.

  4. Visual thinking strategies will be introduced through an exercise in viewing an artwork. In this exercise, students will use their existing visual and cognitive skills in a "problem-solving" process. They will be learning to use what they already know to figure out what they do not know about an image.

  5. We will then ask students to consider the theme they will choose for their artwork, and how visual thinking strategies will assist them in better understanding and analyzing that theme.

  6. Students will use their research and exploration to create an art project that will convey their theme in a creative and conceptual way. 

 

 

Resources Needed:

 

Access to Webquest

Art21 resource for student exploration

Art supplies for assignment (based upon student ideas, materials may vary)

 

 

Evaluation:

 

         Students will be evaluated based off of the criteria provided in the "Day 5" Tab of the webquest. The process, evidence of engagement, active participation in theme exploration and the use of art materials will be key components in a successful project. The addition of practicing and developing art making skills will also be evaluated by the instructor. 

 

The following rubric can be used as a guide in evaluating student work. This rubric was drafted based off of the information found in the "Day 5" Tab above.

 

 

 

ART CHARADES RUBRIC

 

Actively participates with webquest  5 pts

 

Students participated in intro game,

thoroughly thought out their theme,

and explored artists on the webquest.  5 pts

 

Participated in discussion on blog 5 pts

 

Projects and statements demonstrate hard work

and personal touch 10 pts

 

 

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