EDSC 304 Unit Proposal

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Distorted self portrait unit:

Distorted self portrait unit By: Felix Macedonio, EDSC 304

Content Standards:

Content Standards 1.0 Artistic Perception 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination. 2.0 Creative Expression 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. 2.4 Review and refine observational drawing skills 4.0 Aesthetic Valuing 4.4 Articulate the process and rationale for refining and reworking one of their own works of art. 4.5 Employ the conventions of art criticism in writing and speaking about works of art.

Big Ideas/Unit Goals and 21st Century Skills:

Big Ideas/Unit Goals and 21 st Century Skills Big Ideas – Students will create a black and white distorted self portrait that displays and understanding of Principals and Elements of design The three types of art (Representational, Non Representational, and Abstract) 21 st Century Skills Creativity and Innovation Ex: students will be creating a unique non traditional self portrait that instills some abstract values Communication and Collaboration Ex: students will work together to find three works of art that can be considered similar in appearance, while each representing a type of art, and create a short presentation of how, and why three different works can be similar yet different.

Learning Objectives and Assessments:

Learning Objectives and Assessments Learning Objectives Students will be able to properly include the principles and elements of design in a work of art. Students will create a short presentation that shows an understanding of the Types of Art (Representational, Abstract, and Non Representational). Students will engage in class discussion to evaluate the understanding of the units required vocab and how well it was used in their assignments, followed by a written evaluation of a peers Final Project. Assessments Entry: 1 st day discussion of unit discussion to determine pre existing knowledge. Formative: Planning pages that monitor progress and understanding of the required assignment. Summative: Peer evaluations that follow the rubric which I will be grading by.

Two Learning Activities:

Two Learning Activities Small Group Comparison Presentation Students will find three pieces of art that have similar qualities, but that are each representing a different type of art. They will explain the similarities and explain why they fall under the specific type of art Full Class Critique Students will volunteer to have their work evaluated. The students feedback must follow the rubric for the assignment. Students will be encouraged to volunteer because they will have a chance to re work their art and make improvements depending on the feedback they aquired . EX: Representational Abstract Non Representaional

Why This Topic:

Why This Topic This unit is a perfect start to any beginning art class. It focuses on drawing, which I believe is the foundation to all great art and artists. This unit will allow me to see how much students are understanding the elements and principals of design. Many people do not know the differences in types of art and this unit allows for students to gain a better understanding of those types. This will help them in creating their own work and critiquing other works of art. How can one critique if they do not know what they are evaluating?

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