Any society, or civilization from ancient times to nowadays can be seen, and traced through their artwork.

Students will define through research a civilization through artworks and artistic methods in groups of four.

Students will be able to create a collage reflecting an art movement of their choice. They will be able to

create a collage that embeds the elements of a certain timeline of students’ choosing using digital media and computer applications. They can also Identify the movement using hands-on tools creating a typical collage using paper and glue. They will explain the movement’s artistic influences through artworks and artistic methods. Students will evaluate the following elements: -roles of artists throughout that specific timeline in the context of culture.-the context and function of specific art objects of that time period. It is important because they will be able to learn about different art movements throughout the historic timeline using their creativity in a hands-on project while using the language of art to identify the movement or time period.

Why do artistic movements come and go? Throughout the timeline we see different movements change, why is that happening until the current time? What elements influence that?

Do artistic trends shape or reflect culture and identity? How does your culture affect your current identity?

When cultures exchange ideas, how do those ideas change culture?

How do we use critique to inform art? Critique of different artistic movements as well as the critique of your own reflection of artistic methods and to your peers

2. HISTORICAL AND CULTURAL CONTEXT: Understand how art has shaped and preserved history and culture.

2.1 Understand how history and culture have influenced art

a. Critically analyze the context and function of specific art objects, artists, and art movements within varied cultures, times, and places

b. Know that the roles of artists have changed over time and throughout cultures.

Students will be able to describe and identify civilizations past and present through artworks and artifacts gathered through thorough research identifying the elements that make them unique using the language of art within the first two lessons timeframe.

Students will be able to learn about others and themselves in the current cultural context of the modern world as well as historic ones through the use of creative endeavors in their collage-making project in the third and fourth lessons’ timeframe.

Students will be able to identify the time period and culture through history by using art in their presentations and discussions and will be able to differentiate artworks by period, style, method, and materials throughout the first and second lessons’ timeframe.

Students will be able to describe, judge, and evaluate artworks using the language of art that can be represented on a cheat sheet on screen through critiquing at least one peer artwork during the last lesson timeframe.

Students will be able to make personal connections with visual art and be able to discuss personal elements in each artwork of a historical context or their own while working on the collage in the third and fourth lessons timeframe.

Students will use the language of art in their research and critique their peers and their own work. Students will apply the vocabulary they learned in the visual creativity process by using the right words to explore the artworks of the time period of their choice. A cheat sheet will be presented on the screen to assess everyone’s developing language of art. The teacher will explain the terminology in the class and apply them in her way of asking questions and critiquing. Students are expected to apply the artistic terminology as well in their presentation and in their peer-to-peer review.

The fact that the students will work in groups to conduct the research and presentations is a 21st-century skill in the form of Collaboration. They will learn how to divide tasks and roles, how the team work flow is, and how well they can work in a group with different skills and perceptions. Communication is another factor the students will learn through group work as they will manage the different tendencies of each member of the group and apply their emotional and social intelligence toward the efficacy of this group. Technology literacy is a great marker as they will use all the tools available to them to conduct the research through digital E-Books and articles online. The presentation is a multimedia presentation with the entire plethora of applications at their fingertips. Critical thinking and creativity are applied through the making of the collage which will reflect the time period through art.

Students should be able to acquire basic knowledge of artistic movements within a historical timeline provided prior to class in the form of an article posted prior to the start of the unit on google classroom for students to read.

Students should have technical literacy using the internet for research as well as required applications to present and create their digital collage.

Students should be able to have basic skills in the paper collage if they will do the collage manually.

Students will complete research on a chosen time period or art movement and will be assessed using a rubric to judge the outcomes of their presentation.

The rubric will include the following:

Preparedness: The student is completely prepared and has obviously rehearsed.

Listening: Listens intently. Does not make distracting noises or movements.

Duration: Presentation is 2-4 minutes long.

Content: Shows a full understanding of the time period elements and artworks.

Students will create a collage using digital or hands-on tools and will be assessed using a rubric to judge their project.

The rubric will include the following:

Quality: The collage shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There are no stray marks, smudges, or glue stains. Nothing is hanging over the edges.

Creativity: Several of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display.

Design: Graphics are trimmed to an appropriate size and interesting shape and are arranged well, some in front and some behind. Care has been taken to balance the pictures across the canvas.

These rubrics will be discussed at the start of the project.

Students will have an end-of-project critique that will be prompted at the end of both projects outlining highlights and challenges for both projects. They must show a full understanding of the Feldman Model to critique an artwork—thoroughly and correctly covering all four steps of the model

Objective: Students will be able to describe and identify civilizations past and present through artworks and artifacts gathered through thorough research identifying the elements that make them unique using the language of art.

Prerequisite Skills: Students should be able to acquire basic knowledge of artistic movements within a historical timeline provided prior to class in the form of an article posted prior to the start of the unit on google classroom for students to read.

Description: In this lesson students will discuss with the teacher the answer to several questions as a warm-up (formative assessment). Essential questions like “Why do artistic movements come and go? Throughout the timeline we see different movements change, why is that happening until the current time? What elements influence that?”

A multimedia presentation will be presented to the students outlining the different qualities of art throughout ancient and modern times using the language of art and the Feldman Model.

The discussion will be initiated depending on their perception of these artworks in different time periods.

for example, Students will be given the opportunity to use one of the studio habits of mind (Observe) and learn how to attend to visual elements closely learning to notice things that might not be otherwise noticed.

The research criteria will be explained and groups are formed.

I will assign groups in a heterogeneous way to attain all skill levels in my class

The class will end with an exit ticket (formative assessment), repeating the same question but in a different light which is the knowledge obtained throughout the class.

Differentiation:

ELL students will have the opportunity to look out for new vocabulary that is presented using images and multimedia tools.

Learning-challenged students will be given one on one instruction and extended time.

Gifted students will have to research extra resources to sustain their research.

Different reading levels: Will have texts modified towards their abilities as well as Integrate online activities and learning platforms.

Objective: Students will be able to identify the time period and culture through history by using art and will be able to differentiate artworks by period, style, method, and materials.

Prerequisite Skills: Students should have technical literacy using the internet for research as well as required applications to present.

Description: In this lesson, students will move on to their research part of the project. They have been assigned into heterogeneous groups according to skill and knowledge. Then they will work on presenting their research at the end of the class. It will be a 2-4 minutes presentation of what they researched during class time.

This is considered a benchmark assessment towards the completion of the project’s ultimate goal which is creating the collage.

Students will be assessed on their content knowledge, presentation skills as well as listening skills.

Students will have ample opportunities to research and present in their own words what has been discussed in class previously using the language of art as well as the Feldman Model.

Differentiation:

ELL students will be given the chance to display their presentation with multimedia to deliver the content. A language of art cheat sheet will be provided to them to be able to use the right language appropriately.

Students with learning challenges will be given the opportunity to present their research with the help of their skilled peers and given extended time to present and research the topic.

Advanced or gifted students are going to provide me with a written essay on the topic.

Different reading levels: Will have research texts modified towards their abilities as well as Integrate online activities and learning platforms.

Objective: Students will be able to learn about others and themselves in the current cultural context of the modern world as well as historic ones through the use of creative endeavors in their collage-making project.

Prerequisite Skills: Students should have technical literacy using the internet for research as well as required applications to create their digital collage or to have basic skills of paper collage if they will do it manually.

Description: In this lesson students will be starting their collage based on their research. They will do this part of the project individually which is how they will be assessed.

This collage will be based on the historical artwork research they conducted in their groups.

Artworks with similar concepts are going to be shown in order to have an idea of what is expected.

A teacher-made example is also shown to allow students to understand the needed skill and level of creativity required to finish this artwork.

Differentiation:

ELL students will be given visuals and the teacher will give one on one support.

Students with learning challenges will be given extended time to work on their projects.

Advanced or gifted students are going to practice both digital and manual collage-making techniques.

Different reading levels: There is less reading in this lesson and more hands-on project-making.

Objective: Students will be able to make personal connections with visual art and be able to discuss personal elements in each artwork of a historical context or their own.

Prerequisite Skills: Students should be able to know the elements and principles of art and design.

Description:

The collage is finalized in this lesson.

Students’ collage projects will be assessed according to quality, design, and creativity.

Differentiation:

ELL students will be given visuals and the teacher will give one on one support.

Students with learning challenges will be given extended time to work on their projects.

Advanced or gifted students are going to practice both digital and manual collage-making techniques.

Different reading levels: There is less reading in this lesson and more hands-on project-making.

Objective: Students will be able to describe, judge, and evaluate artworks using the language of art that can be represented on a cheat sheet on screen by critiquing at least one peer artwork.

Prerequisite Skills: Students should be able to know how to use the Feldman Model.

Description: In this lesson students will be able to critique peers on the collage project using the Feldman Model which has been taught in previous classes.

A quick review of the Feldman Model through a presentation given by the teacher.

A mini gallery is created with all student’s artworks on display.

The teacher will give a sample critique of a student’s work to allow students to understand how the process is done

Students will take turns critiquing each other under the supervision of the teacher

Students are going to be assessed on their critique using the Feldman Model with the right vocabulary.

Differentiation:

ELL students will be given visuals and the teacher will give one on one support with a cheat sheet with all required vocabulary.

Students with learning challenges will be given extended time to critique their peers with the support and encouragement of the teacher.

Advanced or gifted students are going to critique several classmates.

Different reading levels: I will allow students to write down their critiques in a long-form after giving them examples and prompts then encourage them to read it out loud to work on their reading abilities.

Quick actions will be taken in order to ensure the general comprehension of the content. Students will be given several multimedia and technology options to ensure they are able to perform the tasks required accordingly. Understanding of content will be checked regularly and any misguidance will be corrected in the form of reteaching the lessons. Specifically, in the history of art, there are facts and elements that need to be addressed in order to comprehend the differences between cultures and different movements throughout history. Those facts are going to be retaught if necessary using different methods like showing educational videos and reintroducing new vocabulary using repetition and acquiring the terminology during the lesson.

Walking around the class and observing the quality of work produced in the collage-making is an essential way to gauge understanding of the new skill. They should be able to have basic knowledge of using these simple tools or digital applications before entering this lesson which will be covered in other prequel lessons.

My students will be given a choice of using digital or hands-on manual collage-making techniques. With that, I can review my activities according to who is best at what skill and encourage beginners to explore newer methods of making art.

I will provide an extension of activities to my gifted students and students who finish early in the format of exploring both manual and digital collage-making. They will be able to work on both skills to acquire knowledge in using both methods.

I will also encourage students with no prior knowledge to practice at home on their skills and look at collages from different movements to get inspired

Rubistar home. (n.d.). Retrieved November 23, 2022, from http://rubistar.4teachers.org/index.php

Think, pair, share. Kent State University. (n.d.). Retrieved November 23, 2022, from https://www.kent.edu/ctl/think-pair-share#:~:text=Think%2DPair%2DShare%20(TPS,sitting%20near%20them%20(PAIR).

High school art lessons. High School Art lessons. (n.d.). Retrieved November 23, 2022, from https://www.incredibleart.org/lessons/high/highlessons.html

Jordan, C. (2019, December 12). Art history glossary: 31 art terms to use when describing your art. Artists Network. Retrieved November 23, 2022, from https://www.artistsnetwork.com/art-history/art-history-glossary/

Wilde, R. (2018, April 2). Glossary of historical terms. ThoughtCo. Retrieved November 23, 2022, from https://www.thoughtco.com/glossary-of-historical-terms-3878418