Overarching Concept for the Lesson/Unit: Harmony

Grade Level: High School 9-12

 

Essential Questions: 

How can we define harmony? What makes harmony important or desirable? Who defines harmony in the case of an artwork, the creator or its audience? Is harmony found in the end result, or in the process of creation? How does material fit into the idea of harmony?

 

Standards:

VA:Cr2.3.HSIII
Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

VA:Re7.2.HSIII

Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

VA:Cn11.1.HSIII

Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

 

Objectives: 

Students can compare events happening in other parts of the world during the Ming dynasty. Students can discuss characteristics of Ming dynasty furniture. Students can describe aesthetic features of wood by creating an observational drawing of wood grain. Students can interpret the mortise and tenon joint by creating a prototype piece of furniture out of recycled and found materials.

 

Assessment Instruments:

observation - mind map, timeline discussion
video interview
reflection

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