Overarching Concept for the Lesson/Unit: Passage of Tim

Grade Level: 6

 

Essential Questions: Why are sketchbook habits important? What are the materials that should be kept in this visual record? Why would someone make this kind of visual record? What can be learned from doing this kind of record-keeping? What forms can this document take?

 

Standards:

VA6.CR.6 Keep an ongoing visual and verbal record to explore and develop works of art. a. Collect and explore inspirational images, words, thoughts, and ideas.
b. Maintain instructional information, consult resources, and create notes.
c. Practice techniques using a variety of media and tools.
d. Compose preliminary sketches and drafts.

VA6.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy. a. Write responses to works of art through various approaches.

VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

1. Demonstrate a variety of skills and techniques for two-dimensional and three-dimensional works of art.

2. Demonstrate quality craftsmanship through proper care and use of tools, materials, and equipment.

3. Utilize and care for materials, tools and equipment in a safe and appropriate manner.

VA6.CR.1 Visualize and generate ideas for creating works of art.
a. Visualize new ideas by using mental imagery and visual imagery.
b. Explore essential questions, big ideas, and/or themes in personally relevant ways.
c. Incorporate a variety of internal and external sources of inspiration into works fo art (e.g. internal inspiration - moods, feelings, self-perception, memory, imagination, fantasy; external inspiration - direct observation, personal experience, events, pop culture, artists and artwork from diverse cultures and periods).

d. Formulate and compose a series of ideas using a variety of resources (e.g. imagination, personal experience, social and academic interests).

e. Document process (e.g. journal-keeping, sketches, brainstorming lists).

VA6.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.
a. Recognize the presence and meaning of visual art in the community.
b. Explore the connections between personal artistic creation and one’s relationship to local

and global learning communities.
c. Make interdisciplinary connections, expanding upon and applying art skills and knowledge

to enhance other areas of learning.

 

Objectives: 

In terms of a visual record, students can identify the kinds of items to save and store. Students can discuss what was chosen to include, and justify these choices. Students can explain how making this record aided in art making.

 

Assessment Instruments:

checklist/worksheet
discussion
before and after critique activity about Benny Andrews’ “Utopia”

observation

critique - speculation on the artistic process