SchoolArts Magazine

February 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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ARTISTIC BEHAVIOR UNIT PLAN TEMPLATE 1. INSPIRATION For this section, the teacher will present the overarching concept. They may show examples of artists and artwork or even student work. For example, the unit Artists Solve Problems asks students to look at how artists confront, overcome, and incorporate limitations and then create a work of art with a self-imposed limitation. Write your overarching concept ideas here: Artist Examples Select artist examples that approach the unit in a range of different ways. It is best to include both still images as well as short videos when possible. For example, for the unit Artists Solve Problems, artists to introduce might include Phil Hansen or Oliver Herring. Write your artist examples here: Essential Questions To get students started in thinking about the topic, you may consider asking Essential Questions. These may be addressed now and again as part of the reflection section. For example, an Essential Question for the unit Artists Steal might be: What is the difference between copying someone's idea and being inspired by someone's work? How are stealing and copying different? Write your Essential Questions here: 2. DESIGN During the design phase, students may be introduced to mini-lessons or short challenges. The purpose of these c hallenges is to further introduce students to the concep t through hands-on methods. These activities should o nly take a day or two to complete. For example, fo r Artists Steal, students may be challenged to reimage an animated character. Students select a cartoon characte r they wish to reimage. This is achieved by determining a fundamental characteristic (personality, clothing, time period) that they will change. Another variation is to us e two characters and create a mash-up. Write your short challenge activities here: Brainstorming As part of the design phase, the teacher may encourage students to participate in brainstorming activities. These activities may be group, individual, or both. For example, a brainstorming activity for the unit Artists Collect & Synthesize may ask students to consider all the ways and places collections come from and then use a graphic organizer to explore their answers. Write your brainstorming activities here: 3. CREATION After students have been inspired by several of the artists and completed the design challenges, they should hav e a considerable understanding of the artistic behavio r y ou are presenting. At this point, they should be able t o create an original work of art. The creation phase is the t ime for students to work on their final product. 4. REFLECTION The student has finished working through the lesson. In this section, the student should reflect on and analyze the learning that has occurred. Student reflection and assessment may be presented through multiple methods including blog posts, Google slides or slideshow presentations, Seesaw, and class critique. Students may revisit the Essential Questions asked during the inspiration phase, or you may choose to present students with a list of writing prompts to assist with their reflection. For example: How did you use your own unique ideas in your work? What did you intend this artwork to say? How did you respond to challenges that occurred as you worked? Write your reflection activities and writing prompts here: UNIT TITLE Begin by selecting a unit title based on the way artists think or work. For example: Artists Solve Problems, Artists Collaborate. Write your Artistic Behavior Unit title here: Artists SCHOOLARTSMAGAZINE.COM 13

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