o f the art criticism and proj-e cts. We still teach the skills
o f art-making, and we still
explore different cultures
and time periods. Lessons
are organized under a
larger umbrella of a Big
Idea, reinforced in activities.
This is more work
for me than getting out
materials and giving
project directions, but I
think it will make a big
difference in our enjoyment of class. I believe,
t oo, that expanding art
e xperiences beyond the trad itional art subjects and skills
will be key to keeping art in the
curriculum. To really understand
the reasons and fine points of Big
Ideas, you should read Rethinking
Curriculum in Art and Teaching
Meaning in Artmaking. I have a
feeling the journey is just beginning!
Grade Level Expectations (GLE’s)
are the state standards; the artworks
and other resources focus on the
artist’s Big Idea, rather than media,
techniques, and subject; and the
skills section helps me see what we
may need to spend time practicing
before doing a particular project.
“Sequential lessons” are brief, since
detailed lesson plans are separate.
The unit ends with one big project,
with real-world application, and its
own grading rubric. This final project should tie together all the skills
and questions we have studied.
References
Stewart, Marilyn and Sydney R.
Walker. Rethinking Curriculum
in Art. Davis Publications, 2005.
Walker, Sydney R. Teaching Meaning in Artmaking. Davis Publications, 2001.
How I Design a Big Idea Unit
I begin with an issue I want students
to consider, but you could begin
with an artist or project. I write a
statement or use a quotation, which
is more useable than a broad subject
(like “good and evil”). The rationale
section summarizes why I chose
this topic and why it is particularly
important for students. I list key
concepts to head up areas of exploration, which lead to the essential
questions. Students are motivated
best when they form their own questions and choose their own areas to
explore, but I write my own as well
to form the basis of inquiry.
Next, I formulate the unit objectives. They relate directly to the Big
Idea I want students to remember.
From this point on, I jump
around, working a little in each box.
Kathleen Day is an art teacher at Northeast Vernon County R- 1 Schools in Walker,
Missouri. She also teaches college theater
classes at night. neato23@sbcglobal.net
My Sample Unit
The sample unit, which you will
find online at schoolartsonline.com,
is for high school art levels one and
two, but the concept is applicable for
any grade level. A big issue middle-schoolers explore is “Successful
human relationships are important
for emotional happiness.” Elementary students might explore human
and pet relationships, or television
and values. The important thing for
any unit is that it be open-ended.
NATIONAL STANDARD
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and
processes to enhance communication of their experiences and ideas.
WEB LINK
www.davisart.com/Portal/Com-merce/ CommerceDefault.aspx?cur
Page=ProductDetails&productID=
469
A New Way of Teaching
Does this new method throw out
everything we’ve been using? Not at
all! Elements and principles are part
See a sample unit online!
www.schoolartsonline.com
