Unit Title: Characterization: Personal Effects Subject/Topic Area: Identifying character traits through the creation of a still-life Key

Words: Characterization, still-life, personal effects, value, sighting, perspective, contrast Brief Summary of Unit: Students will create a character or persona (real or fictional) based on their validation of items chosen for a still-life. We will start the unit by looking at other still-lifes and creating narratives from their objects. We will also practice some sighting and value techniques as review for the project. Stage 1-Identify Desired Results Established Goals: Students will learn to tell a visual story through objects. They will be able to read anothers still-life as well as validate their own choices.

Recognize and value the connection between the arts and their own lives and environments (NE Frameworks). Be able to communicate proficiently in at least one art form (National Standards). Be able to develop and present basic analyses of works of art (National Standards).

Essential Questions: How do we make judgments on a person based on their personal effects? How do authors/musicians/movie directors create a sense of character so quickly? Could someone tell much about your identity based only on objects that you own? What is the difference between a character/persona and identity? Understandings: Students will understand that characterization based on limited information is around them in their lives and environments all the time. Students will be able to create a conceptual work of art in one medium that can be read and validated in many ways. Students will understand that several different analyses can be made for one piece of art.

Stage 2-Determine Acceptable Evidence Performance Task: Students will create a charcoal-erasure still-life that tells a narrative about a character. It will also show their understanding of perspective and value. Other Evidence: Compare and contrast the depth of narrative that students provide for beginning examples and for the final drawings done by their peers. Assessment of sketchbook assignments for value, sighting, and thumbnail sketches of composition and narrative.

Student Self-Assessment and Reflection: What kind of person am I trying to portray through my still-life? What might others think of my character through what they see? Does my choice of characterization reflect on my own identity in any way?

Stage 2-Assessment Task Blueprint What understandings or goals will be assessed through this task? Student understanding will be assessed through their ability to: Recognize and value the connection between the arts and their own lives and environments (NE Frameworks). Communicate proficiently in at least one art form (National Standards). Develop and present basic analyses of works of art (National Standards).

What qualities must student work demonstrate to signify that standards were met?

Students have thoughtfully chosen objects to represent a character, real or fictional, and are able to explain how their art contains a narrative. The work will be conceptual and contain a narrative, but will also demonstrate proficiency in perspective and value. Students will be able to read the works of their peers and offer explanation of their own choices of objects and composition.

What student products and performances will provide evidence of desired understandings? Technical skills with perspective and value Students will have brief sketchbook assignments over perspective through sighting and value to assess whether or not they are able to move on with the project Formative Daily observations and informal checks of understanding Talking to students about their work and asking essential questions will give insight to their understanding. Reading/Critique of final works Students will be able to provide readings of their peers work, as well as provide explanation for some of their own artistic choices. Formative Self-assessment and still-life final evaluation Evaluation will come through their explanation of characterization in their work and their use of perspective and value. Summative

Formative

Stage 3-Plan Learning Experiences Sequence of teaching and learning: 1. Begin lesson by looking at still-life examples from different time periods and cultures. Have students discuss who they think the objects belong to and provide explanations for their answers. Do this in a large-group first, and then move on to small groups. Come back to a large group to discuss essential questions: How do we make judgments on a person based on their personal effects? How do authors/musicians/movie directors create a sense of character so quickly? Could someone tell much about your identity based only on objects that you own? What is the difference between a character/persona and identity? W, H 2. Discuss the culminating unit: present the performance task and review the rubric. E1 3. Idea development: individually or in small groups, students will list ideas for characters (real or fictional) and possible identifying personal effects to bring in for the still-life. Students can also look around for still-life objects to use from the classroom. W, T 4. Sketchbook assignments during the lesson (or before, if time allows) will be over perspective through sighting and value. Students who demonstrate proficiency will be allowed to move on to the project. Those who do not will be given more one-on-one attention to work on those skills. R, O 5. Work on final project, review of perspective and value to make revisions as needed. R, O 6. Have students complete self-assessment. E2, T 7. Conclude the unit with a reading/critique as a class. W, E2 W-Where are we going? Why? What is expected? H-How will we hook and hold student interest? E1-How will we equip students for expected performances? R-How will we help students rethink and revise? E2-How will students self-evaluate and reflect on their learning? T-How will we tailor learning to varied needs, interests, styles? O-How will we organize and sequence the learnings?

Materials Needed: Paper Charcoal sticks Soap erasers, eraser tips, gum erasers Powerpoint with examples Sketchbooks for review practice

Still-Life Examples: Roy Lichtenstein Still Life with Lamp Ralph Goings Donut Frida Kahlo Fruits of the Earth Audrey Flack Chanel Audrey Flack Marilyn (Vanitas) Pablo Picasso Still Life with Mandolin and Guitar

Summative Assessments for Final Still-Life Value 1 Student has a limited range of values. At least 3 are detected, but may not be throughout the work. 2 Student has a limited range of values, at least 3 shades throughout the work. 3 Student has a limited range of values. Approximately 4 shades are detected, but may not be throughout the work. 4 Student creates a range of values. At least 5 shades are detected, but may not be throughout the students work. 5 Student applies a range of values. At least 6 or more shades are detected throughout the work.

Perspective 1 Perspective and proportions appear to be inaccurate throughout the entire piece. 2 Perspective and proportions appear to be inaccurate for more than half of the drawing. 3 Perspective and proportions appear to be accurate for more than half of the drawing. 4 Perspective and proportions appear to be accurate for 80% or more of the drawing. 5 Perspective and proportions appear correct throughout the entire piece.

Concept 1 Still-life objects appeared to have been chosen and arranged with little meaning. Student had a very vague idea of who their character/persona was and was unable to explain their ideas. 2 3 Still-life objects were chosen and arranged with meaning that was unclear to some. Student had an idea of who their character was, but explained their ideas in a somewhat unclear manner. 4 5 Still-life objects were thoughtfully chosen and arranged. Student had a clear idea of who their character/persona was and how the objects expressed that person, and was able to explain their ideas.

Self-Assessment for Final Still-Life Name: ____________________________________________________ Period: __________________ How well did you use charcoal-erasure, sighting, and value? Circle one and justify your answer. Standards: Perspective D Does not meet C Approaches, B Meets and proportions appear standards but does not standards. accurate throughout the meet standards drawing. Several values Completes project, Completes Demonstrates skill are used in the drawing. but does not reach project, reaching acquisition and Objects were minimal level of minimum level of understanding of thoughtfully chosen and skill skill assigned arranged. objectives Please explain why you circled the grade you did, support with evidence: A Exceeds standards Confidently incorporates skills and sensitivity to produce intended outcome

1. What kind of person are you trying to portray through your still-life?

2. What might others think of your character based on what they see?

3. Does your choice of characterization reflect on your own identity in any way?

4. What part of your still-life do you like best and why? What would you change if you could re-do this project and why?

5. Is there anything about this project you dont understand? Answers will NOT affect your grade.