Unit and Lesson Standards, Goals, and Objectives Alignment

Standards
Comprehend Reflect Create Transfer
Prepared Graduate Competencies
Lesson 1,2 Lessons 1,2 Lesson 1,2
Use specific criteria to Create works of art that Transfer the value of
Lesson 1,2 discuss and evaluate articulate more visual arts to lifelong
Explain, demonstrate, works of art sophisticated ideas, learning and the human
and interpret a range of feelings, emotions, and experience
purposes of art and Lessons 1, 2 points of view about art
design, recognizing that Critique personal work and design through an Lesson 2
the making and study of and the work of others expanded use of media Identify, compare and
art and design can be with informed criteria and technologies. justify that the visual
approached from a arts are a way to
variety of viewpoints, Lessons 1 Lesson 1,2 acknowledge, exhibit
intelligences, and Recognize, articulate, and Develop and build and learn about the
perspectives implement critical appropriate mastery in diversity of peoples,
thinking in the visual arts art-making skills using cultures and ideas
Lesson 1,2 by synthesizing, traditional and new
Recognize, articulate, evaluating, and analyzing technologies and an
and debate that the visual information. understanding of the
visual arts are a means characteristics and
for expression Lesson 1 expressive features of
Recognize, demonstrate, art and design
and debate philosophic
Lesson 1, 2 arguments about the Lessons 2
Students will be able to nature of art and beauty Recognize, compare, and
analyze, interpret, and (aesthetics) affirm that the making
make meaning of art and study of art and
and design critically design can be
using oral and written approached from a
discourse. variety of viewpoints,
intelligences, and
perspectives

Lesson 2
Recognize,
interpret, and validate
that the creative process
builds on the
development of ideas
through a process of
inquiry, discovery, and
research
Lesson Objectives (Aligned to Blooms, Standards, Grade Level Expectations, Art Learning,
Literacy and Numeracy)
Lesson 1
Given examples of
artwork, swbat discuss
what inspired the
artists. (Blooms: their ideas. (parts to
Evaluating - Standard:
Transfer - GLE: Viewer
and patrons make
person meaning and
infer artistic intent - Art
Learning: Art and
Culture - Literacy)
Lesson 2
Given examples of
artwork, swbat discuss
what the difference
between different
cultures masks, and why
they might have been
made. (Japanese, Inuit,
Native American,
Chinese, African, and
Italian.) (Blooms: features and
Evaluating - Standard:
Transfer - GLE: Viewer
and patrons make
person meaning and
infer artistic intent - Art
Learning: Art and
Culture - Literacy)
Lesson 1
Given prompts students
will be able to create
sketches that synthesize
expresses identity in a
whole) (Blooms: Create - 3D form. (Blooms:
Standard: Reflect - GLE:
Evaluative criteria is used
when responding to works
of art. - Art learning:
Ideation - Literacy)
Lesson 1
Using their artwork
students will be able to
explain their artistic
choices in design that
express identity. (Blooms: plaster mold techniques,
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics. - Art
learning: Expressive
used in traditional,
characteristics in art -
Literacy)
Lesson 2
Using their artwork
students will be able to
explain their artistic
choices in design that have
a purpose. (Blooms:
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics.
Lesson 2
Given prompts students
will be able to create
sketches that represent
purpose behind their
design. (parts to whole)
(Blooms: Create -
Standard: Reflect - GLE:
Evaluative criteria is used
when responding to works
of art. - Art learning:
Ideation - Literacy)
Lesson 1 Lesson 1
Using pinch,coil, and/or Given examples of
slab techniques, swbat artwork, swbat discuss
create an artwork that what inspired the
artists. (Blooms:
Evaluating - Standard:
Creating - Standard: Transfer - GLE: Identify,
Create - GLE: Materials compare, and justify that
and processes can be the visual arts are a way
used in traditional, to acknowledge, exhibit
unique, and inventive and learn about the
ways - Art Learning: diversity of people,
tools and procedures - cultures, and ideas - Art
literacy) Learning: Art and
Culture - Literacy)
Lesson 2
Given painting and Lesson 2
Using their artwork
swbat create a mask that students will be able to
expresses a explain their artistic
purpose.(Blooms: choices in design that
Creating - Standard: have a purpose.
Create - GLE: Materials (Blooms: Analyse -
and processes can be Standard: Transfer -
GLE: Transfer the value
unique, and inventive of visual arts to lifelong
ways - Art Learning: learning and the human
tools and procedures - experience.
literacy
Lesson 2
Given examples of
artwork, swbat discuss
what the difference
between different
cultures masks, and why
they might have been
made. (Japanese, Inuit,
Native American,
Chinese, African, and
Italian.) (Blooms:
Evaluating - Standard:
Transfer - GLE: Identify,
compare, and interpret
works of art derived
from historical and
cultural settings, time
periods, and cultural
contexts. - Art Learning:
Art and Culture -
Literacy)
Lesson 2
Using their artwork
students will be able to
explain their artistic
choices in design that have
a purpose. (Blooms:
Analyse - Standard: Reflect
- GLE: Artists make
connections amongst
different art features and
characteristics.