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Author
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Caroline Morais dit Murray
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Title
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What's your Inspiration?
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Grade Level
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Ten
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Subject Area
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Visual Art
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Overview of unit/lessons/activities (assumptions of
prior knowledge/learning)
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Students come to Visual Arts Ten with a wide
variety of prior knowledge in Visual Arts, some students have visited the
Louvre to see some of the greatest art works in the world and still others
have watched their grandfathers carve ducks out of wood or grandmothers who
quilt for the charity. Through a process of exploration students will
discover and broaden their knowledge of art so that all students are on a
level playing ground when entering Visual Arts Eleven.
Through the use of Inspiration and Internet Research students will gain
knowledge of the historical context of Fine Arts. Working
in groups of two students will choose a period from an Art History Timeline
and create a time-line map to convey their collected information.
Lesson One: Review of the different Concept maps that students could
use to complete their Inspiration Project. An overview of the webpage
assigned. An overview of the assessment rubric.
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Correlations to ICT and curriculum outcome
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Understanding and Connecting Contexts of Time, Place, and
Community
Students will be expected to respect the contributions to the
arts of individuals and cultural groups in local and global
contexts and to value the arts as a record of human experiences
and expression. |
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UC 4.3 explore the role of
artists and the arts as they inform, define, and cause us to
question and reflect |
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UC 4.4 demonstrate an
understanding of how individual and societal values affect our
response to visual art |
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UC 4.6 demonstrate
knowledge of artwork from different cultures and periods in
history
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Students will be expected to examine the
relationship among the arts, societies, and
environments |
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UC 5.1 explore other arts
disciplines to inform their art making |
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UC 5.2 analyse personal,
social, cultural, and physical environments as a basis for
visual expression |
Perceiving and RespondingStudents
will be expected to understand the role of technologies in
creating and responding to expressive works.
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PR 7.3
demonstrate an understanding of the direct influence
expanding technology has had and continues to have
on the individual and society |
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ICT OUTCOMES
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Basic Operations and Concepts |
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BOC 12.1 (relates to 9.1 – 9.4) use a
wide variety of technology, demonstrate a clear
understanding of technological applications, and
consistently apply appropriate technology to solve
curriculum problems. |
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Social, Ethical, and Human Issues |
PTS 12.1 (relates to 9.1) use electronic
planning software to support the development and analysis of
efficient, personal study and research plans independently
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PTS 12.3 (relates to 9.3, 9.4) write and
represent their research using the structures, features,
conventions, and techniques of specialized publication and
presentation formats with growing fluency |
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PTS 12.5 (relates to PTS 9.6 and RPSD
9.2) create electronic charts, tables and graphs; and
design, create, and manipulate spread sheets and databases,
as part of the process of collecting, analyzing, and
displaying data independently |
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CT 12.3 (relates to 9.1) design and
create electronic documents to accomplish curricular tasks |
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CT 12.4 (relates to CT 9.3) discover,
share and reflect upon their own and others’ cultures,
values, and understandings as they are expressed in
electronic and other formats |
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CT 12.5 (relates to 9.1 – 9.3) use
multimedia hardware and authoring software to develop
non-linear, interactive presentation. |
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Social, Ethical, and Human Issues
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SEHI 12.1 (relates to 9.1 – 9.4) behave
ethically and with accuracy as they generate and distribute
information about themselves, others, and curriculum topics
under study |
Research, Problem Solving, and Decision Making
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RPSD 12.3 (relates to 9.3 – 9.8)
evaluate and organize ideas and information from a
wide range of media and a variety of sources to meet
their curriculum needs efficiently and independently |
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RPSD 12.4 (relates to 9.7)
identify the strengths and limitations of different
approaches to research, and select those approaches
which efficiently meet their learning needs |
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Projected timeline for preparation and for carrying
out activities
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The entire unit from beginning to end including the viewing of each students
work will depend on the number of students and the availability of computer
use. |
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Equipment Requirements: (computers, software, etc)
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Inspiration software, Word, Computer Lab, printer and internet access. |
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Teaching materials provided (Blacklines,
worksheets, templates, teacher materials)
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Different types of Concept maps presented on overhead for student
information.
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Resources available for teacher/student use
(websites, references, etc)
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Timeline modern & contemporary art artists by movement, school,
style, period
http://the-artists.org/art-movements.cfm |
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Student products expected
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Students are expected to create a concept map profiling the period of art
that they have chosen giving examples of work sited.
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Samples (include teacher notes, assessment information,
student work if available)
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Logistics (organization, grouping, management
issues, access to technology)
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If possible use the
computer lab so that all students can work on this together. If lab is not
available have students use the classroom computers. Student should be
familiar with Inspiration and Word. |
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Assessment information (e.g., rubrics for products
and/or process)
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CATEGORY
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Arrangement of
Concepts |
Main concept easily
identified; sub concepts branch appropriately from main idea |
Main concept easily
identified; most sub concepts branch from main idea. |
Main concept not clearly
identified; sub concepts don’t consistently branch from main idea. |
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Links and Linking
Lines |
Linking lines connect
related terms/point in correct direction; linking words accurately
describe relationship between concepts; hyperlinks effectively used |
Most linking lines connect
properly; most linking words accurately describe the relationship
between concepts; most hyperlinks effectively used. |
Linking lines not always
pointing in correct direction; linking words don’t clarify relationships
between concepts; hyperlinks don’t function or fail to enhance the
topic. |
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Graphics |
Graphics used appropriately;
greatly enhance the topic and aid in comprehension; are clear, crisp and
well situated on the page. |
Graphics used appropriately
most of the time; most graphics selected enhance the topic, are of good
quality, and are situated in logical places on the page. |
Graphics used
inappropriately and excessively; graphics poorly selected and don’t
enhance the topic; some graphics are blurry and ill-placed. |
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Content |
Reflects essential
information; is logically arranged; concepts succinctly presented; no
misspellings or grammatical errors |
Reflects most of the
essential information; is generally logically arranged; concepts
presented without too many excess words; fewer than three misspellings
or grammatical errors. |
Contains extraneous
information; is not logically arranged; contains numerous spelling and
grammatical errors. |
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Text |
Easy to read/ appropriately
sized; no more than three different fonts; amount of text is appropriate
for intended audience; boldface used for emphasis. |
Most text is easy to read;
uses no more than four different fonts; amount of text generally fits
intended audience. |
Font too small to read
easily; more than four different fonts used; text amount is excessive
for intended audience. |
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Design |
Clean design; high visual
appeal; four or fewer symbol shapes; fits page without a lot of
scrolling; color used effectively for emphasis. |
Design is fairly clean, with
a few exceptions; diagram has visual appeal; four or fewer symbol
shapes; fits page well; uses color effectively most of time. |
Cluttered design; low in
visual appeal; requires a lot of scrolling to view entire diagram;
choice of colors lacks visual appeal and impedes comprehension. |
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Possible extensions
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Each student may now choose one artist and create a presentation using Photo
Story or Pinnacle. |
