DRAFT: This module has unpublished changes.

Strategies for Embedding Instruction: High School Proficient

 

Performance Standard One: Students examine and respond to a body of contemporary artworks and compare the themes of the artwork to social, cultural, or political issues in their own lives and in their local and global communities.

 

Responding

Interpret

  1. In collaborative groups, students observe and respond to a diverse selection of contemporary community public art that exemplifies a range of contemporary practices while walking through a variety of neighborhood places, noting natural and constructed spaces, researching display history and artist’s intended purpose (2 hours).
  2. In collaborative groups, students interpret public artworks by analyzing how subject matter, visual elements, formal composition, media and relevant contextual information interact to convey meaning (.3 hours).
  3. In collaborative groups, students investigate how these contemporary artists engage in artistic practice, considering their use of materials, approaches to content, and how they choose to present their public artworks for an audience (.3 hours).
  4. Students discuss and record the moods and feelings created by the artworks and interpret the display space of the public art (.3 hours).
  5. Students observe and record non-classmate viewer interaction within the created public art display space by revisiting the neighborhood public art and recording observations through observational sketches, recorded interviews, photography or filming (.5 hours).
  6. Students interview non-classmate viewers within the created display space, comparing and contrasting their own interpretations of the space with other viewers (.5 hours).
  7. Students connect how context, history and traditions have shaped works of art (.5 hours).
  8. Students explore how life experiences influence the viewer’s perception of art (.5 hours).
  9. Students speculate and record their analysis regarding the original intent of the artist upon his/her audience and compare original intent with how the public art is perceived (.3 hours). 

Perceive/Analyze

  1. Students identify approaches for shaping interpretations (.3 hours).
  2. Students analyze responses to works of public contemporary art (.3 hours).

Performance Standard Two: Students choose a contemporary art making approach, plan an artwork that investigates meaning relevant to a current theme or idea, and document the art making process.

 

Creating

Experiment/Imagine/Identify (.5 hours)

  1. Students examine and identify themes in public contemporary artworks.
  2. Students summarize the themes in public contemporary artworks. 

Investigate/Plan/Make (3.5 hours)

  1. Students review what they have learned about contemporary public artworks and contemporary artistic practice.
  2. Students discuss themes and ideas they might explore in their own artworks, focusing on how their artwork reflects a social, political or cultural issue relevant to them.
  3. Student plan, experiment and shape an artistic investigation on a social, cultural or political issue.
  4. Students select and use a contemporary art making approach to create a new work of art.

Reflect/Refine/Continue (2 hours)

  1. Students share, explain, and discuss in-progress artwork.
  2. Students critique and use feedback to make decisions about revising and/or refining artwork.
  3. Students compose an artist statement.

Performance Standard Three: After in-progress critique based upon relevant criteria, students revise and complete their artwork and provide an artist statement.

 

Presenting

Select/Analyze (1 hour)

  1. Students identify and apply criteria for selecting art and artifacts for an exhibit or display.
  2. Students explain reasons for selecting key art and artifacts for an exhibit or display.

 Prepare/Curate (1 hour)

  1. Students investigate and identify a site or space for installing an exhibit or display.
  2. Students compare a variety of factors and methods when planning an exhibit or display.
  3. Students visually and/or verbally document the process of generating ideas for their artwork exhibit.
  4. Students reflect upon and use art vocabulary to write about their decisions in terms of how their ideas reflect issues regarding social, cultural or political issues important to their local or global community and how their choices were inspired by the neighborhood public artworks they encountered.

Exhibit/Share (3 hours)

  1. Students work with others to plan and create a physical and digital exhibit of selected works of art and/or artifacts for an identified audience.
  2. Students evaluate what they learned from the process of curating and presenting the exhibit or display.
DRAFT: This module has unpublished changes.