Mt. Washington Valley School To Career Partnership

Project-Based Unit

Title of Unit understanding art design and its uses

Subject Area	Grade Level	Time to Complete
Art	k-6 (different forms for grade level)	2 art classes of 1 hr. each

Author’s Name	School Address	Phone, E-mail
Lee Middlekauff	Madison Elementary School RT. 113 Madison, NH	603-367-4642

Framing Question

[Insert your framing question and sub-questions (if applicable) here.]

Where do people use art knowledge around us, and are the art related designs good?

Workplace or Community Context

[Describe the "real world" context for your project here.]

Concepts taught in art are used all around us, in ways that are good and bad. By seeing where art is used the students will be able to critique their world and also be able to critique their own work according to a set of standards learned.

The Project
Overview

[Describe, in detail, what the students will do and/or produce for the project here.]

The students will be critiquing examples of art related items they I have provided and that they have collected. ( ex. Photographs of sculptures, buildings, actual photographs as art, pictures of signs in their town, magazine ads, and film stills from movies they like.) The critique of the art related items will involve using a rubric that describes standards that I have designed that demonstrate a good art related design.

Alignment with New Hampshire Curriculum Frameworks

[In the table below, list frameworks and describe which component of your project addresses each framework.]

Framework	How it is addressed in your project
Students will understand that their world is filled with different forms of art and that each of these forms uses similar set of standards to be interpreted.	Students think and discuss in groups where there is art around them. Students will then discuss as a group, if there are others and how to we tell if they are art works.
2. The students will gain an understanding of the four standards that include *focus, variety, space,* and *unity.*	The above questions will evoke the discussion of the four standards, their meanings and why they are essential to a good art work.
3. The students will be able to interpret and critique art according to the four standards.	The collecting of art and critiquing according to a rubric.
4. The students will be able to analyze their own art works in future art classes according to these standards.	Further projects and the grading at the end of the project.

Timeline

[In the table below, break your project down into achievable steps or milestones and describe each. Also, in sequence, list and describe classroom and workplace activities that support your project.]

Project Step or Supporting Activity	Description
Listing as many examples of art	Groups make the list and present their list to the larger class with justifications
Teaching of the standards	Lecture, examples, and student discussion
Critiquing of the found examples according to standards	Individually students will critique examples and we will calculate grades for each example
Conclusion : Is there a similarity between individual grades? Are the " bad" art examples more obvious? Does personal opinion of an art work tie in to the grading? FUTURE: The students will take these standards and apply them to their work inn both the classroom, art class, and their interpreting of the world around them.	Hopefully through discussion the students will realize that an art work may be "good" according to the standards, but be not liked personally and vise versa.

Project Resources

[Include published curricula, texts, lessons you developed, materials, technology, people and places that you will use as resources for the project-based unit.]

Local businesses, printing places, architects, landscapers, artists, examples of art works- stores in the town to be critiqued.

Assessment

[Describe, in detail, how you will assess the project. Include rubrics that you will use to score student products.

The students will be graded according to group work rubric, and according to the thoroughness of their presentations in class.

Art works will be critiqued according to art standards rubric.

Final assessment will happen over a longer period of time as I observe the standards present in their own art work in art class and the visual projects they use in their other classes.

Implementation Plan

When do you plan to implement your project-based unit?
First thing this year for all grades in some form or the other. Ideally this would end up creating a new way of following the curriculum and changing the traditional view of art as a separate discipline unique to itself to a new view as a discipline that exists in the presentation of work done in all fields.
List the steps you need to take to implement your project-based unit. Include approximate meeting dates with your peers and your project-based learning consultant.

teaching of the standards in art class.
At different grade levels in art the students will be learn other art techniques to enhance the standards-the connection to the current curriculum.
The standards will be presented to the classroom teachers so they know what level the student’s visual work and projects should reach.
The part that I need to work on is a way to factor in to the standards knowledge of different art concepts at each grade level.

RUBRIC OF ART STANDARDS

	NOVICE-1	BASIC-2	PROFICIENT-3	ADVANCED-4
FOCUS	Includes unnecessary items, shows no understanding of purpose	Shows some attention to purpose, yet has some items that distract from meaning	Subject and purpose clear	Uses innovative ways to enhance purpose (ironic connections, humor, alternative approaches
VARIETY	All elements are the same, no change in color, sizes of obj. etc.	Some change in elements, most is handled in the same way	Wide range of approaches, with changes in elements such as color shades, line thickness, etc.	Unique changes of elements, attention to subtle changes within elements, alternative arrangements of elements
SPACE	No thought to the placement of objects and elements Large empty areas	Some spaces used and planned, but most untouched or considered	All space used and considered	Uses space in alternative ways, (ex. Making empty space important), dividing space into smaller spaces, using similar standards
UNITY	No connections between elements	Some elements and items connect, but most is unconnected	Everything in the art work ties together	Multiple ways to connect items-subtle connections

Mt. Washington Valley School-to-Career Coordinator
PO Box 1066 Conway, NH 03818 Phone/Fax: 603-447-2350