The Top Ten Artists Unit Plan and Lessons
 

Standards
Standards Addressed in this unit:

9.1.3 D	Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.2.3 H	Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
9.3.3 A	Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast, Analyze·/ Interpret/Form and test hypotheses, Evaluate/form judgments
9.4.3 D	Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities
R3.A.1.3.1	Make inferences, and draw conclusions based on information from text.
M3.E.1	Formulate or Answer Questions that can be addressed with data and/or organize, display, interpret or analyze data.

Established Goals:
Diversity of artistic expression is influenced by cultural, historical and social contexts.

Standards	(Content Indicators) Student will know:	(Performance Indicators) Student will be able to:
9.1.3 D	Various techniques that were utilized by select Pennsylvania artists, such as Cassatt, Griffin and Warhol.	The students will create and exhibit works of art that reflect the style of Pennsylvania artists.
9.2.3 H	Works of select Pennsylvania artists by the cultural, historical and social influences within each work.	a) Students will participate in activities in which they will identify, compare and construct images. b) Students will be Introduced to Pennsylvania artists by playing a matching game. c) Students will solve image puzzles of selected works of art. d) Pair characters from two different works of art to create a cultural or historical themed dialogue.
9.3.3 A	Critical processes of compare/contrast and analyze.	a) Students will analyze artworks of Pennsylvania artists in order to determine the time period in which each were produced. b) Students will compare/contrast the works in order to determine similarities and/or differences.
9.4.3 D	Artists' choice of subject matter is influenced by cultural, historical and social themes of their time. (War, family life, pets, portraits, religion)	Students will create a unique artwork that identifies a cultural, historical or social theme.
R3.A.1.3.1	Art can transform literature into visual imagery.	Students will create a work of art based on a select reading. (Children of the Longhouse & The Winter People)
M3.E.1	Organizing dates in chronological order, plotting artwork on charts and grouping numerical data can better inform the viewer about art.	a) Students will place the game pieces, which contain images of artwork, in chronological order. b) Students will plot images on a timeline chart. c) Students will compare numerical data and group artists/artwork according to historical events in order to view similarities and differences in the works.

 

LINK TO LESSON PLANS FOR THIS UNIT Formative Assessments are located within each lesson.

Assessment

Summative Assessment (Final Assessment at the end of the unit.)

Based on a personal experience, students will create a work of art that reflects a cultural, historical or social theme. This theme should be informed by the study, observation and analysis of data surrounding the works of Pennsylvania artists. The artwork should include a technique or subject matter relating to the works of Pennsylvania artists. The final exhibited artwork and accompanying written responses will reflect the diverse personal experiences of each student.

Summative Rubric
Criteria	Advanced	Proficient	Basic	Below
Theme	All aspects (fashion, environment, appropriate characters) of the artwork reflect a specific, cohesive cultural, historical, or social theme.	The artwork reflects a clear cultural, historical or social theme.	The artwork reflects an unclear theme but is emerging.	The theme in the work is unrecognizable in the artwork.
Technique / Subject matter	Student has identified more than one Pennsylvania artist and has effectively synthesized the technique of that artist with the subject matter of another.	Student has identified a Pennsylvania artist by selecting an appropriate technique or subject matter.	Student has identified a Pennsylvania artist but shows minimal understanding of the artist's technique or subject matter.	Students chosen Pennsylvania artist is unidentifiable. Technique and/or subject matter is unclear or unrelated.
Personal Experiences	Personal experiences are unique and clearly evident in the work. The writing expands upon those personal experiences.	Personal experiences are contained in the work. The writing reflects those personal experiences.	Personal experiences are somewhat evident in the work. The writing explains those personal experiences in little detail.	Personal experiences are unidentifiable in the work. Their writing is unrelated.

Correctives/Enrichments/Vocabulary/Materials

Unit Correctives / Remediation: (Activities for students who have not reached proficient or advanced level)	Project can be broken down into parts (chunking). Students can create smaller, separate works that each addresses a different criterion on the rubric. Allow extra time for students to work. Provide one-on-one or small group instruction.
Unit Extensions / Enrichment: (Enrichment activities for students who have reached proficient or advanced level)	Students will photograph their work which will be transformed into a postcard (by filling out the back) to be sent home.
Vocabulary	compare contrast timeline influence technique theme
Materials	Teacher	Student
	Poster size images/prints of Pennsylvania artists (or projector for displaying images) Palm Website www.pennartists.com References Bruchac, Joseph. Children of the Longhouse. 1st ed. New York: Puffin Books, 1998. Bruchac, Joseph. The Winter People. 1st ed. New York: Dial Books, 2002.	pencil pen paper for final project graph paper PA map PA Matching Game - Free Online www.pennartists.com Large reproductions of PA artists artworks. Copies of PA artwork for each group (cut into puzzle pieces) Envelopes to contain puzzle pieces for each student Scissors Posterboard paper for timeline Images from matching game of PA artists to place on timeline writing paper sketchbook/journal checklist for summative project tempera paint: various colors brushes paper towels water cups markers printing ink brayers printing plates Select passages from: Bruchac, Joseph. Children of the Longhouse. 1st ed. New York: Puffin Books, 1998. Bruchac, Joseph. The Winter People. 1st ed. New York: Dial Books, 2002.