• B.V.1.1: Use art vocabulary when discussing art and artistic styles.

• B.V.1.2: Apply the Elements of Art and Principles of Design to create art.

B.V.2: Apply creative and critical thinking skills to artistic expression.

• B.V.2.3: Create personal, symbolic expressions as a means of communication (original, visual language).

B.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts.

• B.CX.1.3: Understand how art is used to document human experience.

• B.CX.1.4: Interpret art in terms of cultural and ethnic context.

• WH.B.1.1 Deconstruct societies and institutions around the world in terms of the ways in which they were shaped by art, literature, philosophical thought, and religion, now and in the past

Visual Arts

• Composition Rules

• Color Theory

• Painting skills

• Observational skills

• Perspectives and Space

• Various Mediums

• Personal Expression through Art

• Art Movements in the local community

• Cultural Art (worldwide)

World History

Examples of art, music, and literature that express the beliefs and values of the local community and their history:

• North American Art (Folk Art, Native American Art, African American Art, Mexican-American Art)

• World Art (include art from specific nationalities that students are a part of)

Visual Arts

• Artists use the Elements of Art to create a visual language that effectively communicates, through the Principles of Design, the human experience.

• Artists apply Critical thinking to create art that translates personal experience and relates to current cultural context.

• Artists strive for an expressive personal style that transcends cultural, historical, and ethnic contexts through symbolism and creativity.

• Artists examine global, historical, societal, and cultural contexts and incorporate them into their art to display human experience through a more personalized lens.

  
  

World History

• Art, music, and literature unite people around shared cultural expressions that contribute to the development of societies and their institutions.

• Artists have shaped history through art movements that define culture and identity by challenging the foundations of developed societies through their fresh perspectives of values, norms, and social hierarchies.

• Critique and analyze their peers’ work, using appropriate art language and constructive feedback (elements of art & principles of design, TAG feedback protocol)

• Draw a self-portrait with proper perspectives and correct proportions using the process of planning sketches and practicing techniques.

• Match colors to their references, using color theory

• Effectively and thoughtfully communicate their identity through their art (and connecting it back to relevant local and world cultural, historical, and societal elements)

• Reflection on individual experiences by creating meaningful artwork that expresses their identity using symbolism and relevant cultural references.

• Creativity through exploration of different mediums.

• Problem-solving techniques and perseverance throughout their process (medium exploration and sketches)

• Curiosity in the planning stage, using various precedents to inspire their final result

• Understanding of feedback following critiques through reflection

  
  

• How does an artist reflect on their identity in a self-portrait?

• How do artists use the Elements of Art and Principles of Design to communicate the human experience through their work?

• How do cultural, historical, and social contexts influence artists' work?

• How have artists contributed to the shaping of culture in societies?

• How has art developed and shaped local communities?

•  How do artists use critical thinking in their artwork to connect their personal experiences with modern cultural contexts?

What are the seven Principles of Design?

What is symbolism in art?

What are examples of different forms of artistic expression?

How did local and global communities use art as a form of cultural expression?

What are some art movements in history, and how do they use Elements of Art and Principles of Design to define their style?

What is the human experience?

What techniques do artists use to express emotions?

How can we redefine existing art movements and cultural expression to create art that resonates with our own human experience?

• Strategy: See/Think/Wonder

• Resource: Curator Table, Global Arts & Culture Exploration, Art movements, Art Mediums

• Outline of Learning Experience: Learners will participate in a gallery walk around the classroom and mindfully observe by analyzing colors, techniques, mediums, composition, etc., of various art pieces. Learners are encouraged to let their minds wander and thoughtfully observe the artwork by allowing their curiosity to take over and wonder about the context and the meaning of the art. These thoughts would then be written down in a short paragraph or a few sentences describing their overall thoughts and feelings. Learners will be encouraged to be as creative as possible and phrase their responses such as "I see..., I think..., I wonder..." At the end of the Gallery Walk, Learners will have a better understanding of how to analyze art based on elements and principles of art and design.

• Learning Target: Learners will use context clues to categorize artwork based on style; this will serve as an introduction to art movements.

• Strategy: Visual Crossword Puzzles

• Resource: Principles of Design (video and article), Elements of Art (video and article), Art Movements, Art Mediums, "How to Recognize Historical Art Styles"

• Outline of Learning Experience: Using previous knowledge of Principles of Design and Elements of Art, Learners will be introduced to art movements via visual crossword puzzles. Learners will use context clues to explore and organize art based on differences and similarities in styles, testing their knowledge of the elements of art movements and the intersectionality between them.

• Strategy: Identity Charts

• Resource: How Art Gives Shape to Cultural Change, Museum-inspired manicures, Global Arts & Culture Exploration

• Outline of Learning Experience: Learners will create a silhouette and curate a collection of words to fill in and around their drawing, creating a diagram that shows how they describe themselves vs the labels society gives them. Some examples are family roles (mother, sister, daughter), background (religion, race, nationality, hometown, place of birth), physical, and other identifying characteristics. An identity chart is used to help learners visualize the difference between factors that they feel make up their identities (words inside the silhouette) versus labels that others place on them (words outside the silhouette). Learners will then reflect on their identity chart to help them plan their summative assessment (self-portrait).