Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Standards:
Georgia Performance Standards for Visual Arts - Standard 4.20 Matches a description of a
culture with an artwork representative of the same culture.
Georgia Performance Standards for Visual Arts - Standard 4.21 Generates accurate
statements about the functions (purposes) of particular artworks and the culture that produced
them.
Georgia Performance Standards for Visual Arts - Standard 4.22: Explains how art reflects
the relationship between artists and their culture (e.g., geographical, political, religious, and
economic).
Information Literacy Standard 1: The student who is information literate accesses information
efficiently and effectively.
Indicator 1. Recognizes the need for information
Indicator 2. Recognizes that accurate and comprehensive information is the basis
for intelligent decision making
Indicator 3. Formulates questions based on information needs
Indicator 4. Identifies a variety of potential sources of information
Indicator 5. Develops and uses successful strategies for locating information
Established Goals:
The student will:
- Describe how culture influences an artist’s creations.
- Identify specific works of art as belonging to particular cultures, times, and places
- Gain an appreciation for art of different cultures
-Stated
Identify
orspecific
impliedaspects
Big Idea of ainculture exhibited in anStated
the NOUNS artwork.
or implied real-world performances
-and
Create art in
ADJECTIVES: the style of a particular culture of the past.
in the VERBS:
--An
Demonstrate the abilityinfluence
artist's experiences to locate the
information online-Use
and in the media
research center.
skills to explore a culture
development of his/her art -Examine art works from different cultures
-Artists communicate through their works -Create a presentation on a culture
-Artists portray their physical environments in -Compare and contrast different cultures
their art -Produce artworks in the style of a culture
- Artists express political views through their -Produce artworks in personal style
art
- Artists portray the religious atmosphere of
their culture
- Artists depict economic conditions through
their art
Understandings: Essential Questions:
Students will understand that: - What is the function of art in a culture?
-People use the world around them to generate - How do artists’ works reflect their cultures?
ideas for creativity. -What can we learn about a culture from its
- Cultures can be portrayed through many artists?
mediums - Why are artists important to their culture?
- The works of artists present us with a - Can anyone be an artist?
window into the past. - What makes art important?
- Art can illustrate many facets of a culture - How can we use information gleaned from a
- Artists are important members of society past culture’s art to improve our own culture?
-We can learn a lot about a culture by
examining its art.
Performance Tasks:
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observation)
Work sample: Students will create art in the styles of various cultures [Facet 3, Facet 4,
Facet 5]
Work sample: Compare/contrast art from various cultures [Facet 1, Facet 2, Facet 4]
Observation: The teacher will observe students as they research, create presentations, and
produce artworks
Students will create a presentation in the medium of their choice that describes a past or present
culture and identifies artworks that reflects that culture [Facet 1, Facet 2, Facet 3, Facet 4].
Goal:
• Your task is to investigate a culture and find out how artists reflect that culture
through their art
Role:
• You are a tour guide at an art museum
Audience:
• The audience is a class of visiting art students
Situation:
• You will prepare a presentation that shows how specific art works reflect the
culture from which they came
Product, Performance, and Purpose:
• Your presentation needs to include:
-Description of a specific culture
-Works of art from that culture
-Analysis of the artworks
Standards and Criteria for Success:
• Your work will be judged by a rubric to be completed by the teacher
Self-Assessment #1
Name______________________________________ Date___________________
Rating Scale:
Score Rating
19 and below Unacceptable
20 - 22 Below average
23 – 25 Good
26 -28 Excellent
Performance Task Assessment #2
Goal:
• Your task is to create an artwork that reflects your culture
Role:
• You are an artist creating an artwork for a time capsule
Audience:
• The audience is a future culture
Situation:
• You need to represent your culture through your artwork
Product, Performance, and Purpose:
• Your artwork needs to include specific aspects of your culture (political,
economic, geographic, religious
Standards and Criteria for Success:
• Your work will be judged by a rubric to be completed by the teacher
Self-Assessment #2
Name______________________________________ Date___________________
Agree Disagree
1. My artwork reflects my culture
2. I used design principles in my artwork
3. My art design is neat and organized
4. I took care of my art supplies
5. I was creative in my art design
Rating Scale:
Score Rating
13 and below Unacceptable
14 - 15 Below average
16 – 17 Good
18 -20 Excellent
Name_______________________________________________Date________________
Compare and Contrast: List 2 similarities and 2 differences in artworks for each
pair of cultures.
Aborigine
Vs.
American Indian
Ancient Greek
Vs.
Ancient Egypt
Mexican
Vs.
American
Italian Renaissance
Vs.
French Impressionism
African
Vs.
Japanese
Expectations:
To successfully complete these goals, students will:
• Analyze artworks from various cultures
• Create art in the styles of various cultures
• Research and create presentation of a culture and its art
• Create an original artwork that exhibits own culture
Diagnosis:
Students will complete a pre- and post-test of matching cultures and
their artworks [Facet 6]
Students will complete compare/contrast worksheet on information
learned about various cultures and their art [Facet 1,2,4]
Students will exhibit understanding of different art styles through art
production [Facet 3,4,5]
Students will demonstrate in-depth knowledge of a specific culture and
its art through a research project [Facet 1,2,3,4,5]
Students will create an artwork that reflects their own culture [Facet
3,4,6]
Hook the student
Ask the question, “If you wanted to share information about your
culture to future generations through your artwork, how would you do
it? (Logical Entry Point)
A gifted student will be paired with OHI student for peer-tutoring within
the group
Organize
See calendar below
Week 1
Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework
Week 2
Week 3
Research Research
Reflection ActivityLabComputer
Write a paragraph Write a paragraph Write a paragraph Write a paragraph Write a paragraph
on the Mexican about the group about something about the about the process
and American- planning activity. special they progress of of the group
style artworks learned while project. activity.
they created. researching
Finish reflections Finish reflections Finish reflections Finish reflections Finish reflections
Homework
Week 4
Present projects Present projects Work on an idea Continue working Finish artwork
to class to class for an artwork on artwork Complete post-
that reflects their test
culture
Match the artwork with the culture. Pictures will be displayed by LCD projector.
Write the correct answer in the blank.
1._____________________________ Aborigine
2._____________________________ African
3._____________________________ American
9._____________________________ Japanese
Name_______________________________________________Date________________
Compare and Contrast: List 3 similarities and 3 differences in artworks for each
pair of cultures.
Aborigine
Vs.
American Indian
Ancient Greek
Vs.
Ancient Egypt
Mexican
Vs.
American
Italian Renaissance
Vs.
French Impressionism
African
Vs.
Japanese
Worksheet 2
Name_______________________________________________Date________________
Aborigine
Vs.
American Indian
Ancient Greek
Vs.
Ancient Egypt
Mexican
Vs.
American
Italian Renaissance
Vs.
French Impressionism
African
Vs.
Japanese
Worksheet 3
Name_______________________________________________Date________________
Compare and Contrast: List 1 similarity and 1 difference in artworks for each
pair of cultures.
Aborigine
Vs.
American Indian
Ancient Greek
Vs.
Ancient Egypt
Mexican
Vs.
American
Italian Renaissance
Vs.
French Impressionism
African
Vs.
Japanese
Map 1
Name________________________________________________Date_____________________
Write the name of the culture in the circle. List 3 attributes of the culture in each of the four domains.
Concept Map
Culture
Name__________________________________________________ Date_____________________________
Write the name of the culture in the circle. List 2 attributes of the culture in each of the four domains.
Concept Map
Culture
Name__________________________________________________ Date_____________________________
Write the name of the culture in the circle. List 1 attribute of the culture in each of the four domains.
Concept Map
Culture
Art Access
http://www.artic.edu/artaccess/
Artcyclopedia
http://www.artcyclopedia.com/
Foresman, Scott. (2005) Fine Art Gallery Builder [computer software] Pearson
Education, Inc.