Springfield College

Unit Plan Template

Teacher: Miss Grego
Subject: Visual Arts

Date: 11/28/16
Grade Level: 8th

Brief Summary of the Unit:

In this unit, I will be teaching how to incorporate social studies into art. I find that it is
extremely important to integrate other subjects into the arts in order to increase student learning to
a maximum. In this unit, students will be including current issues into their projects. Students will
be observing and drawing from real-life M&Ms (still-lifes) and be writing these topics on their
candies. The goal of this is to raise awareness to the public about social, political, and economical
issues going on. They say a picture is worth a thousand words, just as an art project created with
meaning can do so. Art has been used for countless years to send out messages to the public.
Students will be learning about direct observation, still-life, value/shadow, form, and
composition. At the beginning of each class, students will write down a different concept definition
into their sketchbooks to reinforce the content. Students will need to think critically by creating an
interesting composition of their own. Students will also need to think critically by figuring out how
to make an object on flat piece of paper (2D) appear 3D with form. Students will also write down
keywords to include on the M&M and why they chose the topic they did.
In this unit, students will be visiting the library where they will research a topic of their
choosing. They will write down keywords involving the topic and why they chose it. Students will
practice drawing their still life of the M&Ms, as they will be able to recreate their composition
multiple times before their final one. I am going to allow the students to try to draw the M&M
without any instruction about value and form, in order for them to critically think. The class will
show ways they drew it and we will discuss both form and value together. Students will then have
a better understanding of how to make a circular M&M on a flat piece of paper appear 3D. These
teaching methods will be best because it will allow students to critically think about their art in
front of them, as well as social/political/economical issues in the world. Critical thinking is proven
to allow for the highest amount of learning.

Stage One Desired Results

What do we want the students to learn?
Massachusetts Framework Standards:
-1.5 Expand the repertoire of 2D and 3D art processes
-1.7 Use the appropriate vocabulary related to the methods, materials, and
techniques students have learned and used in grades PreK-8
-2.10 For shape and form, use and be able to identify an expanding and
increasingly sophisticated array of shapes and forms
-2.11 For composition, create unified 2D and 3D compositions that
demonstrate an understanding of balance, repetition, rhythm, scale,
proportion, unity, harmony, and emphasis.
-3.4 Create 2D and 3D representational artwork from direct observation in
order to develop skills of perception

-3.6 Create artwork that employs the use of symbolic imagery, emotions
-4.4 Produce work that shows an understanding of the concept of
craftsmanship
-5.6 Demonstrate the ability to describe the kinds of imagery used to
represent subject matter and ideas, for example, literal representation,
simplification, abstraction, or symbolism.
-10.2 Continue to apply arts knowledge with other disciplines
Enduring Understandings:
Big Ideas:
-Drawing from direct observation (still-life) allows for more realistic drawings
-Creating an interesting composition makes artwork much more appealing and
successful.
-M&Ms are not circles, they are spherical because they have form.
-Social, economic, and political issues can be embedded into art
-Art can actually be a way of making the public aware of controversial issues.
-Social, economic, and political issues can be embedded into art
-Art can actually be a way of making the public aware of controversial issues.
Concepts:
-Still-life
-Composition
-direct observation
-form
-Social
-economic
-political issues
-research
Essential Questions:
-What makes a composition interesting?
-Why are M&Ms not circles?
-Why is it easier to draw from a still-life?
-Why do artists include social, economic, and political issues in their art?
-What kinds of controversial issues did you write on your M&Ms?
Content:
Students will be creating their own still-lifes from M&Ms and drawing from
them.
Students will research a social, economical, or political topic of their choosing
to display in their art.
Student will be creating their own still-lifes from M&Ms and draw from them
and will add controversial issues to the M&Ms.
Critical Thinking Skills:
Students will be able to think critically about what makes a shape 2D versus
3D. Students will be able to set up their own still-life to work from.
Students will be able to think critically about a social, political, or economical

issue that interests them and research it into more detail.

Students will be able to think critically about a controversial issue and
incorporate it onto their M&M still life.

Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:
-Students will be asked to create a still-life out of three M&Ms given to them.
-Students will create an interesting composition with the three M&Ms.
-Students will figure out how to make the 2D M&M appear 3D on the flat
paper.
-Students will research a social, political, or economical current issue to
incorporate into their social commentary M&M drawing.
Other Evidence: quizzes, tests, prompts, etc.
-Students will be given a quiz at the end of the project on the vocabulary
terms used in the do now
Self-Assessments and Reflection:
-Students will create an artist statement at the end of their projects stating the
current issue they chose and why they chose it. This will give the me as well
as the viewer a better idea of their thoughts during the project and why they
created what they did. All artists have a purpose for creating their art, so this
will help them realize that.

Stage Three Lesson Plans