Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Grade Hs advanced
Develop a series of 30-50 (or more) photographs over 1 week’s time One on one check-in with teacher – see To Do List
VA:Cr2.1.HSIII
to document things from their daily tasks that explore personality, Handout for Calendar.
Experiment, plan, and make multiple
works of art and design that explore a habits, culture, religion, or anything else significant or (Take at least 3-5 photos daily and share with teacher or
personally meaningful theme, idea, or meaningful/pertinent to their lives. classmates daily, near halfway mark, and towards the
concept. end of the documentation week.)
Grade Hs accomplished Partner up and solve any art & design problems or
VA:Cr3.1.HSII Recognize and modify contemporary/modern day cultural concerns. Students will help one another generate and
Engage in constructive critique with stereotypes by engaging in informal, formative class discussions and solve problems together.
peers, then reflect on, re-engage, revise, critiques.
and refine works of art and design in
response to personal artistic vision.
Present
Grade Hs accomplished Conduct a final class critique at the end of the project. Students will write artist statements (refer to handout)
VA:Pr.4.1.HSII
Analyze, select, and then during critique they will be randomly assigned
and critique personal artwork for a to small groups to discuss critical issues relevant to
collection or portfolio presentation. culture, communities, and stereotyping, etc.
Grade Hs proficient
VA:Pr6.1.HSI Analyze and describe social/cultural/political/religious or any other Rubric – see handout
Analyze and describe the impact that an existing ideas from student work.
exhibition or collection has on personal
Embedded assessment – class discussions in beginning,
awareness of social, cultural, or political
middle, and end of lesson.
beliefs and understandings.
Summative, written reflection at end of project – (refer
to handout for info & prompt).
Respond
Grade Hs advanced Compare and contrast the role of “insiders” vs. “outsiders” within After students come up with a list of categorized
VA:Re8.1.HSIII the school body. student groups like “gay,” “nerd,” “jock,” or “goth,” etc.,
Analyze differing interpretations of they will discuss at their tables and in class as a whole
an artwork or collection of works in order the main problems that result from labeling people
to select and defend a plausible critical solely based on their
analysis. looks/ethnicity/religion/gender/political views…
Students will get a chance to learn more about each
other to create a closer sense of community within the
school.
Connect
Grade Hs advanced Review and interpret contemporary artists’ work like Tom Jones who -powerpoint
VA:Cn11.1.HSIII challenge cultural ideas and issues with stereotyping. (Also study
Appraise the impact of an artist or a artwork (photography) of Vivian Maier and Sophie Calle to
group of artists on the beliefs, values, understand the power of perspective, framing, and working in a
and behaviors of a society. series. And finally use Kate Bingaman-Burt’s work as the main
jumping off point for the class project for inspiration and ideas for
main subject themes of documentation.)
UNIVERSAL DESIGN
ACADEMIC LANGUAGE
Vocabulary Language Function (describe, explain, critique, compare) Discourse/syntax (discussion, writing)
Insider/outsider, stereotyping/categorizing, Describe & explain stereotypes in class discussions. Class discussions, Analysis of own self-identity through
assumptions, overlap, misconceptions, case by case Compare & contrast artists’ photography in terms of Wordle/Word Splash writing, studying and researching
basis, context, identity, perspective, framing perspective, framing, focus/theme, as well as student of artists’ work like Tom Jones, investigating and
artwork on a case-by-case basis. Who is an documenting own daily lives within a week’s time – (by
insider/outsider? When is there overlap? taking photos), then uploading, editing, and displaying
Critique student artwork as a collection/series and series of photos in some sort of visual presentation.
examine how powerful a message was translated or how
accurately an idea was portrayed or if there were any Artist statements & Final Writing Reflections, Rubric
assumptions/misconceptions.
Reflect & write on ideas/topics of identity & culture within
the community, depending on the context.
LEARNING PLAN