Unit Plan Title: Mental Health
Course Name Advanced Drawing
Standards
1. Observe and Learn to ​Comprehend
2. Envision and Critique to ​Reflect
3. Invent and Discover to ​Create
4. Relate and Connect to ​Transfer
Colorado 21​st​ Century Skills
Critical Thinking and Reasoning​: ​Think Deep, Think Different
Information Literacy: ​Untangling the Web
Collaboration:​ Working Together, Learning Together
Self-Direction:​ Owning Your Learning
Length: 21 hours ____________________________
Grade Level 12th grade
Grade Level Expectations ​(List all GLEs for grade level)
1. Utilize the inquiry method of observation and the language of visual art and design to gather information
and determine meaning.
2. Interpret, analyze, and explain the influence of multiple contexts found in visual art and design.
3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to
increase knowledge.
1. Use criteria and personal discernment to evaluate works of art and design, taking into consideration the
variables that influence how the work is perceived.
2. Articulate a personal philosophy of art, understanding various philosophies that have come before.
3. Examine the nature of diverse aesthetic experiences to build a language of representation that can be used
to respond to the world.
1. Establish a practice of planning and experimentation to advance concepts and technical skills.
2. Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art
media.
3. Articulate and demonstrate that the making and study of art and design can be approached from a variety
of perspectives.
1. Research and analyze the ways visual artists, designers, and scholars express personal views and beliefs
and how these perspectives have a social context that enlarges the meaning of an artwork beyond the
individual maker.
2. Develop proficiency in visual communication skills that extends learning to new contexts.
3. Utilize the practice of art making, and research historical and cultural contexts, to discern between
different viewpoints, critique social problems, and effect social change.
Creative Process in Visual Art Studio Thinking
Develop Craft:​ ​Learning to use materials, tools and techniques
Engage and Persist:​ Learning to embrace problems and not give up
Envision​: Imagine the possible next steps; see what is not there
Express: ​Convey an idea, feeling, personal meaning
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Invention:​ Creating Solutions Observe: ​Seeing things that otherwise might not be seen
Reflect: ​think, talk and evaluate your work and the work of others
Stretch and Explore: ​Reach beyond one’s perceived capacities
Understand Art World: ​Learn about contemporary and past art(ist)

Lesson Titles and Description Lesson Length Sequence

Music and Mental Health: After starting out with a group discussion about mental health, what it is, 6 hours First
how its seen in media, and what they can use it to inspire ideas for the project. This project will allow
students to pick their favorite song, or artist, these artists or songs have to address some kind of
emotion, mental health struggle, or is addressing an issue (bullying, suicide, ect.) and produce a
tangible visual creation of the emotion that song/artist evokes using colored pencils and graphite
pencils .
Artist in Mental health: Artist and mental health is an exploration of how students see mental health is 9 hours Second
seen from their own personal self or how they see it depicted through art. Art styles such as
abstraction and cubism, will be discussed featuring artist that have created artwork based off of
mental health or how different art styles can be used to help emphasise their own topic about mental
health. The students will utilize video taking, lighting and video editing to create a video using their
final artwork they will also learn how to utilize lights and different filters on their phones to create a
minute video depicting an emotion or feeling.
Society and mental health: After the last two units students will have an understanding of mental 6 hours Third
health causes that they can create a collage using found magazines, and images to address a social
issue that is known to be related to mental health. They will also be able to discuss in groups how its
seen in society today. The students will also have an end of unit written reflection focusing on the
different ideas of mental health they used in their artwork, how it was applied in their artwork, and
other statistical facts surrounding their chosen mental health concept.

Unit: Focusing Lens/Lenses: Unit: Prepared Comprehend: ​9. Persist in the creative process and innovate from
Timeless, Transferrable and Graduate failure. GLE 1.
Universal ​(I.E. Beliefs/Values, Competencies
Identity, Relationships.
Tension/Conflict, Freedom, Design, Comprehend: ​1. See oneself as a participant in visual art and design
Aesthetic, Patterns, Origins, by experiencing, viewing, or making. GLE 2.
Transformation, Change, Influence,
Collaboration, Intention,
Play/Exploration, Synergy/Flow,

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Choices, Balance, Inspiration,
System, Structure/Function, Reform)
Comprehend: ​10. Develop new knowledge by actively doing and
making (artistic praxis) acknowledging relationships between materials,
objects, ideas, and lived experience. GLE 3.

Comprehend:​ Allow imagination, curiosity, and wonder to guide

inquiry and research. GLE 1.

Reflect: ​2. Visually and or verbally articulate how visual art and
design are a means for communication. GLE. 3

Reflect: ​4. Critique connections between visual art and historic and
contemporary philosophies. GLE. 1.

Create:​ 6.​ ​Create works of visual art and design that demonstrate
increasing levels in skills and techniques GLE 1.

Transfer: ​5. Interpret works of art and design in the contexts of varied
traditions, histories, and cultures. GLE 1.

Transfer: ​8. Participate in the reciprocal relationships between visual

art and communities. GLE. 2.

Unit: Standards (Visual Arts Standard Name and appropriate GLEs for each standard)
and Grade Level
Expectations
(Unit must have all 1-Comprehend; GLE 1, 2, & 3
standards; NOT all
GLEs.)
2-Reflect; GLE 1 &3

3-Create; GLE 1

4-Transfer; GLE 1 & 2

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Unit: Inquiry (3-5 “big” questions; pertinent to all lessons)
Questions
(Engaging-Debatable: In ● How can you combine the art elements and design principles to represent a complex feelings and perceptions about mental health?
art, what does it mean
● Why is it important to address these issues inside and outside of class?
when something is
beautiful? How can ● How can music and art can be a helpful way to deal with mental health topics? Why or why not?
something be so ugly it ● How is mental health depicted in our society? Is it shown in a positive or negative way?
is beautiful?) ● A question for technology?

Unit Strands Comprehend/Reflect/Create/Transfer

Unit: Concepts: Technology

Timeless, Style
Transferrable and
Universal ​(I.E.
Culture
Composition, Patterns, Expression and Emotions
Technique, Rhythm, Cause and Effect
Paradox, Influence,
Style, Force, Culture, Health
Space/Time/Energy, 2-Dimensional art
Line, Law/Rules, Value,
Expressions, Emotions, Community
Tradition, Symbol, Collaboration
Movement, Shape,
Improvisation, Social norms
Observation)

Enduring Understandings: My students will UNDERSTAND...

(Timeless, Transferrable and Universal. Shows a relationship between two or more concepts.)

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Listening and expressing ideas through visual culture

Combating anxiety through health and effective hobbies

Discussing the stereotypes around mental health in society, and how it affects us as viewers

Critical Content: My students will KNOW… Key Skills: What my students will be able to DO…
(NOT Timeless, Transferrable and Universal. Factual information in the unit (​Timeless, Transferrable and Universal.​ What students will do AND be able to
[topics] that students must know.) transfer to new learning experiences as a result of learning the unit.)

1. Exploring different art styles through artist, Example artist:
2. Students can know the difference between 2 dimensional and 3
dimensional artwork, examples:
3. Cause and effect regarding mental health; personal (empathy)
Video testimonies
4. Different mediums they can utilize to address different mental
health topics.
5. Looking at different types of art, music, and and the connections
that they have in terms of emotion rendering. Example: listening
to music, looking at artwork
1. Create a safe environment that makes students feel safe to discuss
mental health.
2. Create a 2 dimensional pieces using different drawing mediums.
3. Respect other ideas on how the mental health aspect can be
exhibited.
4. Apply video and musical editing.

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Vocabulary Visual journaling, conceptual art, cubism, abstract expressionism, videography, video editing, collage, performance art,
genre

Literacy Integration art vocabulary, journal writing, artist statement?

Technology Integration Video editing software utilizing phone apps (AddMusic,iMovie),