VTS-Integrated Unit Planning Guide

LTC 8746: Visual Thinking Strategies II

Adapted from Walker (2001) by Mary J. Franco, PhD

Unit Title: Art II Spring Semester Student Directed Grade Level: 11-12
Project Curriculum Topic: Inside / Outside
Unit Designer: Carlyn Apley

National Core Arts Standards (NCAS) Addressed:

VA: Cr1.2.IIa- Choose from a range of materials and methods of traditional and contemporary
artistic practices to plan works of art and design.
VA: Cn10.1.IIa- Utilize inquiry methods of observation, research, and experimentation to explore
unfamiliar subjects through artmaking.
District Curriculum Goals & Objectives Addressed:
• Create a student designed artwork from start to finish.
• Meet progress check points in a long term project.
• Implement the Five C’s of designing an artwork: Content, Color, Complexity, Composition &
Contrast

Unit Rationale:
This unit seeks to help students’ understand the relationships, congruencies and dichotomies,
between inside and outside through developing an original student directed artwork with
individual choice of theme under the Big Idea, subject matter and two-dimensional art medium.
Big Idea Inside / Outside
Enduring List 1-3 Key Concepts or Enduring Understandings students will acquire
Understandings about the Big Idea.
(EUs) 1. Inside/Outside constructs may be congruent or dichotomous.
2. Historical and contemporary artists have explored inside/outside
congruence and dichotomy in many different ways.
3. Observation, research, and experimentation shape artistic
investigations of the Big Idea.
Essential List 1-3 Essential Questions that flow directly from each key concept
Questions (EU) about the Big Idea
Co (EQs) • EU #1
nce 1. How can the terms, Inside / Outside, be visually interpreted in an
ptu
al
artwork?
Fra • EU #2
me 1. How have other artists depicted Inside / Outside?
wor • EU #3
k
1. What will be researched to develop an original composition?
2. How do artists determine what materials and subject matter are
needed to develop artistic investigations?
Key Artistic List 1-3 Key Artistic Concepts that will inform studio exploration of the
Concepts Big Idea
(KACs) 1. A theme is fundamental and often universal idea explored in a
work.
2. Artists explore themes and subject matter to develop artworks that
are complex in content.
3. Artists utilize the elements of art and principles of design to create
strong compositions.
 VT VTS Image #1 Title & Artist: Room in New York, Edward Hopper
S
Ins
tru
cti
on
al
Act
ivit
ies
EUs introduced by VTS Image #1:

EU 1-
EU 2

EQs seeded by VTS Image #1:

EQ 1
EQ 2

VTS Image #2 Title & Artist: Hand with Reflecting Sphere, MC Escher

EUs reinforced, elaborated &/or expanded by VTS Image #2:

EU 2
EQs explored by VTS Image #2:

EQ 2
 VTS Image #3 Title & Artist: The Cape, Andrea Kowch

EUs assessed by VTS Image #3:

EU 2
EU 3

EQs reignited by VTS Image #3:

EQ 2
EQ 3 (1 &2)
Any additional perspective(s) on the Big Idea prompted for continued
exploration by VTS Image 3:

The artist creates a a strong example of drama, contrast and

narrative in this image. It can be explored as an example of how
someone can take the Big Idea and form a struggle between what
we think is typical to see vs. the reality of what we are seeing.

Students will further explore Key Concepts or EUs about the Big Idea by:

Developing their own theme and idea with an artistic investigation of the Big Idea. This will
be included on their detailed thumbnail plan.

Students will consider & investigate Essential Questions about the Big Idea by:
No
n- Researching artists and artworks who have explored the Big Idea. This will be included on
VT their detailed thumbnail plan.
S
Ins
tru Students will explore Key Artistic Concepts by:
cti
on 1. Design a sketch of their final artwork on their thumbnail plan that implements the Five Cs:
al Content, Color, Composition (Elements and Principles), Contrast and Complexity.
Act 2. Researching an artwork to base their color scheme on, while choosing the art media
ivit that they will use on their final artwork.
ies
 Students will develop/expand Artmaking Knowledge by:

1. Discussing their thumbnail plan and theme in a one on one meeting with the teacher,
once their detailed thumbnail plan has been finished. This is the time where students will
begin to work on their final artwork or will need to rework ideas.

How will students engage with, explore, expand, & visually express understanding of the
Big Idea through artmaking? Describe &/or visually diagram the studio art activity or
activities in the space below.

Stu Art II students will create an original artwork that is based on an artistic investigation of the
dio Big Idea, Inside / Outside.
Art
ma Timeline:
kin Introduce theme (point of departure).
g Start detailed thumbnail plan (one idea)- Due after 3 weeks
Act One on one discussion with teacher after turning in thumbnail plan to discuss strengths and
ivit where the idea needs to be better developed.
ies Begin artwork
Every 6-7 class periods we will have a quarter check in where students photograph their
progress and teacher gives feedback.
Final artwork due: May 6th, 2020.
**Project is worked on simultaneously with their teacher-directed projects in class.
List & briefly describe FORMATIVE ASSESSMENT activities/strategies.

3 quarter progress check ins- Students will receive feedback every 6-7 class periods by
photographing their project progress and teacher will give written feedback before the
next class.
 List & briefly describe SUMMATIVE ASSESSMENT activities/strategies.

One detailed thumbnail plan- To develop their artistic investigation students will create on
detailed thumbnail plan that explain their personal theme and idea, research artists,
artworks and reference photos, reference color scheme, choose materials and dimensions
and sketch composition design.

Ass
ess
me
nt
Act
ivit
ies

Student example of detailed thumbnail plan

Final artwork- Final artwork will be turned in on May 6th.

(Each artwork will be a different interpretation and investigation of the Big Idea. All projects
will look different based on the student’s individual study of what Inside / Outside, visually
means to them or how they want to communicate it.)

Final online portfolio- At the end of the semester, students turn in an online portfolio that
documents their artwork from the semester. They also write a final artist statement that
assesses their individual growth of strength and weaknesses, highlights in their art making
and plans going forward in creating art in the future.
 VTS-INTEGRATED STUDIO ART UNIT OUTLINE
Lesson #1 Lesson Outline & Brief Description of Activities
Total Minutes- 30
minutes 1. Introduce the Big Idea with Adobe Spark web page.
2. Group discussion of three questions.
1. What single words come to mind when I say “inside”? (Write down
responses)
2. Now what about “outside”? (Write down responses)
3. What about linking inside & outside or in-between? (Write down
responses)
4. Go through the rest of the introduction (Artists for inspiration, Sub
categories for investigation, Pinterest board links).
5. Go over project deadlines including quarter check points.
6. Begin investigation and brainstorming for their idea for the detailed
thumbnail plan.
Lesson #2 Students spend half of the class period working on their detailed thumbnail
7 class periods plan.
On March 3rd, they will turn in their plans to be graded and get written
feedback.
Lesson #3 Meet one on one with teacher about their plans and go over written
10 minutes/ feedback. Discuss ideas to decide on their final idea.
student Either go forth to rework ideas or begin on their final artwork.
Lesson #4 Work on artwork for half of class period.
7 class periods 1/4 progress check in: Turn in photograph of artwork progress for written
feedback.
Lesson #5 Continue working on artwork for half of the class period each day.
7 class periods 1/4 progress check in: Turn in photograph of artwork progress on Google
Classroom for written feedback.
Lesson #6 Continue working on artwork for half of the class period each day.
7 class periods 3/4 progress check in: Turn in photograph of artwork progress on Google
Classroom for written feedback.
Lesson #7 Continue working on artwork for half of the class period each day.
4 class periods Final artwork turn in: Photograph final artwork and turn it in physically and on
Google Classroom.
Lesson #8 Work on semester online portfolio using Adobe Spark to document all
3 class periods artwork and write final artist statement.
Turn in online portfolio link on Google Classroom.

RESOURCES:

Adobe Spark webpage- Project explanation with questions, links, artists and other inspiration for
students to use in their research.
Detailed thumbnail plan outline and checklist.