Unit Format
CAPE Project
Bridgeport, Armour Square, Near North
Friends of the Arts
8-13-98
- Cover page with Title, Teacher’s Name, Artists Name, and photos if possible
Grade level, number of lessons in unit.
Name, address, phone number or email contact of Artist and/or teachers creating unit
- Two or three sentence overview of what the unit is about.
- State Goals (keep it to one or two if possible)
- Objectives for the unit (CFS-Curriculum Framework Statements)
- Unit Outline. Do a summary of each lesson (2-3 sentences), just an overview of the lesson or activity.
- Dos and Dont’s which include room management hints
- Tips/Notes from each lesson
- Evaluation: Pretest & Post test (or whatever you did to evaluate)
- Photos, samples of children’s writing, videotapes. Picture of yourself as artist of unit.
- Lessons. Artists agreed that it would be helpful to write up key beginning lessons or lesson/templates which teachers could use with a variety of stories, social studies, or science concepts.
Evaluation Discussion
So far the best evaluations have been the following:
1. Kids keep written journals which are prompted by the lesson.
2. KWL kinds of student writing: What do you know about dance?
What did you learn about dance?
3. Factual pre/post tests review subjects that are being integrated.
This works very well if the teacher is a specialist and has two classes,
one of which takes the art and the other of which does not. This gives you a control group. We have had significant results on these kinds of tests in some cases.
4. Social kinds of measures would be nice to figure out. How do you measure
working together well in a group? It would be important to develop key indicators, e.g. Small groups of
a. children can choose a leader without fighting.
b. children can make a decision and follow through on it in one
lesson.
c. children use strategies for decision making such as drawing straws, Eenie, meenie, Miney, Mo, or rock/paper/scissors.
d. children can explain the behavior of their group and their own role without blaming others.
5. Teacher measures might include
a. teachers participating in the lesson as a child would.
b. teachers having taught students how to work in small groups before the artist arrives.
c. teachers having taught beginning lessons of the art form before artist arrives.
d. teachers holding a discussion of the arts lesson or end/product with the children.
e. teachers exhibiting an understanding of the arts process by not critiquing student work that is in process in negative ways.
f. teachers verbally describing how to get order when students are moving through the classroom on task.
UNIT AND LESSON DOCUMENTATION COMPONENTS
Unit Components
The following components are to be included in your Documented Unit.
- Title Page
- Unit Framework
- List of Unit objectives (Pull from scope and sequence)
- Unit Outline
- Integrated Arts Lesson Plans
- Journal Entries
- Assessment/evaluation tools: list ob possible assessments
- List of Resources: short bibliography
- Photos and student sample work
Lesson Plan Components
The following components are to be included in the lesson documentation:
- Title of Lesson with Author names
- Grade Level/Time
- Objectives in Subject # 1
- Objectives in Subject # 2
- Vocabulary
- Materials
- Prerequisites
- Lesson Procedure
- Extension Activities
A Mixed Media View
of the Acropolis
Classical Art and Architecture
By JoEllen Kerwin
Robert Healy Elementary School
847-864-8153
josie@starnetinc.com
Art, Grade 6
Six Lessons for Eight 80 Minute sessions
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Content Order
- List of unit objectives # 3, 5
- Unit Outline/Lesson Plan # 4, 5
- Documentation, photos # 7
- Student sample work # 7
- Assessment/evaluation tools # 9
- Resources - Bibliography # 6
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Classical Art and Architecture Unit Overview
The students will study the art and architecture of Ancient Greece and develop images of Greek gods and three-dimensional temples that result in a mixed media work illustrating the view of a temple on the top of the Acropolis.
Unit Objectives Fine Arts
SUBJECT ONE: Drawings of the Greek gods and their temples.
- objective: State Goal # 27; Understanding the role of the arts in civilizations, past and present. #B.3; Explain how the arts are used to increase understanding of societies, past, and present by examining ceremonies and structures.
SUBJECT TWO: Mixed media work of a view of a temple on the top of the Acropolis.
- objective: State Goal # 26; Through creating and performing, understand how works of art are produced. #A.3; Describe how tools and processes are used to create specific effects in the arts (e.g. VISUAL ARTS-how visual images are affected by the selection of tools, materials and techniques).
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Unit Outline
Classical Art and Architecture
Integrated Unit Objectives- Social Studies
Subject One Drawings of the Greek gods and their temples. Objective(s): Social Studies SG 18 CAS A
- Explain how various cultural traditions (language, literature, the arts) contribute to the transmission of culture.
Subject Two Mixed media work of a view of a temple on the top of the Acropolis.
Objective(s): Social Studies SG 17 CAS B
- Acquire, process, and report information about places and regions in the world using mapsk, globes, and other geographic tools and technology.
Vocabulary
classical, column, pediment, capital, god, goddess, nectar, ambrosia, doric, ionic, corinthian
Materials List
Books and Journals
The Olympians
D'Aulaires' Book of Greek Myths
Scholastic Art Magazine: Greek and Roman Art
Visuals
Slides of Greek Art and Architecture
Supplies
Paper (81/2" x 11"-sketch and 18" x 24" painting), pencils, rulers, Tempera paint and painting supplies, glue, scissors and varied paper for collage.
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Lesson Procedure Outline:
Week One
Activity/Lessons After reviewing the twelve gods of Mt. Olympus and their respective powers, students create portrait drawings of three of their favorite Greek gods that reflect their special powers.
Week Two
Activity/Lessons After viewing slides of classical sculpture and architecture, students draw examples of doric, ionic and corintheum columns.
Week Three
Activity/Lessons After an instructional demonstration, students draw a classical building in 3D perspective that is adorned with colonnades, and a pediment.
Week Four
Activity/Lesson After a demonstration of the painting of a view of the Acropolis, students paint the land and sky view as a background to the construction of the Parthenon.
Week Five
Activity/Lesson
After a demonstration to the method for collage construction of a Parthenon-type building, students use collage materials to place a classical temple on the Acropolis landscape.
Week Six
Activity/Lesson
After a review of the powers and activities of the Greek gods, students will embellish the Acropolis Temple view with collage figures and props that represent Greek gods in their activities.
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Resources
TEACHER REFERENCES
D'Aulaire, I. and E. (1962). Book of Greek Myths. Garden City, NY:Doublleday & Company, Inc.
Fisher, L.E. (1984). Olympians. NY: Holiday House.
STUDENT BOOKS
D'Aulaire, I. and E. (1962). Book of Greek Myths. Garden City, NY:Doublleday & Company, Inc.
Fisher, L.E. (1984). Olympians. NY: Holiday House.
Evslyn, B. Jason and the Argonauts.
Greek and Roman Art: Scholastic Art Magazine: Washington, D.C.: National Gallery of Art. Nov. 1994. Vol. 25. No. 2.
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Documentation
Photos scanned and copied
An example of a mixed media work showing a view of the gods at a temple on the acropolis.
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Motivational Material
An view of the temple of Cybele in the Roman which was built by Julius Caesar in 51 B.C
Additional examples of student work and motivational materials can be found of the web at:
http://collaboratory.nunet.net/ties/cultarts/JKWeb/entry.clas.html
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Assessment/Evaluation
Objective one: Explain how the arts are used to increase understanding of societies, past, and present by examining ceremonies and structures.
There is a check list rubric for the assessment ideas.
Assessment Ideas: Certain ideas can be identified in the artworks; #1 the powers and symbols of the Olympian gods, #2 the function of columns and the distinction of the three types of capitals, #3 the construction of a Greek temple
Objective two: Describe how tools and processes are used to create specific effects in the arts (e.g. VISUAL ARTS-how visual images are affected by the selection of tools, materials and techniques).
There is a check list rubric for the assessment ideas.
Assessment Ideas: Certain ideas can be identified in the artworks; #1 the image of the Greek temples appear three-dimensional on a two dimensional surface, #2 the application of paint creates a landscape of sky over rugged terrain, #3 collage materials are selected and applied to create a temple surrounded by Greek gods engaged in characteristic activities.