2. To plan lessons geared towards inetgrating standards set by state, culture, district, core instruction and link to culminating project. Also, that these lessons reflect attainable skills.
3. To build relationships with staff and persons in the village in order to increase my level of tolerance and ability to be considerate of their personal and professonial input.
4. To continue to build the Art program with high expectations of students and myself.
5. To seek monetary sources that broaden the possibility of including community members in weekly evening activities regardless of their availability of supplies and/or resources.
6. To do my part in successful introduction and application of the Southwest District’s Fine Arts Curriculum. In doing so, be available to instructors in need of creative integration suggestions.
Overview
This collaberative theme will provide all students useful studies and practice in honing skills required to market their trade and/or product to the public. Due to advances in technology, location of village need not be the obstacle it was in the past. This unit will serve students who choose to leave New Stuyahok to pursue a career, as well as those who decide to remain in their village. The value of intrinsic reward in all aspects of this process will be emphasized.
II. Process (How are the skills developed)
The potential of working together to introduce aspects of the world of marketing is available within the high school team members. In art, the focus will be on the following:
* The basic components necessary to produce quality work (Elements and principles of design)
* Vocabulary used in the world of art
* Study of artwork by others that allow students to visually experience the above components
* Hands-on projects that include: tissue paper, beadwork, linoleum block printing,
watercolor, native doll making (and possibility sculpture, and mask-making
* Introduction to marketing including:
* Why market your Art?
* Marketing options and opportunities tied to artwork we are doing in class
* Taking photographs of your art
* Exposure to advertising tools
* The value of high quality and originality in your work
* The value of sharing images, ideas and cultural traditions with new audiences
* The level of commitment involved in the choice to go public
Students will be involved in higher order thinking skills as well as authentic assessment to accomplish these goals.
III. Product: (What students will do/know as a result of this unit)
Students will conclude their trimester by presentation of their artwork to the public. They will display artwork produced in an overall aesthetically pleasing manner. They will show evidence of some form of advertisement to created to market their work which may be in the form of a slide show or brochure. They will present themselves as if they were actually in a marketing environment. (eg. a trade show, a craft show, etc.) If they choose to do so, they may actually sell items. They will also leave this course with an understanding of the potential of economic gain in the future.
Outcome 1: Students demonstrate many forms of communciations.
Outcome 2: Students demonstrate adaptability of living and working in diverse cultural environments. They understand, accept and appreciate their own language and the culture.
Outcome 5: Students demonstrate honesty, respect, concern and caring for themselves.
Outcome 6: Students will exhibit a positive attitude and self initiative.
Outcome 7: Students use a variety of way to think and to reason when solving problems and making decisions..
Outcome 10: Students demonstrate leisure, vocational and life skills.
Alaska Standards:
Art - Standard A: A student should be able to create and perform in the arts.
Outcome 1: participate in visual arts, and create writing;
Outcome 2:. refine artistic skills and develop self-discipline through practice,
Outcome 3: use new and traditional materials, tools, techniques, and processes in the arts;
Outcome 4: demonstrate the creativity and imagination necessary for innovative thinking and problem solving;
Outcome 6: integrate two or more art forms to create a work of art; and
Outcome 7: investigate careers in arts production.
Art - Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.
Outcome 1: recognize Alaska Native cultures and their arts
Outcome 2:exposure to art in other cultures
Outcome 8:.respect differences in personal and cultural perspectives
Outcome 9:.investigate careers relating to arts history and culture.
Art - Standard C: A student should be able to critique the student’s art and the art of others.
Outcome 1: know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme;
Outcome 2:.examine historical and contemporary works of art, the works of peers, and the student’s own works
Outcome 3:. accept and offer constructive criticism;
Outcome 4: .recognize and consider an individual’s artistic expression;
Art - Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.
Outcome 1: make statements about the significance of the arts and beauty in the student’s life;
Outcome 6: .recognize that people connect many aspects of life through the arts;
Outcome 8: make artistic choices in everyday living; and
Outcome 9: investigate careers related to the search for beauty and meaning, which is aesthetics.
In addition to standards in Art, the content of this course will also include many Outcomes evident in Life Skills, Math and Language Arts.
Yuuyaraq: The Yuuyaraq Vision Statement is evident in all aspects of this unit:
Our purpose is to create a comprehensive program that empowers students to manage their own behavior; that teaches individuals to honor and respect themselves and others; and that involves the commitment of schools, communities, and regional resources.
Ten Sigma: Aside from the Outcomes, the following disciplines are stressed in this course:
1. Behavior Expectations: Students are expected to follow rules set for conduct in the Art Room. This includes: Working in silence to reach right-brained activity stimulates creativity.
2. Enforcement of Behavioral Expectations: Explanation of consequences:
a. Following instructions is part of each final assessment. Instructions include behavior skills.
b. Behavior Improvement Plans
c. Parent Communication is used.
d. Recording Infractions
e. Behavioral expectations are verbally reinforced in the Art Room
3. Expectations to behave, work hard and produce quality work.
a. Teaching students to get teachers attention in an appropriate manner by presenting them with a structure to be used within the Art Room.
b. Expecting polite response and usage of proper titles: (yes, sir....yes, maam)
4. Respecting materials and Environment
a. Respecting property and proper care of materials used in the Art Room
b. Cleaning up after oneself
5. Using Time Wisely
a. Work without interuption, this includes not interupting others
b. Ability to meed deadlines and determine factors which must be considered
6. Employability Skills
a. Being prompt with work, respectful, responsible, courteous, and working to the best of one’s ability
7. Critical and Creative Thinking Skills
a. Think about assignment. Work with several preliminary sketches before presentation to teacher.
b. Visualize your final product
c. Analyze your personal steps to accomplish task, incorporating information given in handouts with each project.
d. Gather materials needed to accomplish goal.
e. Commit yourself to accomplishment to final project to the best of your ability
f. Recognize the value of skills being offered through course
“To Market, To Market” - Below are examples of direct links to permit integration of other subject matter. It is important that all instructors assume personal responsibility for their role in addressing the theme within their classes. Assessment of instructors’ teaching and integrative skills will be evident in final project. Students will be able to demonstrate proof of interdisciplinary links by the quality of their work and their level of understanding of marketing in general.
Link to Language Arts: Introduction to terms used in reference to Art. Ability to use these terms in context. Analyzation of written work used in advertising. Ability to identify nouns, verbs, adjectives and forms each; ability to use proper sentence structure; ability to recognize different kinds of sentences and punctuation that agrees; writing paragraphs that have one continual flow of thought and relate directly to their to artwork; usage of their Language Arts skills to produce descriptive writing. Assessment to confirm knowledge of concepts above. Final compilation of written work with photographs to produce a brochure or slideshow.
Link to Math: Introduction to terms used in Art and Math including: line, shape (including an understanding of geometric shapes identification of most commonly used), space, pattern, symmetry, graph. Introduction of concepts that require mathematical disciplines including: use of ruler in graphic reproduction, difference between wholesale and retail pricing and formulas commonly used to figure different commission percentages, different types of balance including symmetrical, assymetrical, formal and informal, pattern making which includes estimating numbers of beads used in final product depending on color usage, length and width of final product.
Link to Industrial Arts: Marketing personal skills is emphasized in both classes. Quality of work is linked with success in entering a job/cottage industry business. Basic skills are so directly linked between subject matter, that concepts included in Art lesson plans are applicable to Industrial Arts.
Role of team member: First and foremost, an appreciation of Visual Arts is recognized as neccessary component to successful teamwork. If the importance of Art is foreign to partner, a willingness to learn along with the students can be a powerful tool in the classroom. To express interest is a good example for students. Team teachers are encouraged to participate directly by hands-on practice and production of projects to increase their overall knowledge of Art. By doing do, the ability to assist students will be enhanced. This can be done in increments within the classroom as time allows. Assistance in enforcement of behavioral expectations is very helpful.
Rules in Art Class and Rationale behind them: Due to content goals, rules in the Art class may appear strict. Cooperative enforcement by team members is appreciated. Rules are based on the following criteria:
* Permitting the right-brained, creative process to take place by not goofing off, talking to others, and staying focused on project at hand is essential. Classical music is played in the background as stimuli. Whole Brain Learning statistics are directly linked to success by doing so.
* Respect is a priority in interaction with fellow students and instructors. If disciplinary problems arise, usage of “Yes, sir, and/or Yes, maam” is enforced as students address authority figures.
* Proper care of materials and learning to clean up after oneself thoroughly is stressed and incorporated into instructions.
* Blatant waste of time is unacceptable. Students are to stay on task in order to complete project in a timely and proficient manner. Management of time is incorporated into assessment. This includes tardies accrued during the trimester.
* Vulgar language is not acceptable.
* Listening to instructions is a rule that encompasses all others. Students are given verbal instructions, written instructions, and demonstrations of all projects. Also provided are many examples of all projects done in class. One of my biggest goals is to accomplish a noticable change in students’ level of personal responsibility when planning their work and following instructions. This is a contributing factor that determines each students success. It is also provides a heightened level of intrinsic reward.
SPED Modifications:
All lessons are modified for SPED students. The tissue stained glass was modified so Willie would work without a design and have the experience of using the glue water and paintbrush to attach random pieces of tissue paper on his foam core. He had a good time and he produced 2 pieces of work like everyone else. He stayed on task and was respectful of supplies. Also, he was mesmerized by the colors of the tissue. The project held his attention.
For the printing project, Willie couldn’t carve with the sharp tools, so I had him use glue and yarn to build up his design on the foamcore. Again, he seemed to enjoy the project. As the other students print, so will Willie. The fact that he actually works along with the other students seems to give him a feeling of being more of a part of the class. When he has idle time, I make him “tests” and he “does his work” and together we grade it. He’s a good boy and likes to be a part of things.