Installation Art: Packaging Tape Sculptures Unit Portfolio Presentation Courtney Darby

Unit Summary Students will be introduced to artist Mark Jenkins and research installation art through internet searches and class discussions. They will form groups and select a location on the school campus to set up their own installation art. Using tape casting techniques they will create an installation that will be on display for 2 days. During these 2 days, they will observe reactions from classmates and complete a self-assessment questionnaire and rubric as well as participate in a class discussion about the effect their installation art had on the community around them.

CFQs Essential Question: What is the purpose of art? Unit Question: How can art create an environment? Where do you get the ideas for installation art? How is installation art created? What does it mean to provoke a response? Content Questions: What is installation art? How are structures reinforced? What is a casting? How can an artist provoke a specific response in an audience? What non-traditional materials can be used to create a sculpture?

Vision for Unit By creating this unit, I want to: Expose my students to something new, that they did not think was possible before Show my students the effect that their thoughts and actions, in the form of a sculpture in this case, have an effect on their surroundings Learn to communicate and predict reactions Explore and understand installation art

Project Approaches As my students work on this project, they Collaborate with peers and community members Create a product that shows what they’ve learned Share their learning with a real audience Apply new knowledge to what they know about their audience

21st Century Learning Students will develop higher-order and 21st century skills in this unit Global Awareness - Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts Creativity and Innovation- Think Creatively - Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Work Creatively with Others – Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas

21st Century Learning cont. Communication and Collaboration – Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Media Literacy - Analyze Media Understand both how and why media messages are constructed, and for what purposes Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors

21st Century Learning cont. Life and Career Skills – Flexibility and Adaptability Adapt to Change Adapt to varied roles, jobs responsibilities, schedules and contexts Work effectively in a climate of ambiguity and changing priorities Be Flexible Incorporate feedback effectively Deal positively with praise, setbacks and criticism Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

21st Century Learning cont. Initiative and Self-Direction Manage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently Productivity and Accountability Manage Projects Set and meet goals, even in the face of obstacles and competing pressures Prioritize, plan and manage work to achieve the intended result

Gauging Student Needs Assessments Use CFQs to learn The prior knowledge of the students relating to public art The effect art can have on it’s audience and/or environment What artists create installation art Why artists create installation art How to create a casting

Gauging Student Needs Assessments I can use the information from these assessments to: Guide the students to think about the world around them in a new way and think about possibilities Discover the students past experiences with installation art Students can use the information from these assessments to: Formulate new ideas about their surroundings Share personal experiences with public art Form new ideas about what their sculpture will look like and what message it will send

Requests for Feedback How do I make this more focused and understandable and not so ‘up in the air?’ How do I make the class discussion fit the mold for the ‘gauging student needs assessment’