1. Installation Art: Packaging Tape Sculptures
Unit Portfolio Presentation
Courtney Darby

2. 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.

3. 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?

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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’