1. Unit: Everything is not as it seems
Perceiving the World
Grade Level: High School

2. Standards & Grade Level Expectations
Comprehend 1. Visual art has inherent characteristics and expressive features 2. Historical and cultural context are found in visual art 3. Art and design have purpose and function Reflect 1. Reflective strategies are used to understand the creative process 2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3. Interpretation is a means for understanding and evaluating works of art Create 1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas 2. Assess and produce art with various materials and methods 3. Make judgments from visual messages Transfer 1. The work of art scholars impacts how art is viewed today 2. Communication through advanced visual methods is a necessary skill in everyday life 3. Art is a lifelong endeavor
Standards & Grade Level Expectations

3. Lesson 1: Got perspective? Learning to see the world in new ways
In this first lesson students will explore perceiving the world through a new perspective. They will evaluate how different ways of view the world give you different feelings. Concepts understood through this lesson will include birds eye view, macro art, and making 2D perceive to perceive to be 3D. The emphasis is for students to create a drawing that forces the viewer to look at the world with a different perspective than we do in normal life.
History/Artists: To better understand these concepts we will research
Edgar Mueller (3D chalk artist)
Michelangelo (Sistine Chapel)
Jody Melanson (Macro Photography)

4. Lesson 2: Abstracted Observation
The second lesson students will understand how to create an abstracted sculpture through observational studies. The idea is to comprehend that what we see influences what we make, even if what is created is not realism. Students will explore artistic manipulation by looking at an object and abstracting it through a variety of artistic properties and elements such as shape, color, material, size and form.
History/Artists: To better understand these concepts we will research
- Picasso (Cubism)
- Marko Humphrey-Lahti (figures)
- Sean O’ Meallie (objects)
- Miina Akkijyrkkas (Animals)

5. Lesson 3: Giving the world a little twist! Surrealism
In the third lesson students will perceive the regular world and add in a twist of imagination, creating something entirely new. They will research the dream like qualities of surrealism. Students will choose to either depict a dream that they’ve had or take a scene from their every day life and tweak reality through imaginative surrealism. There final project will be to create a picture ,using Photoshop and Illustrator, of their imaginative scene.
History/Culture: To better understand these concepts we will research
The Persistence of Memory (Salvador Dali)
Inka Essenhigh
Jaroslaw Jasnikowski
Vladimir Rush

6. Example Pre assessment activity for Surrealism
Taken from MoMA website.

7. Focusing Lens: Perception

8. Prepared Graduate Competencies
Comprehend: Analyze, interpret, and make meaning of art and design critically using oral and written discourse
Reflect: Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
Create: Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Create: Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
Transfer: Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Transfer: Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)

9. GLE’s: Specific to Unit
VA-GR.HS-S.1-GLE.1, GLE.2, GLE.3
VA-GR.HS-S.2-GLE.1, GLE.2, GLE.3
VA-GR.HS-S.3-GLE.1, GLE.2, GLE.3
VA-GR.HS-S.4-GLE.2, GLE.3

10. Inquiry Questions Why do people perceive the world differently?
Do artists have a relationship between what they see and what they create?
What’s valued more, Realistic art or non realistic art? Why do you think so?
Does observation play a role in art making?

11. Mondrian

12. Observation Expressive Imagination illusion Material abstract perspective 3 Dimensional 2 Dimensional features/characteristics
Concepts

13. Enduring Understandings:
Artists can abstract what they see by looking at it with a new lens/perspective and manipulating it.
Intended meaning can be achieved by manipulating reality (representation) to create abstraction
Reflective and observational strategies are used to understand and influence the creative process of art making

14. ENDURING UNDERSTANDING CONCEPTUAL GUIDING QUESTION
FACTUAL GUIDING QUESTION
Artists can abstract what they see by looking at it with a new lens/perspective and manipulating it.
Why do people perceive the world differently?
Why would an artists want to use perspective?
How do artists control how a viewer sees the world, through their art?
How do artists use formulas to create illusion?
What types of formulas to artists use to create depth, space, and form on a 2D surface?
Intended meaning can be achieved by manipulating reality (representation) to create abstraction
Is it important for work to have intended meaning?
Do reality and abstraction have a connection?
What artistic elements and principles can be used to create abstraction?
How do artists use reality to create abstraction?
Reflective and observational strategies are used to understand and influence the creative process of art making
Does observation play a role in art making?
Do people naturally possess the creative process of art making?
Do artists have a relationship between what they see and what they create?
What types of technology can be used to create imaginative art?
How can color be used to create imaginative qualities in an artwork?

15. ENDURING UNDERSTANDING CRITICAL CONTENT (KNOW)
KEY SKILLS (DO)
Artists can abstract what they see by looking at it with a new lens/perspective and manipulating it.
Linear perspective
Different vies such as: Birds eye, worms eye, profile, macro
Know artistic techniques such as cross hatching, contour line, hatching, stippling, and shading value
Be familiar with artists: Edgar Mueller, Michelangelo, and Jody Melanson
Observe common things/problems from a new perspective
Intended meaning can be achieved by manipulating reality (representation) to create abstraction
Know the difference between 2D and 3D
Know how to create a understructure/armachure
Be familiar with qualities of clay and plaster
Be familiar with artists: Picasso, Marko Humphrey-Lahti, Sean O’ Meallie, and Miina Akkijyrkkas
Observe the world
Comprehend that what you see influences what you do
Compare and contrast 2D vs. 3D
Manipulate/transform existing materials and ideas
Reflective and observational strategies are used to understand and influence the creative process of art making
Identify, describe, and use photo shop and illustrator
Understand aesthetic choices such as overlapping, balance and symmetry
Know colors relationship to emotive qualities
Be familiar with artist: Salvador Dali, Inka Essenhigh, Jaroslaw Jasnikowsk, and Vladimir Rush
Creatively approach rational problems by using imagination

16. Numeracy Integration
Numeracy will be integrated into perspective lessons by use of geometry and angles. Also when abstracting students will be understanding scale and proportion which includes numeracy integration.

17. Literacy Integration
Literacy will be integrated during brainstorming and critique. Students will be recording throughout the entire project in their sketchbooks using pictures and writing. Sketchbooks will include:
Brainstorming
Cultural influence
Artist influence
Steps in process
Final review/critique

18. Abstraction perception depth form surrealism birds eye view worms eye view profile macro observation overlay/overlap balance symmetry
Vocabulary