2. Two or more concepts that demonstrate a relationship. Lasting value!
Enduring
Understand
Timeless,
Universal,
Transferrable
Factual information in the unit or lesson that students must know.
What students will do AND be able to transfer to new learning as a result of the learning experience.
Understanding
Student
Student
Skills
Critical
Know
Two or more concepts that demonstrate a relationship. Lasting value!
Big Idea! Do
NOT Timeless, Universal
Content
Timeless, Universal, Transferrable

3. Enduring Understandings
Content/Know
Studio Thinking
Skill/Do
Focusing Lens
Enduring Understandings
Concepts
Standards
Objectives…Outcomes…Learning Targets

4. What “point of view” will you take?
FOCUSING
Timeless, Universal,
Transferrable
LENS
What “point of view” will you take?

5. Perspective
Conflict
Values

6. Cornerstone for Unit Development: Enduring Understanding
Unit Development Task will rely upon a strong grasp of the Enduring Understanding (Generalizations)

7. Enduring Understanding (Generalization)
Unit Title
Arriving at Abstraction
Length of Unit
Instructor Choice
Focusing Lens(es)
Change/Transition
Standards and Grade Level Expectations Addressed in this Unit
VA09-GR.5-S.1-GLE.1,2,3
VA09-GR.5-S.2-GLE.1
VA09-GR.5-S.3-GLE.1,2,3
VA09-GR.5-S.3-GLE.1,2
Inquiry Questions (Engaging- Debatable):
What is abstract art? (VA09-GR.5-S.1-GLE.1,2,3) and (VA09-GR.5-S.2-GLE.1-EO.a,b,d)
Does abstract art require any special skills? Explain.
What kinds of relationships do viewers find in artworks?
What kinds of relationships do viewers find in an artist’s oeuvre?
Unit Strands
Comprehend/Reflect/Create/Transfer
Concepts
Abstraction, Composition, Proportion, Distortion, Emotion, Rhythm, Line, Shape, Color, Space, Expressive Features
Enduring Understanding (Generalization)
Artists often use distortion of expressive features, such as line, shape, color and space to create abstraction in art
Enduring Undertanding
My students will Understand that…
Guiding Questions
Factual Conceptual
Musical rhythm can translate to visual rhythm in abstract art (VA09-GR.5-S.1-GLE.1,2,3) and (VA09-GR.5-S.2-GLE.1) and (VA09-GR.5-S.4-GLE.1,2)
What types of music might an artist listen to inspire an abstract artwork?
What does visual rhythm look like?
How can music be represented as a visual image?
Artists often use distortion of expressive features, such as line, shape, color and space to create abstraction in art (VA09-GR.5-S.1-GLE.1,2,3) and (VA09-GR.5-S.2-GLE.1) and (VA09-GR.5-S.4-GLE.1,2)
What genres/styles are evident over time in one artist’s (such as Vance Kirkland or Salvador Dalí) oeuvre?
How can an artist manipulate an expressive feature of art, such as line, shape, color and space, to change an inherent relationship in an artwork?
Emotions influence the composition of expressive features (such as line, shape, color and space) of art (VA09-GR.5-S.1-GLE.1,2,3) and (VA09-GR.5-S.2-GLE.1) and (VA09-GR.5-S.3-GLE1,2,3) and (VA09-GR.5-S.4-GLE.1,2)
What are some emotions expressed through composition and expressive features in known artworks?
What role does emotion play during artistic decisions such as composition or media choice?
Enduring
Understanding

8. Enduring Understanding / Generalizations
Two or more concepts combined to show a relationship...
Concept
Concept
Combining “concepts” create big understandings or generalizations 70

9. Content Area: Visual Arts
Standard: 1. Observe and Learn to Comprehend
Prepared Graduates:
Recognize, articulate, and debate that the visual arts are a means for expression
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Art created across time and cultures can exhibit stylistic differences and commonalities
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Describe and discuss the general characteristics of a work of art from various historical periods (DOK 1-3)
Articulate how to be respectful and mindful of culturally sensitive themes. (DOK 1-3)
Compare and contrast works of art from various historical periods and world cultures by their components of style and design (DOK 2-4)
Analyze responses to works of art in terms of historical, cultural, and visual meaning (DOK 2-3)
Inquiry Questions:
Does art define culture, or does culture define art?
What are commonalities in historical and cultural styles?
What are distinctive differences in historical and cultural styles?
Relevance and Application:
Changes in art movements relate to changes in science and technology.
Advancements in technology have broadened the function and purpose of art.
Belief systems influence the interpretation and analysis of works of art.
Nature of Visual Arts:
Every artist and artistic period has a style.
History and culture affect self-expression.
Concepts provide a depth of understanding – Concepts are the timeless and universal aspects that provide the depth of an instructional unit-the aspects within a standard that transcend specific places, cultures, and times.
Concepts can also represent “content” phrases when combined with descriptors that lock the concept.

10. Content – not always “available” in visual arts standards.
Content Area: Visual Arts
Standard: 1. Observe and Learn to Comprehend
Prepared Graduates:
Recognize, articulate, and debate that the visual arts are a means for expression
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Art created across time and cultures can exhibit stylistic differences and commonalities
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Describe and discuss the general characteristics of a work of art from various historical periods (DOK 1-3)
Articulate how to be respectful and mindful of culturally sensitive themes. (DOK 1-3)
Compare and contrast works of art from various historical periods and world cultures by their components of style and design (DOK 2-4)
Analyze responses to works of art in terms of historical, cultural, and visual meaning (DOK 2-3)
Inquiry Questions:
Does art define culture, or does culture define art?
What are commonalities in historical and cultural styles?
What are distinctive differences in historical and cultural styles?
Relevance and Application:
Changes in art movements relate to changes in science and technology.
Advancements in technology have broadened the function and purpose of art.
Belief systems influence the interpretation and analysis of works of art.
Nature of Visual Arts:
Every artist and artistic period has a style.
History and culture affect self-expression.
Content is specific - “locked in time and place” topics and factual information that students must know in order to successfully master an instructional unit’s larger understandings.
Content – not always “available” in visual arts standards.
a. Describe and discuss the general characteristics of Impressionism.

11. Content Area: Visual Arts
Standard: 1. Observe and Learn to Comprehend
Prepared Graduates:
Recognize, articulate, and debate that the visual arts are a means for expression
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Art created across time and cultures can exhibit stylistic differences and commonalities
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Describe and discuss the general characteristics of a work of art from various historical periods (DOK 1-3)
Articulate how to be respectful and mindful of culturally sensitive themes. (DOK 1-3)
Compare and contrast works of art from various historical periods and world cultures by their components of style and design (DOK 2-4)
Analyze responses to works of art in terms of historical, cultural, and visual meaning (DOK 2-3)
Inquiry Questions:
Does art define culture, or does culture define art?
What are (describe) commonalities in historical and cultural styles?
What are (describe) distinctive differences in historical and cultural styles?
Relevance and Application:
Changes in art movements relate to changes in science and technology.
Advancements in technology have broadened the function and purpose of art.
Belief systems influence the interpretation and analysis of works of art.
Nature of Visual Arts:
Every artist and artistic period has a style.
History and culture affect self-expression.
Skills must be transferable; timeless – Abilities (such as compare, synthesize, create, defend, etc.; applicable across content areas) that will be introduced and/or refined in order for students to successfully master an instructional unit’s larger understandings.

12. Creating Enduring Understandings
Level 3 Understanding:
explicitly shows a relationship between two or more concepts and why that relationship matters
Level 2 Understanding:
Allows learners to see how or why two or more concepts are related
Level 1 Understanding:
Weak or generic relationship between two concepts
Two is our level!!! Three is great but two is okie dokie

13. Creating Enduring Understandings
Visual Arts
Level 3 Understanding:
Level 2 Understanding:
Level 1 Understanding:
Concept
Why it matters?
Organization of visual form impacts individual preference by appealing to individual expectations.
Concept
Strong, precise verb(s)
The way artists create visual form
impacts
individual preferences
Concept
Verb
Visual form
influences
individual preferences

14. Starting with the end in mind…You’ve determined what students need to understand, know and do!
Now you need to create experiences with motivation, approaches for coming up with ideas, opportunities to create with materials, research artists and reflect on the process of making art.

15. Idea!
CONSIDER
Motivate!

16. Artists examine and sometimes create meaning in their art work; especially how we come to understand our world. Having arrived in another country you find that artwork, advertisements—even electronic images—do not employ perspective as you know it. While in a local gallery, a gallery catalog with the work of U.S. artist Channa Horwitz ( ) you brought with you falls from your backpack and is seen by people next to you. They begin to question you about the “strange images” you have in your possession. How do you demonstrate the concepts of two and three dimensions to these people? They think it’s a bunch of hot air. View watch?v= SJJhHknEDPY to help you explain these concepts.

17. Motivation, ideation, and
pre-assessment …
WHOA
happened concurrently!

18. ! !
Conceptual
Inquiry
Factual ! ! !

19. Play Lists Observe Clustering Role Play Concept Map Collaborate
Record
Analogy
Research
Metaphor
Doodle
Concept Map
Play
Lists
Storytelling
Collaborate
KWL Charts
IDEATION!
The most important part of teaching art…
Clustering
Mapping
Role Play
Observe
Transforming

20. Visit the lesson plan format on the website for a refresher on motivation and ideation!

21. Preparation
Materials
Resources- list source
Safety
Vocabulary
Procedures- be specific

22. How is literacy demonstrated in your teaching?
How is literacy demonstrated in student learning?

23. Providing multiple interpretations
Extended focus
Hypothesizing
Schema-building
Giving evidence
Thorough description
Providing multiple interpretations

24. Accommodations Accommodations are… Accommodations are NOT…
based on individual student documented need and used routinely in instruction with sufficient frequency to ensure familiarity and independent use
to be provided solely for convenience
designed to give students equitable access to the general curriculum during instruction and assessment
intended to give educational advantage
to be used for students to produce their own work independently and demonstrate learning
used to reduce learning expectations or replace instruction
determined by districts for classroom and/or district interim assessments
intended to “help all students do better”
documented in a formal education plan (IEP/ALP)
to be continued without evidence of effectiveness

25. Accommodations and Modification
Grade-Level Academic Achievement Standard and assessment
Alternate Academic Achievement Standard
and assessment
Instruction based on CAS grade-level content standards and Evidence Outcomes utilizing intentionally-designed accessible instruction
Instruction is based on Extended Evidence Outcomes and Extended Readiness Competencies (EEOs/ERCs)
Adapts how the student accesses the content, but does not change what the student learns
Reduces learning expectations by decreasing what the student is expected to learn (content) and/or demonstrate (rigor)
Can be used by students with documented needs, including students with a disability
For students with a significant cognitive disability who meet eligibility criteria

26. Access
Process
Product
Expression

27. Pre-assessment Outcome Post-assessment Student Reflection

28. Explain how to or create a drawing combining one and two-point
perspective demonstrating the correct use of vanishing point
and horizon line?
Using drawing materials, SWBAT create a drawing combining one and two-point perspective demonstrating the correct use of vanishing point
and horizon line to create a fantasy world.
Pre-assessment
How well did students create a drawing combining one and two-
point perspective demonstrating the correct use of vanishing point
and horizon line to create a fantasy world?
Students act as art critic and write a review of their work discussing the correct use of perspective and imaginative qualities of their work.

29. Focusing Lens Ideation Motivation Reflection Literacy Ideation
Assessment
Focusing Lens
Skills
Concepts
Understanding
Reflection
Literacy
Ideation
Reflection
Assessment
Content
Outcomes
Understanding
Concepts
Content
Outcomes
Understanding
Concepts