1. Process and Content Indicators Leslie Gates

2. The Big Picture  Big idea: Artists from various cultures throughout history have utilized text in the creation of images.  Essential Question: How did ancient Japanese artists use text and image to increase meaning and/or enhance design?  Summative Task: Students will create an artwork that integrates text and image, utilizes Japanese traditions of suggestion and subtlety, and displays refined artistry both in creation and presentation of final work.

3. Choosing Standards  What standards should we be using?  What is the best synonym for standard?  A. Benchmark  B. Goal  Where do I find the standards?

4. Choosing Standards  Which standards are connected to the content in my big idea?

5. Choosing Standards  Where do I put the standards in my unit template?

6. Make a Table Arts & Humanities Standard Content IndicatorProcess Indicator

7. The Big Picture Big Idea Artists from various cultures throughout history have utilized text in the creation of images. Select Arts Standards 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” 9.2.G “Relate works in the arts to geographic regions.” 9.3.B “Analyze and interpret specific characteristics of works in the arts.”

8. The Big Picture One way you might check for richness: Do the standards that you’ve chosen come from different standard categories? 9.1 Production and Performance, 9.2 Historical and Cultural Contexts 9.3 Critical Response 9.4 Aesthetic Response

9. Where to put ‘em StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” 9.2.G “Relate works in the arts to geographic regions.” 9.3.B “Analyze and interpret specific characteristics of works in the arts.”

10. Content and Process  The CONTENT the students will learn  The PROCESS through which the students will understand the content What are Indicators?

11. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will understand three characteristics present in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” 9.3.B “Analyze and interpret specific characteristics of works in the arts.” (KNOW)(DO)

13. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” (1) Know where Japan is located on the globe (2) Understand basic cultural elements in this region. (1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.) (2a) Students will discuss/list what they already know about Japan, (2b) Students will view 2 video clips introducing them to Japanese culture.

15. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” (1) Know where Japan is located on the globe (2) Understand basic cultural elements in this region. (1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.) (2a) Students will discuss/list what they already know about Japan, (2b) Students will view 2 video clips introducing them to Japanese culture.

16. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” (1) Know where Japan is located on the globe (2) Understand basic cultural elements in this region. (1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.) (2a) Students will discuss/list what they already know about Japan, (2b) Students will view 2 video clips introducing them to Japanese culture.

17. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” (1) Know where Japan is located on the globe (2) Understand basic cultural elements in this region. (1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.) (2a) Students will discuss/list what they already know about Japan, (2b) Students will view 2 video clips introducing them to Japanese culture. 9.3.B “Analyze and interpret specific characteristics of works in the arts.” (1) Students will know how Japanese art differs from other cultural styles with some of the same characteristics. (1) Using a Venn Diagram, students will analyze a pair of artworks with similar characteristics: one Japanese and one from another culture.

19. The alignment StandardContent IndicatorProcess Indicator 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.” (1) Students will know three characteristics in ancient Japanese art: subtlety, text integrated with image, and refined craftsmanship. (1) Students will view Japanese works organized by characteristic. Students will dialogue with teacher throughout presentation identifying the presence of the characteristic(s). 9.2.G “Relate works in the arts to geographic regions.” (1) Know where Japan is located on the globe (2) Understand basic cultural elements in this region. (1) Students will use arrows to identify where they think Japan is on a map. The correct answer will be given, and important geographic info. will be highlighted by teacher (it’s an island, etc.) (2a) Students will discuss/list what they already know about Japan, (2b) Students will view 2 video clips introducing them to Japanese culture. 9.3.B “Analyze and interpret specific characteristics of works in the arts.” (1) Students will know how Japanese art differs from other cultural styles with some of the same characteristics. (1) Using a Venn Diagram, students will analyze a pair of artworks with similar characteristics: one Japanese and one from another culture.

20. Would the word DEFINE appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

21. Would the word KNOW appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

22. Would the word LIST appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

23. Would the word PREDICT appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

24. Would the word UNDERSTAND appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

25. Would the word SHOW appear in a content or process indicator?  A. Content Indicator  B. Process Indicator

26. Content Indicators: KNOW / UNDERSTAND Process Indicators: list, classify, describe, define, create, retell, identify, model, read, observe, analyze, conclude, judge, rate, predict, score, revise, infer, determine, rank, probe, debate, predict, forecast, show, develop, imagine, generate, reorganize, write, improve, inspect, examine, solve, discover, deduce, use, translate, illustrate, calculate, sketch, make, relate, change…

27. Bloom’s Taxonomy  Not all tasks are equal!  The tasks in your unit should be constructed in ways that are rich and engaging

28. What you have done:  Determined your big idea and essential question(s), and summative task.  Identify critical pieces (content and process indicators)  Develop rubric / assessment  Develop accommodations and adaptations Homework: What you will do (next steps):

29. Contact Info Leslie Gates 717-375-8036lesliegatespaea@gmail.com Skype: lesliegates