1. Sheryl Lamme sllamme@yahoo.com Waynesville

2. Rules for Life, Rules for Living A curriculum unit for the Conceptual Age Exploring the big idea: Man both creates the rules that he lives by AND has a role in creating the rules which govern society. by Sheryl Lamme

3. In a democratic society all eligible citizens have an equal say in the decisions that affect their lives. (wikipedia.org) Social, economic, and cultural conditions are governed by laws that are proposed and created by the democracy. Key Concept:

4. What areas of life are governed by rules and laws? Who makes laws? Are laws important? Why or why not? What’s the difference between a law, a rule, a warning? Why would a warning become a law? How do you feel about that? Is it ever okay to break laws? Are any laws absolute?

5. Thinking Like an Artist: Paying close attention to the world facilitates empathy with others. New possibilities are imagined. One makes meaning of his or her place and responsibility in the world. Looking at the big picture of laws and rules leads to a consideration of them self in relation to others.

6. Images for VTS

9. Students will be introduced to the art of Banksy. He breaks laws to create art. I want them to wonder…

10. Students will watch the School House Rock video – The Boston Tea Party. The pilgrims sailed the sea To find a place to call their own In their ship Mayflower They hoped to find a better home They finally knocked On Plymouth Rock And someone said, “We’re there It may not look like home But at this point I don’t care” And a vintage PSA on the dangers of condiment over use.

11. Students will take an online personality quiz which determines if the are : A rule follower, rule maker, or rule breaker? I want them to think about what these labels might mean. http://quiz.m-magazine.com/quizzes/321459

12. Table groups will create silly rules to follow. Like – Stand up, sit down, and clap your hands once when you have a question for the teacher. Later, we’ll discuss how this experience felt and brainstorm real life rules that seem silly.

13. Hopefully, they’ll wonder things like…

14. We’ll also take a look at outdated laws

15. Possible Art Making ideas:

16. Assessment VTS discussion and class discussion will be clues to the depth of knowledge students are gaining. Projects will present visual evidence of understanding. Assessment in my room is direct and ongoing. I walk around the room as students are working, checking for understanding. Before beginning the specific projects I review a rubric / grading criteria.

17. Skills for the Conceptual Age: Hopefully the design of this unit will enable students to view their role in the world as flexible, active, interactive, and valuable. I hope they question rules and view imaginative potential for change, both internal and external. I hope they learn to critically examine visual culture and see themselves as part of a larger whole.

18. Exemplars I created a mixed media book dioramas that humorously illustrate the rules of the art room.

21. This unit was created as part of coursework for a Master’s Degree in Learning, Teaching, and Curriculum with an Emphasis in Art, from the University of Missouri. See me or check out http://online.missouri.edu/degreeprograms/ed-art/index.aspx http://online.missouri.edu/degreeprograms/ed-art/index.aspx for more information.