TEACHER GUIDE
* Aim
* Rationale
* Audience
* Prerequisites
* Subject-Matter
* Goals and Objectives
* Instructional / Implementation Plan
* Materials
* Assessment and Evaluation
* Resources and StandardsThe students will end the unit with a better appreciation of art, to the point that they will be able to cite creative questions to pieces and participate in thoughtful discussions. Students will be able to create an end-of-unit project summarizing their study on various types of art.
This web curriculum intends to increase student appreciation of art, as fine arts are often left out of regular curriculum. In studying art, students will see an increase in reading skills, specifically main idea, relevance to historical events, and creative thought. With limited printed resources for studying art, the internet will provide students with the ability to view numerous pieces simultaneously and at their own pace
This curriculum is geared towards middle-school students, ranging from fifth to seventh grade. It was originally created for a group of sixth graders in an urban public school district, though with slight modifications the curriculum can be adjusted to be more or less challenging.
Students will need basic computing skills such as typing and web browsing. While speed is not important, students must be able to effectively use both a web browser and word processor. Students' reading skill should be at least at a fourth grade level.
Subject-Matter
Using a web site to view and read about various types of art movements.
Using existing web resources and provided links to find specified information on the internet.
Comparing and contrasting the art movements through journaling and discussion groups.This module teaches a higher appreciation of European art and shows the differences between movements over time.
At the conclusion of this module,students will:* identify the elements of selected art movements
* critique selected works within their context
* compare/contrast works both within the same movement and across movements
* recognize characteristics of painting and evaluating how they fit within a given artistic movement
Instructional / Implementation PlanThis module is designed to be self-paced, but teachers may want to have discussions of the contents (and further examples and elaborations) after students have had a chance to read through the initial pages.
*At the beginning of each movement, students will need a copy of the worksheet for the section linked here or at the beginning of each movement's first page. The worksheets include pre reading questions as well as questions from the text on this website and the linked sites. The purpose is to help keep the students on task and moving through the module.
*Following the worksheet, the students will complete a vocabulary search using internet resources (www.m-w.com).
*Students will then address standards with existing web resources by going to selected web sites and looking for some designated paintings in a web quest. This process is explained in each movement and involves finding paintings of the given style and writing a short analysis. The one exception is for Ancient art, in which the students will complete a cave painting in MS Paint.
*Students will complete a computer-based journaling assignement for each style.
*After each end-of-section quiz, students will identify the elements of the various movements and examine the examples in whole class or small group discussions.
*Students will complete the unit with a research project described here.
Computer with Internet access for each participant. Each student will either need a floppy disk or folder on the computer.
Students will complete a web quest for each movement discussed and researched. Following this, each student will complete an online quiz on each movement as a self-check on progress. A teacher may assign students to extra assignments or review pending a raw score from the quiz. Such extra assignments could include practice extra work based on the linked websites as a teacher sees fit. Each movement will require students to write in a journal about the art as well as participate in discussion on the movement and complete a printed worksheet with pre reading and review questions. An end-of-unit project must be completed in which the students will write a research paper critiquing three movements in a compare/contrast format.
Last updated: July 30, 2003 by D. Pounds
