Sensory Perception 1 LTC 4730 Unit Plan Sensory Perception Carly Boyd & Kaitlin Bolton GRADE/CLASS Carly

BoydElementary2nd Grade in K-12 school This unit is designed for a 2nd grade class (approximately 20 students) in a K-12 school. Ideally, this class will meet twice a week for approximately 50 minutes. Students will be provided a sketchbook for their personal art journals. Kaitlin Bolton- High school- (9-12) Art Foundations This class meets everyday. There are three sections of the course. There are mostly freshman in this class, because Art Foundations must be taken before a student can take any of the advanced art courses. The course is also open to sophomores, juniors, and seniors. In section one there is one hearing impaired student who requires hearing aids. Each lesson will be adapted for this student. GOALS/RATIONALE Sensory perception is essential in human knowledge and creativity. It is how we understand our surroundings based on data collected from ones senses. Every human being holds his or her own unique and individual perception. Artists create artwork with a certain perception in mind. Artists convey through their message through the artwork and create a perspective for the viewers. Artists invite viewers to see the world through a different lens-through their artwork. Understanding perception is essential in being able to convey a message through art. The unit is designed to teach perspective. Perspective is useful in all walks of life. The students will learn a lot about themselves and their identity. The students senses will be sharpened and they will learn to make keen observations. The goal is that students will understand perspective and how it relates to art, the senses, and their daily lives. SHOW ME STANDARDS: In Fine Arts, students in Missouri public schools will acquire a solid foundation, which includes knowledge of 1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 2. The principles and elements of different art forms 3. The vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. Visual and performing arts in historical and cultural contexts NATIONAL VISUAL ARTS STANDARDS -Elementary

Sensory Perception 2 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: c. Students use different media, techniques, and processes to communicate ideas, experiences, and stories d. Students use art materials and tools in a safe and responsible manner 2. Content Standard: Using knowledge of *structures and functions Achievement Standard: a. Students know the differences among visual characteristics and purposes of art in order to convey ideas b. Students describe how different *expressive features and *organizational principles cause different responses 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: a. Students explore and understand prospective content for works of art b. Students select and use subject matter, symbols, and ideas to communicate meaning 4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard a. Students know that the visual arts have both a history and specific relationships to various cultures b. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art 5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard b. Students describe how peoples experiences influence the development of specific artworks c. Students understand there are different responses to specific artworks 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standards a. Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. Students identify connections between the visual arts and other disciplines in the curriculum MISSOURI GRADE LEVEL EXPECTATIONS (GLEs)- Elementary STRAND I: 3. Communicate ideas about subject matter and themes in artworks created for various purposes.

Sensory Perception 3 o GRADE 2: Still Life: Create an original still life from observation. STRAND II: 1. Select and use elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use foreground and background to create illusion of space. STRAND II: 2. Select and uses elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use color contrast. STRAND III: 2. Analyze and evaluate art using art vocabulary o GRADE 2: Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Teal textures, Contrast/variety of colors STRAND IV: 1. Explain connections between visual art and performing arts o GRADE 2: Compare patterns in music to patterns in artworks STRAND V: 1. Compare and contrast artworks from different historical time periods and/or cultures. o GRADE 2: Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape and texture, Theme and Purpose of art in culture. National Visual Arts Standards- High School Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: o Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. o Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Achievement Standard, Advanced: o Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium. Content Standard #2: Using knowledge of structures and functions Achievement Standard, Proficient: o Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. Achievement Standard, Advanced: o Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard, Proficient: o Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and

Sensory Perception 4 culture o Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life Achievement Standard, Advanced: o Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. o Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient: o Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art o Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places o Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making Achievement Standard, Advanced: o Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists o Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: o Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works o Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts o Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. Achievement Standard, Advanced: o Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions Content Standard #6: Making connections between visual arts and other disciplines Achievement Standard, Proficient: o Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the

Sensory Perception 5 humanities or sciences. Achievement Standard, Advanced: o Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences MISSOURI GRADE LEVEL EXPECTATIONS (GLEs)-High School STRAND I: Create smooth, continuous value through even pressure o Create a range of 4 smoothly graduated values through varied pressure o Use media in various ways to create simulated and invented texture o Demonstrate proficiency using a single drawing media o Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity o Blend one color/value smoothly into another o Demonstrate proper use and cleaning of brushes and palettes o Use brushes of various sizes/types o Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) o Create original artworks using the following as subject matter: Portrait Still life Landscape Non-objective STRAND II: o Identify and use weighted contour, parallel, and perpendicular lines o Differentiate between and use geometric and organic (freeform) shapes o Identify and use high and low relief o Identify and use illusion of form: sphere, cube, cone, and cylinder o Contrast textures within the same artwork o Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows) o Identify and use positive and negative space in two-dimensional work o Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value contrast) o Differentiate among and use symmetrical (formal), asymmetrical (informal), and radial balance o Identify and use elements to create regular rhythm STRAND III: o Discuss and develop answers to questions about art, such as: o What is art?

Sensory Perception 6 o Why do responses vary? o Who decides what makes an artwork special, valuable or good? o Discuss personal beliefs about the nature of art Define aesthetics as the branch of philosophy that deals with the nature and value of art Analyze the use of elements and principles in the work; Interpret the meaning of the work (subject, theme, symbolism, message communicated); Judge the work from various perspectives: Expressing feelings (Emotionalism/ Expressionism); Serving a purpose in the society or culture (Functionalism)

o o o o o o

STRAND IV: o Connect meanings of elements in art with terms in music, theatre, or dance o Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. STRAND V: o Identify artworks from the following: o Pop Art o Compare and contrast two artworks on: o Time o Place o Artist o Subject matter o Theme o Characteristics o Material/ Technology o Ideas and beliefs of culture RATIONALE FOR ARTISTS AND ARTWORKS: Nick Cave is an American performance artist. He is best known for his Soundsuits (bright and whimsical wearable fabric sculptures). Nick will be referenced for inspiration in the elementary video performance. Cindy Sherman fashions ambiguous but memorable characters that suggest complex lives that exist outside of the frame. Sherman refuses to impose descriptive language on her imagesrelying instead on the viewers ability to develop narratives. Her investigation on narratives will be displayed to students to expose the importance of facial expressions. Jenny Marketou is an artist who explores scents in her work through a sitescientific, interactive wall instillation. Visitors are handed a street map and encouraged to walk around the neighborhood and record their smell experiences. Back in the gallery, they can add their observations to the collective map that will record the changes in smell of the neighborhood through space and time.

Sensory Perception 7 Painted Words (Marianthes Story) by Aliki is a short picture book that tells the story of how non-English Marianthe uses pictures to speak to her class. At her new school she experiences the expected isolation, but discovers she can communicate through her artwork. We will view the short YouTube video where an artist creates portrait using just ketchup. http://www.youtube.com/watch?v=1gvGDsIYrrQ Wayne Theibaud is an American painter best known for his colorful depiction of commonplace objectsice cream cones, pastries, piesas well as his colorful landscape and figure works. Theibaud uses heavy pigment and exaggerated colors to depict his subjects. His work will serve as inspiration for vivid color and shadows in their work they will be making. High school: We will look at a variety of artists who work with the senses and those who are expanding art to include all the senses. Most of the artists work with installations. Installation artworks invite the viewer into the artwork, where they have an experience designed by the artists. The majorities of the artists we will cover are currently working and are relevant to the students. Haegue Yang is an artist who works with scent and smell. We will look at the Series of Vulnerable Arrangements to observe how scent was incorporated into artwork and how it helped create a different environment and a different perspective. By adding scent it takes the viewer out of the gallery and aids in helping the viewer embrace the artists perspective and goal Koo Jeong also works with scents. We will look at Before the Rain as another example of how scent can help create an environment that can change perspective. Andy Warhol is a visual artists and the front man of pop art. We will explore his art and make pop art out of jellybeans in our lesson about food art. Warhol painted items of American consumption as well as the famous faces in America that were also being consumed such as Marilyn Monroe. He took mass produced images and added color to change the perspective in which certain American commodities were viewed. Yoko Ono is always a fun artist to include in modern art lessons. She creates active and live artwork that the viewers participated in such as Cut Piece in which viewers came and cut off a piece of her clothing. Touch is a sense that is often forbidden in the art world at places like museums and art shows. It is ironic that most art isnt supposed to be touched, because art is created through the means of touch. Artists create inviting textures and surfaces that call on the viewers senses and urge to touch the work. When a viewer is actively involved in the artwork it creates a different perception and memory of the artwork. It forces the viewers to perceive and actively participate in the environment of the artwork. Marina Abramovics artwork fits alongside Yoko Onos. Her performance and interactive art activates internal senses as well as the 5 basic senses. Her famous work The Artist is Present called on viewers to sit down and in front of her and they share a moment together-, which causes profound reactions.

Sensory Perception 8 Some viewers cried and claimed they felt a change in themselves. Was just their perception of art challenged or did the experience change other perceptions? Marina Abramovics work forces the viewers to take an internal look and possibly feel other senses. Cai Guo-Qiang is a visual artist that creates unique artistic experiences using gunpowder and fireworks. He paints and draws with gunpowder, but his unique work is fireworks. He created the firework displays for the Beijing Olympics and viewers visually interact with his work. Fireworks create an experience where viewers see, smell, and hear the work, some are even afraid. Humans react and perceive fireworks differently. Another unique factor of his work is that it happens only for a moment and then is gone forever. Jennifer Rubell creates food exhibits and installations. Her exhibitions feature food as the centerpiece. She also creates galas that are dinners where there are no directions and the viewers are forced to interact, taste, touch, view, and eat the work. Again how we perceive artwork can be different based on the senses it activates. Buddy Valastro also known, as the Cake Boss is not only a TV star on the television channel TLC, but he also an artist. Many would argue that his beautiful cakes are fine art. Incorporating three dimensions with taste has made him famous. His clients hire him to create a cake they are envisioning, he has to make sure he is creating the right perception. He has also opened the question: are chefs artists? Is food artwork? We will look at his cakes as an example of art and taste James Luna is known for pushing boundaries in his installations, where he engages audiences by making himself part of a tableau. He forces the viewer to perceive him how he wants such as in his famous Artifact Piece. Richard Serra- challenges gravity and the viewers by creating large steel sculptures that engulf the viewer who walks through his installations. William Hogarth- He created satirical perceptions of British aristocracy. We will look at the famous Marriage A la Mode. ENDURING IDEAS Throughout time and across cultures Artists have expressed and communicated experiences through sensory perception. Artists represent perception. Artists have embraced sensory elements in their art making to heighten experiences and moments in time. Humans gather information and gain knowledge by using their senses. Artwork is the representation of our knowledge and experiences. Artists challenge viewers by activating multiple senses when viewing art to create a unique experience and perception. Everyone holds a different perspectives and that is how they see the world. Perception can change based on the environment and forces manipulating the environment.

Sensory Perception 9 Viewing art requires looking from our own perspective at the perspective that the artist has created for us to view it as. Artwork is the representation of the personal perception or goal the artists holds and wants for the viewer. Sensory perception makes it possible for humans to interact, create, and analyze art. Sensory perception allows the artists to hold a view that they represent with artwork The five senses are the tools our body uses to collect information that forms a perception in which we understand the environment and the world around us. Our senses not only allow us to understand art, but they give us the ability to make art as well. Art that activates all the senses creates a profound experience that takes art to a whole new level of meaning.

INVESTIGATIVE ESSENTIAL QUESTIONS Can sensory perception be communicated through art making? How can sensory perception help us understand and communicate our surroundings through art making? Can individuals perceive the same event differently? Can artists create a work that forces individuals to see something the same way? In what ways are we forced to share the same perception (for example the media, like on new broadcasts)(also looking back at history i.e. religion, racism, politics) How are spaces dictated to help us form a certain perception? What factors influence this? (I.e. interior designers, architecture, the people in that space with you) How does art create awe? Does the way certain events and moments are presented in art influence the way the viewer understands these events? How do our senses help us understand our environment and world around us? How do they combine to form perception? How are the senses and sensory perception related to art? How? Are there more senses in our body or minds that we use then just the 5? How can we create art that activates our senses and creates a certain perception? Why do artists want the viewers to view it a certain way? How does this communicate a message? Have you ever been to a place that created a profound experience for you? A place you didnt know how to perceive? What role have the sense played in your life? In your artwork? Do you rely on one sense more then others? Does this create a certain perception? What are some other senses?

Sensory Perception 10 How do the senses shape your perceptions?

KEY INSTRUCTIONAL CONCEPTS Artist use sensory perception as a way to convey an experience or feeling. All art involves some extent of sensory perception. Sensory perception helps us understand our surroundings. Sensory perception shapes our world, our views, and our artwork. By incorporating the senses artists can create a perception for the viewers. CONSTRAINTS Resources and access to museum or other art-related resources. Availability of projectors, smart boards, or other technology-related resources for projects and demonstrations. Time-related issues and classroom management of keeping students focused and on task. Permission granted for invitations to class presentation. Permission, transportation, and time to go on a one-day trip outside to a close local park. Food allergies could be a possible constraint in some of the activities involving taste. Students with disabilities relating to the senses might arise during the unit. INTEGRATIVE OPTIONS/CROSS CURRICIULAR CORRELATIONS Sensory perception is the state of perceiving ones surroundings based on observations and information collected from ones senses. Sensory perception is essential in accumulating data and knowledge and is therefore required in all units of study. This can include physical, emotional and cognitive variations so the unit easily integrates with many curriculums In High School the students will unit crosses with neuroscience, psychology, and history will be discussed. Students past experiences is another platform in which cross-curricular correlations will be discussed. RELATIONSHIP TO THE DEVELOPMENTAL NEEDS OF CHILDREN This unit is designed to have the students question the perspective in which they view the world and view art. The unit calls on the students to look internally on their views and will help them form identity. It also will ask students to explain why they view things certain ways and will hopefully change things they view unfairly. It also will develop and activate their senses. They will view art completely and not with just their eyes. Differentiation will be addressed by the artist journals. Students will be given writing prompts that the instructor will check at the end of every week. Exit slips will be assigned on days where the material is complicated. Most of the work will be completion and participation. The students will need to demonstrate an understanding and questioning of their perception and use of their senses. Students will be working in groups where they can ask questions and help each other as well as instructor help. The biggest concern in differentiation is students with disabilities

Sensory Perception 11 regarding the senses, but they will be exempt or be given specialized instruction in areas that could be an issue. OPPORTUNITIES Elementary Multiple artists will give students. Aided by Visual Thinking Strategies (VTS), students will have the opportunity to practice deep noticing skills and engage in higher-level thinking of artworks. A celebration will be held for students to experience and record their sensory perceptions in which they will illustrate. They will also recall a memorable celebration, in which they will be interviewed about the celebration. The interviews will be compiled into a collaborated piece that will be displayed during parent-teacher conferences. High School Students will be given opportunity to see art from multiple perspectives. They will create, view, and analyze art. They will have an opportunity to experience each of the senses in an art making activity. They will be given time to look, experience, and make observations. They will learn how to recognize their own perspective and that of others. Students will dabble in multiple mediums. They will get to create new experiences and perspectives. They will get to go on a field trip to nature and experience nature using all of their senses. They will relay what they have learned about the sense, perception, art, and themselves in the artist journals that they will take with them in their future endeavors. SUMMATIVE UNIT EVALUATION AND ASSESSMENT Elementary For the summative unit evaluation, students will participate in a collaborative film where they will be individually interviewed of their personal celebration project. This film will be showcased outside the classroom on the night of Parent-Teacher Conferences. The unit will be a success, if students are able to express sensory perceptions of their personal celebrations. Successes will also me measured by student engagement, participation, and sketches in students personal art journals. High School Throughout the unit students will have demonstrated their knowledge in their artists journals, art making activities, projects, and artist statements. The summative assesment will be a one-page portfolio on the students own perspective. The one page portfolio will consist of pictures of 5 of their projects from the unit and a one-page paper describing his or her perceptive. It will include how their perspective has changed as well as how the senses have given them. They may also include what they learned in lesson three about other senses and factors that affect perception. Last the one page portfolio will require an artist statement that explains the perspective the student wants the viewer to see in his or her artwork. The students Artist Journal will also be turned in at the same time as the one page portfolio as a reference for grading and understanding. LESSON SEQUENCE- High School Lesson 1: 5 days (1 school week)

Sensory Perception 12 Title: Introduction to the Senses Grade Level: High School National Visual Arts Standards: Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: o Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. o Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Achievement Standard, Advanced: o Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium Content Standard #2: Using knowledge of structures and functions Achievement Standard, Proficient: o Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. Achievement Standard, Advanced: o Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient: o Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art o Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places o Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: o Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works o Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts o Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. Achievement Standard, Advanced:

Sensory Perception 13 o Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions ShowMe Visual Arts Standards: 1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 3. The vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines Grade Level Expectations (GLEs): Strand I: o Create smooth, continuous value through even pressure o Create a range of 4 smoothly graduated values through varied pressure o Use media in various ways to create simulated and invented texture o Demonstrate proficiency using a single drawing media o Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity o Blend one color/value smoothly into another o Demonstrate proper use and cleaning of brushes and palettes o Use brushes of various sizes/types o Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) o Create original artworks using the following as subject matter: Portrait Still life Landscape Non-objective Strand II: o Identify and use perspective techniques to create the illusion of space (onepoint linear perspective, overlapping, and change of size, detail, placement, value contrast) o Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows) Strand III: o Discuss and develop answers to questions about art, such as: o What is art? o Why do responses vary? o Who decides what makes an artwork special, valuable or good? o Discuss personal beliefs about the nature of art o Define aesthetics as the branch of philosophy that deals with the nature and value of art

Sensory Perception 14 o Analyze the use of elements and principles in the work; o Interpret the meaning of the work (subject, theme, symbolism, message communicated); o Judge the work from various perspectives

Stand V:

o Identify artworks from the following: o Pop Art Rationale/Goals: The senses are our first step into collecting data and knowledge; therefore all inquiry begins with the senses. During the first week of the unit the students will be looking at how sight, sound, taste, smell, and touch play a vital role in what we know and understand. Perception is how we understand the information collected from the senses. Perception and sensation are inherently connected. Art is the way in which humans represent their perception. Art is also a platform in which the artists force viewers to see a certain perspective. Some art can challenge or reveal our perception. Other art requires us to take a different perspective. All art activates our senses. Students will explore the 5 basic senses in order gain a feel for the senses and sensory perception before diving in further into sensory perception. Students will walk away from lesson one having a better understanding of each of their senses. They will see the connection between what the information the senses collect and what they perceive. Students will also learn the connection between art, the senses, and perception. They will see how artists create perspectives in artwork. Enduring Big Ideas: o Art is the representation of perception o The senses are how humans collect information and perception is formed to create understanding. o Sight, sound, taste, smell, and touch are the 5 basic senses and where all knowledge begins. o Artists share and create perception with the viewer. Essential Questions: o How do artists create a window for us to see? o How are sensation and perception connected? o What, how, and who shaped your perception? o How can artists convey a perception utilizing the senses? Knowledge Base and Key Concepts: The students all should have a basic understanding of the senses from elementary school and personal experience. Students will be successful as long as they follow directions and participate, which they should be capable of and well practiced from previous schooling. Personal experiences will be called on heavily for students to question and study their own perspective. The first key concept is that the students Objectives: Students learn about perception and the senses through a variety of art making activities, experiments, writing, discussion, and critical thinking activities.

Sensory Perception 15 Students will be able to explain and show what they have learned by creating meaning and perspective in their artwork and writings.

Vocabulary: Sense: a physical feeling: something that your body experience. A particular feeling: an emotion that you are aware of. 5 Basic Senses: touch, taste, smell, sight, and sound Perception (is the organization, identification, and interpretation of sensory information in order to represent and understand the environment Touch: to be in contact with (something). To change or move (something) Taste: To have a particular taste. To sense the flavor of (something that you are eating or drinking) Smell: To be able to use your nose to sense smells. To notice something because of its smell. Hearing: The sense through which a person or animal is aware of sound: the ability to hear. The distance within which someone's voice can be heard. Opportunities to explain why you did, said, or believe something Sight: the sense through which a person or animal becomes aware of light, color, etc., by using the eyes: the ability to see. The act of seeing someone or something. A position in which someone or something can be seen Lesson Vignette: Day 1: Artist Create and Represent Perception Students will begin the Unit with a preliminary activity. As the students enter class they will be handed a piece of candy. Once they are seated and have ate their candy they will to respond to the journal prompt for the day: o What are the senses? How do the senses affect your life? What role are the senses playing as you eat a piece of candy? What is perception? How is the candy connected to the senses, perception, and you? The class will then hold a small discussion about the journal prompt. The goal is to get the students thinking about the sensation and perception. Next the class will watch a video about sensory perception. It is a great introduction to the senses and perception and lays the groundwork information. It also incorporates psychology. http://www.youtube.com/watch?v=aEu5K2ZPjag Introduction of the big idea artist create and represent perception. How does artwork create a window for us to see? We will watch a Ted Talk by Rob Legato who creates movie effects. His job is to create perception. http://www.ted.com/talks/rob_legato_the_art_of_creating_awe.html With time left we will talk about the videos and how art is connected to the senses and perception.

Sensory Perception 16 Day 2 Vision: Students will enter class and answer the daily prompt in their AJs o How do you perceive (view and understand) the world? What factors shape your personal perception? Are there ways in which you are forced to see things in a certain way? Next the student artists will watch a video about the science behind vision: http://www.youtube.com/watch?v=ShUeUVOyK84 After the video the students will begin a drawing activity in their artist journals. o First students will be asked to draw from their imagination and perception a shoe, a tennis racquet, and a candle in a fresh page in their artists journals. There will be a series of drawings and so this sketch should not last more then five minutes. o Next In the center of the classroom will be a still life of a shoe, a tennis racquet, and a candle. The still life was covered with a blanket during the first drawing. Students will be asked to look at the uncovered still life for a minute. After a minute the instructor will cover the still life and again ask the students to draw a shoe, a tennis racquet, and a candle on another fresh page of their artist journals. Again this drawing should not be longer then five minutes. o For the third and final sketch the still life will be completely uncovered and the students will again be five minutes to sketch the shoe, tennis racquet, and candle. o After the drawings will be a discussion of the following questions: How does drawing from imagination and still life differ? Which drawings represent reality? How did seeing the still life change your drawing? Was it different from what you perceived in the first drawing? Did the still life shape your perception? o The students will then pass around and share their drawings. Looking at your classmates work how did they see the shoe, racquet, and candle? How is his or her perception different? From the angle they were sitting? o Before leaving class the student will be given an exit slip. They will answer the following questions and hand it to the instructor on their way out. : How do you like this unit so far? What is perception? How are the senses and perception connected?

Sensory Perception 17 Day 3: Hearing/Sound and Touch: o Students will enter class and answer the A.J. prompt. Do you have favorite textures? Some things you cant stand to touch? What about hearing- some noises you want to hear over and over and others can make you freak out. For example, most people cant stand it when someone scratches their nails on a chalkboard. Is it the sound you cant stand or the feeling of scratching your nails on the chalkboard? o Next students will watch the quick informational video: http://www.youtube.com/watch?v=YZH9EOWNeHs o For the activity the students will be conducting a science experiment using oobleck. The students will not know what oobleck actually is, that way they perceive something new. o Oobleck is a weird mixture that is solid when movement or action is taking place, but when it is relaxed it is a liquid. It is made of water and cornstarch and is really unique touch that most of the students will be fathomed by. The mixture connects to sound and hearing as well because when wave frequencies go through the oobleck it will form solid and jump up. The students will be searching for the answer to what is causing oobleck to become a solid? o First at each table will be water and cornstarch in separate containers they will mix them together at a ratio of 2 cups corn starch to 1 cup of water in a third separate container on the table. The students will be working in groups. Each student will get to discuss and feel the material. They will be recording their observations, hypothesis, and speculations in their artists journals. o After about ten minutes the teacher will call attention to one of the table where a subwoofer/amp has been placed on the table. When turning on loud frequencies and bases the oobleck will start to dance Students will again take down notes in their A.J.s. o With the last few minutes of class there will be a discussion of the oobleck. o How oobleck was connected to both touch and sound? o Have you ever experienced or touched a mixture like oobleck that is both solid and liquid? o How do you perceive this mixture? Is it a solid or a liquid? o What happens when your senses take in information you havent experienced or dealt with before? Day 4: Smell o Students will come in and write in their artist journals. o How can smell be incorporated into art? How can smell affect what you are thinking and viewing? For example, what if the gallery the Mona Lisa was in smelt horribly bad, what would your perception of the Mona Lisa be? o Instead of information from a video this time the students will read an article from Art News: http://www.artnews.com/2011/03/01/scents-sensibility/ o After reading the article we will take a look at some of the artworks mentioned including Koo Jeong and Haegue Yang. We will also discuss

Sensory Perception 18 Cai Guo Qiang who paints with gunpowder. We will look and discuss their artworks. o For the activity this day the students will be painting. The paints will be made out of kool aid flavor packets and water. Students will be given a piece of water color paper and will be asked to paint what they smell by using the different colors and smells of kool aid paint. o At the end of class they will be asked to write a reflection in their artist journals. o Did you use a particular color more based on how it smelled? o Did scent overpower your choice in paint rather then sight and color? o What did you paint? How is your image associated with the kool aid you smelt? Day 5: Taste o The last day of the first lesson will spent discussing taste. o Instead of spending time inquiring what foods and tastes the students like and dont, they will be looking at food as an art medium. Food art has become a popular topic in recent years and many would argue that Chefs are indeed artists. Students will look at the food artists Buddy Valastro and Jennifer Rubell. They will also look at Andy Warhol and how his pop art studied food and consumerism. Beginning with his study of tomato soup Andy Warhol looked at celebrities at the time also as commodities that were mass consumedespecially the images. The students will see their artworks and hold an open discussion and critique. o For the art making activity the teacher will pass out an assortment of Jelly Beans on the table. Students will be creating a pop art portrait like Andy Warhols work. Students will want to consider the perception they want the viewer to take. Students will pick a famous icon or celebrity to make their portrait out of. Students may also try the jellybeans, as taste might affect their decision-making. o They will glue on the Jellybeans using glue of their choice either school glue, hot glue, or rubber cement. All tasting of the jellybeans will occur before the glue is even brought out to the table to ensure no one eats glue. o Students must complete at least the face of the celebrity as time is limiting they are not required to complete a background, but it is highly suggested. o They will turn in their pop art portrait the following Monday. They will also need to include an artist statement with the portrait explaining the following questions: o Why did you pick this celebrity and/or icon o What roles do the colors and flavors of jellybeans in your artwork? o What perception are you trying to convey about this artist?

Sensory Perception 19 Assessments/Rubrics: Students will be required to participate in all of the activities. They will be graded based participation within the discussions as well; everyone is required to put input in the group discussion at least twice during each lesson. At the end of the week the students will turn in their artist journals to read and respond to their journal responses. The instructor will also view and check for the artwork assigned. For the oobleck activity a picture will be taken and added in once printed off. Artist Journal Rubric: Grading Point Value: Teacher Student Requirement: Evaluation: Evaluation: Completion 10 Participation 10 Critical thinking 10 Notes/sketches 10 Total 55 points. Each prompt missed is minimum of 5 points off Student Engagement and Adaptions for Special Needs: In section one of the course there is a student with a hearing disability. Touch and sound are covered on the same day to eliminate singling out on just hearing and possibly the student. The oobleck activity allows the student to see the effects sound waves have on oobleck and therefore does not actually require listening to learn about sound. Materials, Resources, References: Videos: You tube and Ted Talks. Materials: pencil, pen, charcoal, drawing paper, paint brushes, water, paint pallets, 100 Kool-Aid packets, water containers, journals/sketchbooks, corn starch, candy, jelly beans, glue, Resources: Smart board, Artists Journals, article about scent in art. Teacher Reflection: Success of the unit should be determined by three factors. First are the students are interested and engaging in the unit. Second are they talking about the unit and perception at their tables and outside of class? The journals prompts and exit slips as well as the discussions should be indicating whether they are going deep enough and grasping the idea of perception. Lesson 2 Title: The Other Senses (2 days) Grade Level: HS Level 1 Standards: Nationa5. Visual and performing arts in historical and cultural contexts Visual Arts Standards: Content Standard #2: Using knowledge of structures and functions Achievement Standard, Proficient: o Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal,

Sensory Perception 20 communal, or other purposes of art. Achievement Standard, Advanced: o Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard, Proficient: o Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture o Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life Achievement Standard, Advanced: o Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. o Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient: o Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art o Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places o Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making Achievement Standard, Advanced: o Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists o Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning. ShowMe Visual Arts Standards: 1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 2. The principles and elements of different art forms 3. The vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. Visual and performing arts in historical and cultural contexts

Sensory Perception 21 Grade Level Expectations (GLEs): o Strand II: Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value contrast) Strand III: o Discuss and develop answers to questions about art, such as: o What is art? o Why do responses vary? o Who decides what makes an artwork special, valuable or good? o Discuss personal beliefs about the nature of art o Define aesthetics as the branch of philosophy that deals with the nature and value of art o Analyze the use of elements and principles in the work; o Interpret the meaning of the work (subject, theme, symbolism, message communicated); o Judge the work from various perspectives: o Expressing feelings (Emotionalism/ Expressionism); o Serving a purpose in the society or culture (Functionalism) Strand IV: o Connect meanings of elements in art with terms in music, theatre, or dance o Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Strand V: o Stand V: Compare and contrast two artworks on: o Time o Place o Artist o Subject matter o Theme o Characteristics o Material/ Technology o Ideas and beliefs of culture

Rationale/Goals: The five senses are not our only source of gathering information. Our perceptions evolve once made due to other factors such as beliefs and other people. Some even say there are extra sensory perceptions (E.S.P.). Many people have experienced a sixth sense. Other senses might be internal like peace and empathy or physical such as pain or temperature. The goal of this lesson is for the students to open their eyes to other factors that affect their perception. These senses are unique to them and students will not

Sensory Perception 22 come up with the same answers, but in the process will question and investigate their own persona and perception. Enduring Big Idea: o Other factors affect a persons perception then just the five senses Essential Questions: o What other senses are out there. o What is E.S.P? o What senses affect you more then others? o What factors have come together to create your unique perception? o How can you challenge your own perception? Knowledge Base and Key Concepts: It would be helpful if students have ever thought about a sixth sense or E.S.P. Most of the students should have heard the phrase or been exposed to a movie, television, or fortune show. Some super heroes have heightened senses or extra senses. Harry Potter is a good example to use and the Hogwartss course Divination. Students will open their minds to many possibilities in order to discover their own perception. Objectives: o Students will view artists who evoke and activate the senses. o Students will learn about factors that affect perception and search of what factors create their own perception. Vocabulary: Extra Sensory Perception Belief Emotion Installation Performance Art The Fluxes Intuition Lesson Vignette: Day 1 (Day 6 in the unit) o We will take a look at performance artists and artist who change your perception. Some artists do this intentionally other times the work is powerful and changes you. Watch clip of Marina Abramovics The Artist is present. http://www.youtube.com/watch?v=OS0Tg0IjCp4 Next we will watch Yoko Onos Cut Piece http://www.youtube.com/watch?v=lYJ3dPwa2tI Last we will view James Lunas Artifact Piece http://www.youtube.com/watch?v=iLKRohvCMx0 o After watching the performance artists we will next look at installation artists who change our perception. Installationists commonly challenge your perception of space. Begin discussing installations and how they transform the space you are in. Its the easiest way to make a person feel they are perceiving a different world.

Sensory Perception 23 http://www.buzzfeed.com/peggy/art-installations-youwant-to-live-in Next we will look at the art of Richard Serra. http://www.pbs.org/art21/watch-now/segment-richardserra-in-place o For the activity that day students will respond to the journal prompt: o How did these artists change your perception? Can the artist shape your perception and force you to view something a certain way? How did these artists involve the viewer in their work? Did the art only activate your 5 senses? After viewing these artworks, what other senses were activated? Day 2 (Day 7 in the unit) o Students will discuss possible extra senses. o Journal Prompt of the day: o In your artists journal create a brainstorming web. Fill the web with other possible senses? 6th senses? Do you feel like you have a sense other then the basic 5? o The class will discuss ideas and the instructor will share the following senses if not mentioned by the students. o Beliefs, emotions, and personal experiences. Watch video on belief and perception: http://www.youtube.com/watch?v=Z8fhXAP8UBM o 5 senses of the soul: Intuition Peace Fresight Trust Empathy o Other senses include temperature, kinesthetic sense, pain, and balance. o Students will leave class with an exit slip asking: o Name 3 possible senses you are thinking of exploring Day 3: (Day 8 in the unit) o The students will watch a short clip about E.S.P. extra sensory perception from the movie the Sixth sense: http://www.youtube.com/watch?v=VG9AGf66tXM o Not to confuse E.S.P with E.S.P.N the students will watch a short funny clip from the movie Mean Girls. http://www.youtube.com/watch?v=N0PpEoKHlO0 o After discussing E.S.P and the sixth sense students will be assigned the project for the lesson. The students will receive a piece of drawing paper. They will create a 6th sense for themselves that changes their perception of the world. For example, if a student loves the color yellow, then maybe a 6th sense would make them perceive everything as yellow. Another example could be the student is a great swimmer and develops a 6th sense like radar and knows what is around him/her.

Sensory Perception 24 The students will want to pick something related to them. They will create an annotated drawing that explains the E.S. P or sixth sense, how it works/ affects them, and how it changes their perception. Day 4: (Day 9 in the unit) o Workday on their 6th sense project. o They will turn it in at the end of the hour. Assessments/Rubrics: Artist Journal Rubric: Grading Point Value: Teacher Student Requirement: Evaluation: Evaluation: Completion 10 Participation 10 Critical thinking 10 Notes/sketches 10 Total 55 points. Each prompt missed is minimum of 5 points off Student Engagement and Adaptions for Special Needs: Adaptations to ensure that hearing should not be an issue again in this lesson. Subtitles will appear on the videos and all writing prompts are handed out on paper. The questions and directions will all be posted on the Smart Board to ensure students are following along. Materials, Resources, References: Teacher Reflection: Student understanding will be seen in the artists journals. Student interest and participation will be another deciding factor. The sixth sense project is the first project combining both lesson one and two and will therefore check student understanding up to that point. Lesson 3: (5 days) Title: Your Perception Grade Level: HS Level 1 Standards National Visual Arts Standards: Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: o Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. o Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Achievement Standard, Advanced: o Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium.

Sensory Perception 25 Content Standard #2: Using knowledge of structures and functions Achievement Standard, Proficient: o Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. Achievement Standard, Advanced: o Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard, Proficient: o Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture o Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life Achievement Standard, Advanced: o Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. o Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient: o Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art o Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places o Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making Achievement Standard, Advanced: o Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists o Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: o Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of

Sensory Perception 26 purposes in particular works o Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts o Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. Achievement Standard, Advanced: o Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions Content Standard #6: Making connections between visual arts and other disciplines Achievement Standard, Proficient: o Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences. Achievement Standard, Advanced: Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences ShowMe Visual Arts Standards: 3. The vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. Visual and performing arts in historical and cultural contexts Grade Level Expectations (GLEs): Strand I o Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) Strand III o Discuss and develop answers to questions about art, such as: o What is art? o Why do responses vary? o Who decides what makes an artwork special, valuable or good? o Discuss personal beliefs about the nature of art o Define aesthetics as the branch of philosophy that deals with the nature and value of art o Analyze the use of elements and principles in the work; o Interpret the meaning of the work (subject, theme, symbolism, message communicated); o Judge the work from various perspectives: o Expressing feelings (Emotionalism/ Expressionism); Strand IV o Connect meanings of elements in art with terms in music, theatre, or dance

Sensory Perception 27 o Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Strand V: o Compare and contrast two artworks on: o Time o Place o Artist o Subject matter o Theme o Characteristics o Material/ Technology o Ideas and beliefs of culture Enduring Big Idea: o Learning from a different perspective o Tracing the factors that make up individuals perspective o Adapting and changing perception o Creating an open perception Essential Questions: o In which ways has your perception been challenged in this unit? o Do your beliefs challenge what you actually sense? o How have you adapted your perception? o How will the senses continue to teach you? o What perspective do you want views to take when viewing your artwork? Could you teach them a whole new perspective? Knowledge Base and Key Concepts: Objectives: Vocabulary: Constancy Perceptual learning Social perception Rationale/Goal: After learning about the different senses that give us knowledge we will learn how together they create a perception. Lesson Vignette: Day 1: (Day 10 in the Unit) o Students will meet in the classroom ready to go on a field trip. Depending on how close the nearest park is to the school, the teacher might need permission slips, transportation, and absence from other classes. Luckily for this unit there is a wooded park behind the football field. o As a class with artist journals and a drawing utensil of the students choice) they will walk to the park.

Sensory Perception 28 o In the park students will be given a drawing prompt for their artists journals. They are to take notes of their experience and what they remember. They will want to take in as much detailed information as possible. About what they saw, smelt, heard, tasted, and touched. Prompt: (drawing prompt) Draw what you see. How is nature activating all of your senses? Record everything you can think of and see. Organize it into an annotated drawing in which certain sketches are labeled. For example, if a tree reminds you of a fork then label the tree as a fork. Draw connections to your personal experience and past. It is your perception you are recording. o Return to the classroom before the bell rings. Day 2: (Day 11 in the Unit) o The class will VTS a scene from William Hogarths Marriage a la Mode: http://www.friendsofart.net/static/images/art1/william-hogarthmarriage-a-la-mode.jpg o What's going on in this picture? o What do you see that makes you say that? o What more can we find? o We will also compare the scene to one in Times Square of a soldier kissing women when the announcement was made that WWII was over. http://www.worldculturepictorial.com/blog/content/wwiivday-nurse-sailer-kiss-photo-rip-edith-shain o How does your perception of this picture change when you discover the man doesnt even know the women in this iconic picture? o For homework that night students will be asked to go home and look at their environment, their family, and friends and answer the Artist journal homework prompt: o At home observe your environment. What factors do you notice that are similar to what you drew at the park? Has your perception been shaped by your environment? Do you share a similar perception to that of your family? Day 3: (Day 12 in the Unit) o First the teacher will collect and look over the Artist Journals and will hand out the final project assignment and rubric. o The final assignment will be to create a one-page portfolio. The portfolio will include at least 5 images of the artwork created in this unit as well as a onepage reflective thought paper and artist statement. It is open to any medium. It will include how their perspective has changed as well as how the senses have given them. They may also include what they learned in lesson three about other senses and factors that affect perception. Last the one page portfolio will require an artist statement that explains the perspective the student wants the viewer to see in his or her artwork.

Sensory Perception 29 o The final project will be worked on in class for the next two days, but wont be due till the third day along with the artist journals. Day 4: (Day 13 in the unit) o Students will take and print off photos for their one-page portfolio Day 5: (Day 14, the last day in the unit) o Students will continue to work on their one-page-portfolio. o The last writing prompt for the unit: What has this unit taught you about your body, your mind, and your identity? Is it useful to acknowledge the perspective in which you are viewing art, life, and the world? What perspective do you want to be seen in? Assessments/Rubrics: Artist Journal Rubric: Grading Point Value: Teacher Student Requirement: Evaluation: Evaluation: Completion 10 Participation 10 Critical thinking 10 Notes/sketches 10 Total 55 points. Each prompt missed is minimum of 5 points off Rubric for One-page-portfolio Grading Point Value Teacher Student/Self Comments: Requirement: Evaluation: Evaluation: Craftsmanship 10 Depth of 10 Inquiry Artists 10 Statement Meaningful 10 Artwork Writing 10 Quality Spelling, 10 punctuation, flow Quality Images 10 At least 5 10 artworks presented Evidence of 10 Learning Total Point Value: 90 points

Sensory Perception 30 Student Engagement and Adaptions for Special Needs: Materials, Resources, References: References: William Hogarth, Resources: Artists journals, smart board, computer access, printer access, camera. Materials: Mixed media Teacher Reflection: After viewing the artists journals twice the students should be deep into their inquiry. A great opportunity to check on success would be to make it around to all of the students in the park on the field trip and get a chance to talk to every student individually. The final project gives students a chance to explain what they have been doing for the past few weeks and is where success will be measured. Artists Journal Prompts: Day 1: What are the senses? How do the senses affect your life? What role are the senses playing as you eat a piece of candy? What is perception? How is the candy connected to the senses, perception, and you? Day 2: how do you perceive (view and understand) the world? What factors shape your personal perception? Are there ways in which you are forced to see things in a certain way? Day 3: Do you have favorite textures? Some things you cant stand to touch? What about hearing- some noises you want to hear over and over and others can make you freak out. For example, most people cant stand it when someone scratches their nails on a chalkboard. Is it the sound you cant stand or the feeling of scratching your nails on the chalkboard? Day 4: How can smell be incorporated into art? How can smell affect what you are thinking and viewing? For example, what if the gallery the Mona Lisa was in smelt horribly bad, what would your perception of the Mona Lisa be? Day 5: How does taste shape the way you think? Do you share similar taste with those of your family and similar culture? What role does taste play in your perception of the world? How could your perception of the world be different based on taste? Day 6: how did this artist change your perception? Can the artist shape your perception and force you to view something a certain way? How did these artists involve the viewer in their work? Did the art only activate your 5 senses? After viewing these artworks, what other senses were activated? Day 7: In your artists journal create a brainstorming web. Fill the web with other possible senses? 6th senses? Do you feel like you have a sense other then the basic 5? Day 10 (drawing prompt) Draw what you see. How is nature activating all of your senses? Record everything you can think of and see. Organize it into an annotated drawing in which certain sketches are labeled. For example, if a tree reminds you of a fork then label the tree as a fork. Draw

Sensory Perception 31 connections to your personal experience and past. It is your perception you are recording. Day 11 (homework) At home observe your environment. What factors do you notice that are similar to what you drew at the park? Has your perception been shaped by your environment? Do you share a similar perception to that of your family? Day 14 What has this unit taught you about your body, your mind, and your identity? Is it useful to acknowledge the perspective in which you are viewing art, life, and the world? What perspective do you want to be seen in?