Creating and Responding

Art III
Unit II: Across Time

Topics: Art History

Time Frame: 18-20 Meetings

I. Desired Outcomes

Goals and Standards:

1. The learner will demonstrate as understanding of how art evolves and develops across time and
cultures.
2. The learner will be able to make connections to history and culture about the art works he
encounters.
3. The learner, in long-term and on his own will be able to…
 Analyze relationships of works of art to one another in terms of history, aesthetics, and
culture.
 Justifying conclusions made in the analysis and relating such conclusions to art in his life.

Key Understanding(s):

 Studying art history promotes our understanding of the development of events within cultures.
 Through the arts, ideas, emotions, events and occurrences are communicated as visual
expression.
 Appreciation and exposure to the arts of many cultures helps us gain insight into these cultures
and the human experience in general.

Key Questions:

 How have the historical development affected the visual arts?

 Why do art forms and ways of making art stay the same? Change?

Content:

1. Prehistoric art
2. Ancient art: Egypt
3. Classical Period: Greece and Rome
4. Byzantine: Romanesque and Gothic
5. Renaissance
6. Baroque, Rococo, Neo-Classical, Romantic
Skills:

1. Manifesting aesthetic sensitivity

2. Creating art works
3. Comparing and contrasting art works
4. Classifying art works

II. Assessment of Understandings

Summative Assessment Task(s):

G - You will present different periods in art history from the prehistoric to the Realist periods.

R - You are theatre group out to educate other young people about art history.

A - The viewing public: schoolmates and teachers

S – To educate other young people about history and art history, you will have to create and perform
short skits of various periods of art history. After assigning the various periods to different groupings in
your class, you will have to figure out which characteristics and pieces are most significant to each
period. You also have to align the period to what is happening to that particular time. Each skit should
be presented for 3-5 minutes only but should be structured to showcase the best and/or the worst of
that particular period. You may include prominent figures in history. You may include props and
multimedia presentations to support your show. Assign specific roles to each member of your group.

P – All the drafts and plans are to be presented to your teacher, who will only act as a coach, before
setting up. As a team, you must come up with a show centering on the periods of art history you have
learned. As a class, you will come up with a series of short skits to highlight periods in art history.
Beforehand, each of you will to conduct some investigations on your own on the facts involved and
determine the ones that are most significant. You must then work as a team to create a relevant and
interesting show. After the show, you must come up with group evaluation of your own successes,
failures, strengths, and areas of improvement to be documented in the medium you, as a group will be
most comfortable with.

S – The performance or product will be judged according to the rubric.

Formative Assessment Tasks:

 Chapter and unit test (work text and teachers’ manual)

 Chapter activities (work text)
 Teacher-made assessment
 Rubric

Criteria Exemplary Acceptable Not yet Barely Unacceptabl Points

acceptable acceptable e

4 3 2 1
0

Background Planned The works The group The The group

and Content carefully, shows did the assignment did the
made several evidence that assignment was minimum or
drafts and the group did adequately, completed the work was
showed an the work yet it shows and shown, never
awareness of adequately, lack of but completed.
the content showing some planning showed
tacked; chose evidence of and little little
relevant art their evidence evidence of
vocabulary knowledge of that there any
and art. Some was an understand
knowledge planning was overall plan; ing of the
and, if evident; made little topics
applicable, some attention to taken up;
appropriate attention to details. no
images, set up detail. evidence of
and lighting; planning.
showed a
complete
attention to
detail.

Creativity/ The group The group The group The group The group
Originality explored tried a few tried an idea fulfilled the showed no
several ideas for but it lacked assignment evidence of
choices before selecting one originality; , but gave original
selecting one, of their work might have no thought
generating on someone copied work evidence of
many ideas; else’s idea; trying
tried unusual made anything
combinations decisions after unusual
or changes on referring to
several ideas; one source;
made presented the
connections work in a
to previous logical way
knowledge;
demonstrated
understanding
 and problem
solving skills

Group Each of the Most of the Some of the Most of The

Cooperation/A members members members the members
ttitude worked participate mostly members were part of
toward group enthusiasticall allowed allowed the group,
goals, y, followed others in others to but did
effectively through with the group to do most of almost
performed a commitments, make all the the work, nothing
variety of performed decisions, did toward group
roles in group more than did some of participate goals, did a
work, adequately, work minimally, minimal
followed assisted in adequately, did the amount of
through on preparation assisted in minimum preparation
commitment, and clean up. the amount of
and was preparation work
sensitive to and clean
the feelings up when
and asked
knowledge of
others,
willingly
participated in
necessary
preparation or
work for
classroom.

Effort/ The project The group The group The project The group
Perseverance was continued worked hard finished the was did not finish
until it was as and project, but completed the work
complete as completed the could have with adequately
the group project but been minimum
could make it; with some improved effort.
gave it effort more effort it with more
far beyond might have effort.
that required; been Adequate
showed outstanding interpretati
evidence of ons of the
personal pride assignment,
in their work but lacking
by going well finish; chose
beyond the an easy
requirement. project and
did it
 indifferently
.

Total:
Teacher’s Comment:

III. Teaching and Learning Experiences

Day 1-3

1. Hook: post key questions on the board. Ask the class- “How will these be answered as we go
through our duty of art history?”
a. Ask if they have explored any cave in the country and discovered some drawing on the
cave walls.
b. If they have seen drawings/sketches on the cave walls, “What thoughts would thode
drawings bring to one’s mind?”
2. Presentation of concepts
a. Teacher will start a discussion on the following topics
 What are cave paintings?
 What sorts of pictures were painted in prehistoric caves?
 How did prehistoric artists obtain their color?
 What skill did prehistoric artists have?
 Were there other early art forms?
b. Students will get acquainted with Egyptian art on pp. 146-147 of the work text. One
group of five students will share their answers to these questions:
 If you were a pharaoh, how would you depict yourself?
 What did the paintings in the tomb tell us about the ancient Egyptians?
 Students will share their answers to the class.
3. Activity
a. Activity 1- Create a mini exhibit or diorama. Details are found in the worktext
b. Activity 2- “Cuneiform Writing”- details are found in the worktext

4. Synthesis

Teacher will summarize the lesson and the activity and will give some insights. Students will also
share their insights about the activities.

Day 4-5
 1. Motivation

a. Show a picture of an artwork from the classical period. Ask “Would a similar theme be
interpreted differently in another period in time and another culture?”
b. Make them cite some structures and deficiencies in our country. Example- Araneta Coliseum
c. Note some differences

2. Presentation of Concepts

a. Teacher will show a slide presentation of the art of the ancient times- Greek art, Roman art,
Romanesque, Gothic art. Content will cover examples, characteristics, and famous artists.
b. Activity:
c. Make the students collect visual examples of the architecture of Greece and Rome and
come up with a comparison and contrast between the two in terms of:
 Uses of the building
 Construction materials
 Name of buildings
3. Evaluation: Short Test
4. Synthesis
 Teacher will summarize the lesson and activity
5. Featured artist- Giotto di Bondone- Italian painter, Sculptor and Architect. Refer to worktext.

Day 6-7

1. Motivation
a. Makes students recall great artists of the 17th and 18th century.
b. Three great artists will come to their mind: Michaelangelo, Leonardo da Vici, and Raphael.
2. Presentation of concept
a. Slide presentation of Renaissance art, Rococo art
b. Great artist and Their Works
3. Activity 1- Show a picture of a church by Borromini. The artist designed the building to produce
an overall effect of movement, contrast and variety. Explain to the class how their effect is
achieved. Students will work in groups of five before sharing to the class.
4. Activity 2- “Shading of Charioscuro”
a. Prepare poster paints of white and black, paint brush and oslo paper.
b. Create swirling clouds of white and gray until you get the effect of stormy clouds. This
requires the ability of creating light and shadows in one painting.
c. This effect was perfected in most Baroque arts.
5. Synthesis
  Teacher will summarize the activity. Sharing on the key question: how have historical
developments affected the visual art?

Note: All activities will be assessed using the attached rubric.

Day 8-12

1. The teacher presents multi-media presentation on topics described in the worktext, making
clear that these are needed to achieve the transfer goal.
2. Classroom discussions are done to clarify concepts. Teacher gives convergent questions as
befitting the group that would lead to the key understanding. This should be concluded or
inferred by students and not delivered as lecture by the teacher.
3. Short formative exercises and assessments may be given.
4. Activities in the worktext may be used as a speingboard for discussion.
5. Teachers may guide students in creating a timeline. Analogies against historical events may be
done as the occasion demands.
6. Teachers use divergent questions, as appropriate to the group, to bring up the key questions
listed in the unit.
7. Short formative exercises and assessments may be given.

Day 13-15

1. The teacher posts 40 pictures of different artworks (with captions of their titles and artists) on
the classroom walls. The students are then asked to go around and view each piece.
2. They are now asked to write down the title of the piece that interests them. They must come up
with questions focusing on the background information about the artist and the period he came
from.
3. They are now asked to list down possible resources they could use to find information about the
work.
4. They are given time to research about artwork or artists. Then, figure out which pieces of
information are relevant and which are not in order for them to come up with a personal
response to the work.
5. Using their prior knowledge about art, they will connect their research findings and personal
views and come up with a blog entry, posted online, in response to the work which they will
present with a 5-7 sentence rationale, in multi-media form, to their peers.
6. All peers rate them accordingly to:
a. Organization and clarity of content
b. Creativity presentation

These are to be posted as comments in their blog entry.

Teacher rates them according to:

a. Understanding and application of knowledge art concepts

 b. Originality of material
c. Work disposition

This may be e-mailed to the student.

Descriptors:

A – Outstanding

B – Progressing

C – Emerging

D – Not evident

7. Student reviews his over-all rating ad feedback and writes a short self-evaluation to his
strengths and areas of improvement. This will be e-mailed to his teacher.

Day 16-19

 Summative Assessment task preparation/ draft presentation

Day 20

 Summative Assessment task preparation/ feedback and self-evaluation

Creating and Responding

Art IV
Unit I: Art Society

Topics: Art and Society: Life, Faith, Politics, and Technology

Time Frame: 18-20 meetings

 I. Desired Outcomes

Goals and standards:

1. The learner will demonstrate an understanding of how art is interrelated to human society and
its evolution.
2. The learner will be able to make connections about art to other disciplines.
3. The learner, in long term on his own will be able to….
 Analyze the interpret art works for relationships among form, context and purposes.
 Show an understanding of the work of artists and the societies they live/ lived in.

Key Understanding(s): Key Questions:

 Art is a mirror of life, reflecting what
artists construct about their lives, their
world, and their times.
 Throughout the ages, artists have both
foreshadowed and communicated the
effects of social, religious, political,
cultural, and technological changes in our
world.
 How would a society be affected with the
creation of new art forms?
 How do artists use visual metaphors to put
meaning into their work and communicate
the signs of their times.
 How is art a force change? For constancy?
 How can we use our own work to affect
changes we want in the society?

Content:

1. Art and life

2. Art and faith
3. Art and politics
4. Art and technology
5. The artist and the society

Skills:

1. Manifesting aesthetic sensitivity

2. Creating artworks
3. Observing how artist perform
4. Analyzing art pieces
5. Comparing and contrasting art works
6. Judging
 II- Assessment of Understandings
Summative Assessment Task(s):

G – As a group, you will create a 5-8 minute MTV about how art reflects life and society.

R – You are a team of amateur film-makers

A – The viewing public; people who visit your YouTube site

S – To educate other young people about art and its role in the society, you will have to create and
perform a 3-5 minute MTV show on how art affects society and how society affects art. After grouping,
you will have to figure out which particular aspect you would like to touch whether it is on life, faith,
politics, or technology. You will now select existing melodies of which you will create original lyrics for.
Each video should be presented foe 5-8 minutes only but should be structured to the best and/or the
worst of that theme. You may include prominent figures in history. You should include props and
costumes that are historically or culturally correct to support your show. Assign specific roles to each
member of the group.

P – All the drafts and plans are to be presented to your teacher, who will act as a coach, before setting
up. As a team, you must come up with a show centering on the particular theme you have agreed to
present. As a group, you will come up in a song or a medley of existing melodies with you own original
lyrics to be shown as an MTV. Apart from the music, the MTV must incorporate examples of artwork
that is significant to your theme. You may include dancing, photos, and prominent figures as well, but all
aspects of the video must be aligned culturally and historically. Beforehand, each of you would have to
conduct some investigation on you own on the facts involved and determine the ones that are most
significant. You must then work as a team to create a relevant and interesting video, plan, promote and
film your video. Do not forget to put credits especially if you had been using someone else’s material.
After showing it to class, you must come up with a group evaluation of your own successes, failures,
strengths, and areas of improvement to be documented in the medium you, as a group will be most
comfortable with. If you are allowed, you may now post your video up on YouTube or some similar site.

S – The product will be judged according to rubric.

 Rubric

Criteria Exemplary Acceptable Not yet Barely Unacceptabl Points

acceptable acceptable e

4 3 2 1
0

Background Planned The works The group The The group

and Content carefully, shows did the assignment did the
made several evidence that assignment was minimum or
drafts and the group did adequately, completed the work was
showed an the work yet it shows and shown, never
awareness of adequately, lack of but completed.
the content showing some planning showed
tacked; chose evidence of and little little
relevant art their evidence evidence of
vocabulary knowledge of that there any
and art. Some was an understand
knowledge planning was overall plan; ing of the
and, if evident; made little topics
applicable, some attention to taken up;
appropriate attention to details. no
images, set up detail. evidence of
and lighting; planning.
showed a
complete
attention to
detail.

Creativity/ The group The group The group The group The group
Originality explored tried a few tried an idea fulfilled the showed no
several ideas for but it lacked assignment evidence of
choices before selecting one originality; , but gave original
selecting one, of their work might have no thought
generating on someone copied work evidence of
many ideas; else’s idea; trying
tried unusual made anything
combinations decisions after unusual
or changes on referring to
several ideas; one source;
made presented the
connections work in a
to previous logical way
knowledge;
demonstrated
understanding
 and problem
solving skills

Group Each of the Most of the Some of the Most of The

Cooperation/A members members members the members
ttitude worked participate mostly members were part of
toward group enthusiasticall allowed allowed the group,
goals, y, followed others in others to but did
effectively through with the group to do most of almost
performed a commitments, make all the the work, nothing
variety of performed decisions, did toward group
roles in group more than did some of participate goals, did a
work, adequately, work minimally, minimal
followed assisted in adequately, did the amount of
through on preparation assisted in minimum preparation
commitment, and clean up. the amount of
and was preparation work
sensitive to and clean
the feelings up when
and asked
knowledge of
others,
willingly
participated in
necessary
preparation or
work for
classroom.

Effort/ The project The group The group The project The group
Perseverance was continued worked hard finished the was did not finish
until it was as and project, but completed the work
complete as completed the could have with adequately
the group project but been minimum
could make it; with some improved effort.
gave it effort more effort it with more
far beyond might have effort.
that required; been Adequate
showed outstanding interpretati
evidence of ons of the
personal pride assignment,
in their work but lacking
by going well finish; chose
beyond the an easy
requirement. project and
did it
 indifferently
.

Total:
Teacher’s Comment:

III- Teaching and Learning Experiences

Day 1

1. Ask: “Does art affect society or does society affect art? How?
2. Hook: Show Picasso’s “Les Demoiselles…” and Gericault’s “the Raft of the Medusa”. Ask: Is art a
force for change or a mirror of/for change?” Have students find out the background of the two
paintings and discuss issues behind them in class.
3. Introduce the key questions and the unit.

Day 2-3
1. The teacher presents multi-media presentation on topics described in chapters 1, 2, and 3 of
the worktext, making clear that these are needed to achieve the transfer goal.
2. Classroom discussions are done to clarify concepts. Teacher gives convergent questions as
befitting the group that would lead to the key understandings. These should be concluded or
inferred by the students and not delivered as a lecture by the teacher.
3. Short formative exercises and assessments may be given.
4. Activities in the worktext may be used as a speingboard for discussion.
5. Teachers may guide students in creating a timeline. Analogies against historical events may be
done as the occasion demands.
6. Teachers use divergent questions, as appropriate to the group, to bring up the key questions
listed in the unit.
7. Short formative exercises and assessments may be given.

Day 7-8

1. The teacher posts 40 pictures of different artworks (with captions of their titles and artists) on
the classroom walls. The students are then asked to go around and view each piece.
2. They are now asked to write down the title of the piece that interests them. They must come up
with questions focusing on the background information about the artist and the period he came
from.
3. They are now asked to list down possible resources they could use to find information about the
work.
4. They are given time to research about artwork or artists. Then, figure out which pieces of
information are relevant and which are not in order for them to come up with a personal
response to the work. Using their prior knowledge about art, they will connect their research
 findings and personal views and come up with a blog entry, posted online, in response to the
work which they will present with a 5-7 sentence rationale, in multi-media form, to their peers.
5. All peers rate them accordingly to:
c. Organization and clarity of content
d. Creativity presentation

These are to be posted as comments in their blog entry.

Teacher rates them according to:

d. Understanding and application of knowledge art concepts

e. Originality of material
f. Work disposition

This may be e-mailed to the student.

Descriptors:

A – Outstanding

B – Progressing

C – Emerging

D – Not evident

6. Student reviews his over-all rating ad feedback and writes a short self-evaluation to his
strengths and areas of improvement.

Day 9-10