PROJECT PLANNER

1. Project Overview
Project Title 20th Century Art Movements: Presentation and Gallery Public Teams of students will complete a presentation on an art movement
Product(s) from the 20th century. These presentations will be given to the staff
Driving Question How did artist from these movements experiment with (Individual and of the local art museum and the rest of the class.
subject matter and technique? Team) The entire class will come together to hang their master copy pieces
around the room to create a gallery.
Individually, depending on the art movement, each student will
produce a master copy of a famous art piece from that movement
Grade Level/ 11/ Art 2 for the gallery.
Subject
Time Frame 2 weeks; 55 min class periods

Project Summary Throughout the course of two weeks, students will be introduced to three art movements from the 20th century: Surrealism, Abstract Expressionism, and
Pop art. The class will be divided into three groups and each group will research a movement and present it to the staff from the local art museum at the
end of the two weeks. Each presentation will be between 10-12 minutes. Additionally, students from each group will individually pick one artwork
from their movement and create a small scale reproduction or master copy. These master copies will be hung around the classroom to create a 20 th
century art gallery.

2. Learning Goals
Standards 9.1.12.A -Know and use the elements and principles of each art
form to create works in the arts and humanities. 
9.1.12.B- Recognize, know, use and demonstrate a variety of
appropriate arts elements and principles to produce, review and
revise original works in the arts.
9.1.12.C- Integrate and apply advanced vocabulary to the arts
forms.
Literacy Skills o Reading and analyzing informational text
o Presentation of ideas with evidence
o Engaging in collaborative discussion with
classmates
o Formulating ideas and thoughts in writing
o Applying art vocabulary in conversation and
writing

9.1.12.E - Delineate a unifying theme through the production

of a work of art that reflects skills in media processes and
techniques.

9.1.12.F - Analyze works of arts influenced by experiences or

historical and cultural events through production, performance
or exhibition.

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 9.1.12.H -Incorporate the effective and safe use of materials,
equipment and tools into the production of works in the arts at
work and performance spaces.

Success Skills o Critical thinking, collaboration, time

management, self-management,
communication, problem-solving, inquiry-
based learning.

Key Vocabulary Surrealism, abstract expressionism, pop art, color, Rubric(s) The rubric will consist of two sections: one for the
space, form, value, texture, line, art movement, and group presentation and another for the individual’s
gallery. master copy (both rubrics are attached at the end of
this document)

3. Project Milestones
Directions: Use this section to create a high-level overview of your project. Think of this as the broad outline of the story of your
project, with the milestones representing the significant ‘moments’ or ‘stages’ within the story. As you develop these, consider
how the inquiry process is unfolding and what learning will take place. The Project Calendar (Section 4) will allow you to build out
the milestones in greater detail.
Milestone #1 Milestone #2 Milestone #3 Milestone #4 Milestone #5 Milestone #6
Public Product

Introduction to topics and
assignment.
Students will begin in a large
group for the introduction,
and then divided into three
smaller groups.
Each group will begin to
research their movement and
discuss how they are going to
teach the class their
movement.
Students will work in their
designated group and then
answer the key student
question as a group.
The groups of students will
research important artists and
artworks from each
movement.
They will individually decide
which piece to create a master
copy of and begin working on
the piece.
The groups of students will
meet with the teacher and
discuss their presentation and
their chosen pieces.
Students will individually
continue to also work their
master copies
The groups will finalize their
presentation on their assigned
art movement.
The students will individually
finish their master copies of
the chosen artwork for that
movement.
All groups will present their
art movement to the class and
hang their individual master
copies in the classroom
gallery.

Key Student Question Key Student Question Key Student Question Key Student Question Key Student Question Key Student Question

How do these art movements
relate to one another? How
are they different?
What is significant about your
groups art movement?
Which artists are tied to your
groups movement?
How is technique significant
to the pieces your group is
researching?
How does the artwork you
chose use the elements of art?
(color, space, form, value
texture, and line)
How is your groups art
movement in relationship to
other current events and
people of the time?
What is the relationship
between surrealism, abstract
expressionism, and pop art?
What qualities make them
different?

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 Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Summative
Assessment(s)

Students will individually
answer the key student
question as an exit ticket.
The students as a group will
write a response to the key
student question.
Each group will submit a
rough draft of what they plan
to cover in their presentation
of their art movement.
Individually each student will
write how the elements of art
are used in their master copy.
Individually each student in
the group will fill out a self-
assessment/ group assessment
of how they participated and
worked with the members of
their groups.
The groups will be assessed
on their presentations.
Individually, the students will
be assessed on their
reproduction of their chosen
artwork.
The rubric will be divided into
sections: the group
presentation and the
individual’s master copy.

4. Project Calendar
Driving Question: What is Surrealism, Abstract Expressionism, and Pop art?
Week: 1 Project Milestone: Project Milestones 1, 2, and 3.
Key Student Question(s): Key Student Questions 1, 2, and 3.

Day 1: Day 2: Day 3: Day 4: Day 5:

The students will briefly be
introduced to Surrealism, Abstract
Expressionism, and Pop art by the
teacher through a visual
presentation.
After, there will be a student lead
discussion on how the movements
relate and are different from one
another.
The students will individually
complete an exit ticket before
leaving.
At the beginning of class, the teacher
will go over the exit ticket questions
with the students.
Next, students will draw numbers (1-
3) to decide which art movement
group they will be in.
Last, the class will get into groups
and begin to research their art
movement.
The class will begin with the
question “What is significant about
your groups are movement?” The
groups will write their responses.
The groups will continue to research
and plan their presentation.
Each group will be instructed to turn The groups will continue to work on
in a rough draft of what they plan to their presentations and their master
present to the class in their copies.
presentations.
The master copy portion of the
assignment will be introduced; each
individual from the group will create
a reproduction of a significant art
piece from their movement.
The students will be given to an
option to continue researching and
planning their presentation or
beginning their master copies.

Notes:
The rough draft will have prompting questions to make sure students are covering their movement thoroughly.

Driving Question: How do these art movements from the 20th century reflect the people and events of the times?

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 Week: 2 Project Milestone: Milestone 4, 5, and 6
Key Student Question(s): Key Student Questions 4, 5, and 6

Day 1: Day 2: Day 3: Day 4: Day 5:

The teacher will meet with each
group and discuss what they plan on
presenting and check their progress.
Depending on where each group is,
they will begin finalizing their
presentations.
The students will be given this entire
class period to continue their master
copies.
Throughout the class students will
individually fill out a worksheet that
will have them identify the elements
of art in their chosen piece.
The students will work in their
groups to finalize their presentations.
In the last 15 minutes of class,
students will individually fill out a
self-assessment of their progress and
participation so far, as well as their
group members.
This day will be used for groups to
finish anything else for their
presentation as well as practice it.
There will also be the option to
finish the master copy if that had not
been completed yet.
The students will come into class
and hang up their master copies in
their designated art movement
around the classroom.
Each group will take turns giving
their presentations to the local art
museum staff and the rest of the
class. They will also reference art
works from the gallery.

Notes: During this week groups may be at different progress levels.

5. Lesson Planner (Supporting Resource)

How to use the document: This planner offers guidance on how you might plan your daily lessons in the project calendar. Pick and choose
what feels necessary to achieve the learning outcome and advance product development for all students.

I. CHECKING PRIOR KNOWLEDGE Identify how you will inventory student knowledge ahead of the task, lesson, or activity. (e.g.,
previous day’s exit tickets, warm-up activity, need to know list review, quiz, class discussion, etc.)

II. LEARNING OUTCOME These can be related to success skills or standards. If your district uses a graduate profile or career pathway
outcomes, include relevant outcomes here as well.

III. KEY VOCABULARY Note which terms or academic vocabulary will be essential to this lesson. If you serve English language learners,
consider what additional vocabulary might be necessary for them to access the content/skills during the instructional activities.

IV. FORMATIVE ASSESSMENT For each lesson, consider which assessment type best measures the learning outcome. For example, a
quiz may be the best way to check for understanding of key terms while an annotated sketch might be best for determining student
understanding of how the key terms fit together. In some cases, your assessment may be informal, such as an exit ticket, or more
formal, as in a rough draft. Finally, when planning your formative assessment, diversify who is doing the assessment. Include self, peer,
and teacher assessment opportunities, as appropriate for the age group. When possible, have external partners or end users provide
feedback to improve or guide the work.

V. MAJOR INSTRUCTIONAL ACTIVITIES This can include lessons, tasks, activities, or learning experiences. Choose the instructional
method that will best help students achieve the learning outcome. For example, a direct instruction lesson may be appropriate for
introducing the key players in World War II while an artifact inquiry activity during which students examine primary source documents
would be better suited for them to understand the impact of those key players on the pivotal events during the war. This would also be
the space to include teaching and learning related to classroom culture, student collaboration, and/or project management tools or
skills, as appropriate for students or project milestone needs. Included links show examples of such activities.

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 VI. SCAFFOLDS Scaffolds are intended to be temporary supports that are removed when students no longer need them. These scaffolds
can be used to support either content or the project process (e.g., need to know questions). Leverage “checking prior knowledge” to
ensure you are offering the right scaffolds to the students who need them. Be sure to consider a wide range of needs, such as literacy
skills, language acquisition levels, auditory/visual processing, building schema, learning style preferences, academic performance
levels, etc.

VII. REFLECTION How will students reflect on their thinking, process, or learning?

VIII. STUDENT NEED TO KNOW QUESTIONS ADDRESSED Which student questions will be answered, or are you aiming to answer,
during this instructional activity?

IX. TOOLS/RESOURCES Student-facing tools, human resources such as experts or community members, teacher tools, equipment, etc.

20th Century Art Movement Presentation

Movement: Group Members:

5 4-3 2-1 0 Total

Presentation The students The students The students The students
in the group in the group in the group in the group
displayed displayed displayed did not give
knowledge knowledge of little a
of their art their art knowledge of presentation
movement, movement, their art that
artworks but left out a movement or showcased
and artists few key points failed to their
of the time, that are mention knowledge
and representative important of the art
conveyed it of the artists and movement
to the movement. artworks of or artists
audience in the time. and
a artworks of
professional the time.
manor.
Time Frame The The The The
presentation presentation presentation presentation
was was slightly was under the was under
between 10- under the time frame by the time
12 minutes. time frame or more than 2 frame by
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 over the time minutes. more than 3
frame by 2 minutes.
minutes.
Preparednes All of the Most of the Less than half The
s (within the group group of the group presentation
group as a members members members given by all
whole) prepared a were were group
presentation prepared or prepared or members
that was the the lacked any
organized presentation presentation organization
and had small had large .
complete. organizational organizational
errors. errors.

Total Score: /15

Comments:

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 20th Century Master Copy Artwork

Name: Art Piece:

5 4-3 2-1 0 Total

Craftsmanshi This artwork This artwork The artwork The artwork is
p and resembles the resembles does not not complete
Neatness chosen piece the chosen resemble the and shows
from your art piece from chosen piece little to no
movement. your art and craftsmanship
The finished movement. craftsmanshi . The piece
product is The work is p is below includes
complete and generally average and obvious.
neat, clean, but student defects such
showcasing could use showed little as rips, folds,
outstanding more effort in its and stray
craftsmanship finishing. finishing. marks
.
Time and The student The student The student The students
Management was seen was seen did not fully class time was
working or working or utilize their not used
planning each planning class period wisely and the
class period their piece to work, and student was
and was self- most classes this showed off task and
motivated. or needed in their final not focused on
some product. The the project.
refocusing, student was
but managed sometimes off
well. task.
Execution The finished The finished The finished The artwork
artwork was artwork was artwork was was started,
successfully overall partially but never
executed. The successful successful, completely
student with few but the finished.
showed great technical execution of
technique to errors. technique is
accomplish a lacking.
master copy.

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Total Score: /15

Comments:

© 2019 Buck Institute for Education PBLWORKS.ORG