{"id":215,"date":"2017-12-06T17:52:26","date_gmt":"2017-12-06T17:52:26","guid":{"rendered":"http:\/\/brennanfruge.com\/virtues\/?page_id=215"},"modified":"2017-12-07T02:07:08","modified_gmt":"2017-12-07T02:07:08","slug":"animal-assembly-final-critique","status":"publish","type":"page","link":"https:\/\/brennanfruge.com\/virtues\/animal-assembly-final-critique\/","title":{"rendered":"4. Animal Assembly \/ Final Critique"},"content":{"rendered":"

Grade Level<\/strong><\/p>\n

Grades 9-12, 90 Minutes<\/span><\/p>\n

Rationale<\/strong><\/p>\n

Every society and subset of society has their own virtues. Through this unit of study, students will learn what virtues their communities value and promote, allowing the students to assess whether their own personal beliefs align with these virtues. If they do, then students can move forward as a confident and engaged member of their own community and strive to cultivate these virtues in their own life. If their community\u2019s virtues do not align with their beliefs, they will be encouraged to seek out or develop their own set of virtues to guide them as they progress through life.<\/span><\/p>\n

In this unit of study, students will also work to develop their abstract thinking skills through the creation of symbols based off abstract concepts. Highly developed abstract thinking helps students to more easily process complex ideas and to use theories or metaphors to solve problems. <\/span><\/p>\n

Key Concepts<\/strong><\/p>\n

\u2022<\/strong>\u00a0 \u00a0every society and subset of society has their own virtues
\n\u2022<\/strong>\u00a0 \u00a0virtues are context specific and highly situational
\n\u2022<\/strong>\u00a0 \u00a0virtues are an abstract concept often communicated through visual symbols in art
\n\u2022<\/strong>\u00a0 \u00a0animals have agreed upon associations that help them serve as visual representations of abstract concepts
\n<\/span><\/p>\n

Essential Questions<\/strong><\/p>\n

1. Why does my community value and promote these virtues?
\n2. How do we communicate the idea of a virtue to individuals in communities other than our own?
\n<\/span><\/p>\n

Objectives\u00a0<\/span><\/strong>
\n
\n\u2022\u00a0 \u00a0<\/strong>The student will be able to identify virtues that are valued and promoted in their communities today by interviewing friends and family and generating a list of their own virtues.
\n\u2022\u00a0 \u00a0<\/strong>The student will be able to design and construct a sculpture that serves as a visual symbol of one virtue, of their choosing.
\n\u2022\u00a0 \u00a0<\/strong>The student will be able to justify their choice of animal archetype by explaining how the animal they chose symbolizes their specific virtue,\u00a0through class discussion and critique .<\/span><\/p>\n

Specific Art Content<\/strong><\/p>\n

\u2022<\/strong>\u00a0 \u00a0art can be used as a form of communication
\n\u2022\u00a0\u00a0<\/strong> combinations of shape and form can be used to represent ideas
\n\u2022<\/strong>\u00a0 \u00a0sculpture can be used for self-expression and communication<\/span><\/p>\n

Resources and Materials<\/strong><\/p>\n

computer, projector, large screen, sketchbooks, pencils, colored pencils, pens, markers, charcoal, pastel, clay slabs,\u00a0 clay tools, small paintbrushes<\/span><\/p>\n

Instruction and Its Sequencing:\u00a0 Day 1<\/strong><\/p>\n

This lesson will cover two days of classes.\u00a0 The first half of this lesson the students will be allowed to continue working on their animal sculptures for the entire class period.\u00a0 \u00a0During the second half\/day of this lesson the students will finish up their animal sculptures and then participate in a class critique.\u00a0\u00a0<\/span><\/span><\/p>\n

Begin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 This day will be devoted entirely to working on this final project.\u00a0 \u00a0Move among the students providing instructions, demonstrations, and feedback as needed.\u00a0\u00a0\u00a0 (85 minutes)<\/span><\/p>\n

When there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.\u00a0 (5 minutes)<\/span><\/p>\n

1. Introduction\/Motivation<\/strong>
\nBegin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 This day will be devoted entirely to working on this final project.
\n2. Guided Practice<\/strong>
\nHow can we create an animal form with simplified geometric shapes?\u00a0 How do these design constraints affect your choices as an artist.\u00a0 Which virtue did you choose to investigate further?\u00a0 Why did you choose this virtue?\u00a0 What animal did you choose as a symbol of this virtue?\u00a0 Why did you choose this animal?
\n3. Independent Practice<\/strong>
\nStudents will practice the cutting out shapes from a hard clay slab and connecting them by scoring them and applying slip.\u00a0 Students will use this method to complete a sculpture of an animal of their choosing that symbolizes a virtue valued and promoted in their community.
\n4. Closure<\/strong>
\nWhen there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.
\n5. Formative Evaluation<\/strong>
\nThe guided practice questions listed in section 2 above will serve as formative evaluation. If the students are unable to answer these questions, then they will need to be rephrased or simplified in a way that allows the students to demonstrate that learning is taking place.\u00a0 If a student is not clear on what they should be doing, the teacher will sit with them on an individual or small group basis and re-demonstrate the tasks that are required for the day\u2019s lesson.
\n6. Classroom Management Procedures<\/strong>
\nStudents should be encouraged to raise their hand before speaking. Do not allow students to speak when the teacher is speaking. Encourage questions and answers that contribute to the subject being discussed. Walk around the room while students are working to offer assistance and encouragement. Monitor conversations at the art tables. Do not allow students to use art materials improperly.<\/span><\/p>\n

Instruction and Its Sequencing:\u00a0 Day 2<\/strong><\/p>\n

Begin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 The first half of this day will be devoted entirely to working on this final project.\u00a0 (45 minutes)<\/span><\/p>\n

If all of the students have not yet finished, ask them to get to a stopping point in order to participate in class critique.\u00a0 Instead of gathering everyone in one large group for critique, have the class walk around to each student’s work area to see their animal sculpture.\u00a0 Each student should speak to their choice of virtue, and their choice of animal symbol.\u00a0 They should explain how the animal they chose symbolizes their virtue.\u00a0 \u00a0Encourage the students to speak to challenges and successes they experienced when working on this project.\u00a0 \u00a0Allow time for one or two pieces of constructive feedback for each student.\u00a0 (40 minutes)<\/span><\/p>\n

When there are only five minutes left in class, it is time to clean up \u2013 wrap up the critique and instruct the students to stop working and begin cleaning up.\u00a0 \u00a0Ask the students to help return any supplies they used to their proper locations.\u00a0 \u00a0(5 minutes)<\/span><\/p>\n

1. Introduction\/Motivation<\/strong>
\nBegin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 Inform them that this will be the last day they will be able to work on the project in class and that they will be required to participate in an informal class critique during the second half of class.
\n2. Guided Practice<\/strong>
\nHow can we create an animal form with simplified geometric shapes?\u00a0 How do these design constraints affect your choices as an artist.\u00a0 Which virtue did you choose to investigate further?\u00a0 Why did you choose this virtue?\u00a0 What animal did you choose as a symbol of this virtue?\u00a0 Why did you choose this animal?\u00a0 How does your animal symbolize this virtue?
\n3. Independent Practice<\/strong>
\nStudents will practice the cutting out of shapes from hard clay slabs and connecting them together by scoring and applying slip.\u00a0 Students will use this method to complete a sculpture of an animal of their choosing that symbolizes a virtue valued and promoted in their community.
\n4. Closure<\/strong>
\nWhen there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 \u00a0Ask the students to help return any supplies they used to their proper locations.
\n5. Formative Evaluation<\/strong>
\nThe guided practice questions listed in section 2 above will serve as formative evaluation. If the students are unable to answer these questions, then they will need to be rephrased or simplified in a way that allows the students to demonstrate that learning is taking place.\u00a0 If a student is not clear on what they should be doing, the teacher will sit with them on an individual or small group basis and re-demonstrate the tasks that are required for the day\u2019s lesson.
\n6. Classroom Management Procedures<\/strong>
\nStudents should be encouraged to raise their hand before speaking. Do not allow students to speak when the teacher is speaking. Encourage questions and answers that contribute to the subject being discussed. Walk around the room while students are working to offer assistance and encouragement. Monitor conversations at the art tables. Do not allow students to use art materials improperly.<\/span><\/p>\n

Summative Assessment and Evaluation<\/strong><\/p>\n

The clay forms created during class will serve as summative assessment for the days activities.\u00a0 The clay forms will demonstrate that the students are able to relate the abstract concept of virtues to concrete visual symbols and that they are able to use these symbols to create art. The students will also be given a rubric to guide them and to encourage self-evaluation as they create their sculptures.\u00a0 The rubric will be used to grade the final versions of the animal sculpture assignment as well.\u00a0 That rubric can be found here<\/a>.<\/span><\/p>\n

References and Resources<\/strong><\/p>\n

Aristotle, ., Ross, W. D., & Brown, L. (2009). The Nicomachean ethics. Oxford: Oxford\u00a0 University Press.<\/span><\/p>\n

 <\/p>\n

Art TEKS<\/strong><\/p>\n

\u2022\u00a0\u00a0<\/strong>117.111 (b)(1)(A) \u2013 explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(2)(A) \u2013 integrate ideas drawn from life experiences to create original works of art;
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(2)(C) \u2013 produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(3)(A) \u2013 identify simple main ideas expressed in artworks from various times and places;
\n<\/span><\/p>\n

National Art Standards<\/strong><\/p>\n

\u2022\u00a0\u00a0<\/strong>Anchor Standard #1. Generate and conceptualize artistic ideas and work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #6. Convey meaning through the presentation of artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #7. Perceive and analyze artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #8. Interpret intent and meaning in artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Grade Level Grades 9-12, 90 Minutes Rationale Every society and subset of society has their own virtues. Through this unit of study, students will learn what virtues their communities value and promote, allowing the students to assess whether their own personal beliefs align with these virtues. If they do, then students can move forward as … <\/p>\n

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