Unit Plan-Interpreting Art
I. Subject Area: Art
1/High School (9-12)
A. Students will gain an appreciation of artworks and artists by
at artworks on a PowerPoint and by researching the lives
of artists using the internet, books, etc.
B. Students will learn to interpret art by learning how to identify
in order to uncover the artist’s message by looking at
on a PowerPoint and by looking at each others work.
C. Students will see how art is directly related to the world
around us by looking at advertisements and by discussing how
color is used in our everyday lives.
D. Students will learn to create artwork as individual artists that
on content and a message.
E. Students will improve their critiquing skills by discussing
advertisements and works of art.
II. State and National Visual Arts Standards (9-12)
1.2 Produce visual art that exhibits a communication
of ideas through the use of media, tools, techniques, and processes.
1.3 Analyze, synthesize, and evaluate the application
of media, techniques, and processes used to solve visual art problems.
2.2 Analyze and critique organizational components
and expressive qualities of artworks.
2.3 Evaluate the function of artworks as to utilitarian
or intrinsic purposes.
3.1 Demonstrate critical thinking in the selection
of content in works of art.
3.3 Analyze and interpret symbols and their origins.
4.1 Demonstrate an understanding of how historical
and contemporary works of art reflect and influence societies and cultures.
4.3 Demonstrate how history and culture influence
the production of art.
5.1 Assess visual artworks and their meanings by
using a variety of criteria and techniques.
5.2 Reflect on and evaluate artworks in order to
understand various interpretations.
Standard: 1: Understanding and applying media, techniques, and processes
Standard: 3: Choosing and evaluating a range of subject matter, symbols, and ideas
Standard: 4: Understanding the visual arts in relation to history and cultures
Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
III. Student Characteristics
This unit is intended for Art 1 students in grades 9-12. The students
should also have a basic understanding of the elements and principles of art. Students
should have some experience with drawing and painting. The school is in a rural
location and the students are mostly middle class whites. The students should
all be able to use critical thinking skills to break down an image. We have practiced
this with artworks since the first day of school. The students will be able to
actively participate in discussions. The students should have had some type of
exposure to critiquing techniques.
IV. Unit Introductory Procedures
This unit will begin with a short assignment that will relate to the color unit the students will have just finished. The students will be asked to think of how color is used in the world around them. Examples of color indicators will be included in a PowerPoint. The PowerPoint will also include slides for the advertising vs. art indicators activity. The PowerPoint will be appropriate for high school students. Students
will discuss their knowledge of advertisements and will discuss how advertisers use indicators to get a specific message out
to a specific audience. Students should be able to identify indicators in advertisements
and artwork which will help them to uncover the advertisers/artist’s message.
This understanding of indicators and messages will later lead into an art history lesson. Students will take approximately ninety-minute class periods to go over the PowerPoint and to complete
the accompanying worksheet (Advertising vs. Art). The students will then complete
a rough draft of ideas for their own artwork using specific indicators. The students
will later have a critique where other students try to look at indicators of the work in order to determine the artists’
purpose. This critique will take approximately 90 minutes. Teacher may choose to divide critiques into three shourt 30-minute sessions. After this, students will create a “birthday box” for the artist of their choice (see list
of artists attached). This lesson will take place in two or three 90-minute classes.
V. Materials and Media for the Unit
Lesson Plan #1
PowerPoint (for overview of unit, to include introduction
of unit, advertisement slides, artwork slides, definitions, etc.)
Corresponding (PowerPoint) worksheet advertising
Students will be
viewing PowerPoint and filling out corresponding worksheet about advertisement vs. art.
Students will discuss the worksheet at the end of class.
Lesson Plan #2
Different media for students to choose from for
Students will be
creating their own works using indicators and creating their own message. They
will be using different media. They will choose their media according to the
message they are trying to convey. The students will be critiquing each others
work at the end of the lesson.
Lesson Plan #3
Students bring in their own boxes to make “birthday
Extra boxes for students who cannot bring in their
List of artists for students to choose to research
Books and computers available for research of artists
Teacher example of Van Gogh box
Index cards to explain why each object was chosen
Birthday party props-balloons, signs, cake, drinks,
Students will be
creating a birthday box for each artist. The students will pick an artist from
a list of artists. The students will research their artist and then do the studio
project. The students will design a box in the artist’s style. Then the student will collect/make six objects that represent each artist.
These will be like presents for the artist. The students will make an
index card explaining why each object was chosen. After the projects are done
each student will present their artist and his/her box. They will have a birthday
party for the artists.
VI. Assessment and Evaluation of Learner Understanding
The teacher will note students’ effort and
participation in activities and discussions on a daily basis.
Student will be asked questions at the beginning
and end of each class. The ability of students to answer those questions or listen
to the answers to those questions is observed by the teacher. The questions will
be about information the class discusses about that day and key terms the student should be aware of.
Student effort and participation will weigh heaviest
when considering the grade that the student will receive. This means that the
student needs to exhibit interest by asking questions, remaining silent as the lesson/ PowerPoint is being given, and responding
to teacher/peer questions.
Students will be graded on group participation
with the advertising vs. art activity.
The student will finish their projects on time
and will be able to explain the reasoning behind their works. Students participation
in critiques will also be evaluated.
There will be rubric used for grading the “birthday
VII. Related Assessment to the Outcomes in the Goals
Students should be able to identify the key terms
and display knowledge of indicators and messages in an artwork and in the world around them.
Students will gain an understanding of the importance
of studying artworks. They will also understand how indicators are used to get
the artist’s message across to the viewer.
The students will understand the importance of
the use of indicators in their own work.