Critical Intervention Action Plan

Exploring Self Culture to Promote Cultural Appreciation

Unit Plan

Grade Level: High School (9-12)

Estimate Completion Time: 5 class periods (1-hour sessions)

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Enduring Ideas and Essential Questions

What broad, overarching understandings are desired of students?

Art making can promote self-understanding
Art making can promote cultural appreciation
Art viewing can promote cultural awareness

What are the overarching “essential” questions that this unit is based on?

How does creating art to represent one’s culture help them connect with themselves?
In what ways do artists use art making to represent their cultures?
How does understanding our own culture promote appreciation for another culture?
How can we create meaningful experiences by viewing and sharing artwork?

As a result of this unit, students will be expected to demonstrate an understanding of:

Exploring one’s own culture through art making helps to understand one’s self
Understanding one’s own culture can help to appreciate another’s culture
Viewing artwork can help create deeper meanings of another’s culture

What “essential” and unit questions will focus the activities of this unit?

In what ways can we use art to explore our own cultures?
How can exploring our own cultures through art making promote cultural appreciation?
What can we learn about another culture through art viewing and discussion?

In this 5-part unit plan, the big idea is to understand what culture is and to explore our own culture to promote cultural appreciation. How can we connect with ourselves to feel secure in what our own beliefs and values are? How can understanding ourselves and appreciating our own culture help us view another culture in the same ways? In examining our own culture, we need to ask ourselves what it means to us and consider how we would create a self-portrait to share with others. In considering our own values and exploring another culture’s values we will find differences and similarities. How could we celebrate those differences? How can celebrating those differences guide us into a deeper knowledge of another culture and find connections? Students will focus on some of these enduring ideas and essential questions: By asking these questions, students will be encouraged to explore other cultures through viewing work of artist of many different cultures, explore and identify their own culture, consider ways to celebrate the differences and find connections between them. The purpose is to create awareness and appreciation for one’s own identity and culture and develop a sensitivity and compassion for other cultures in the same way.

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Major Learning Activities

Students will explore what culture is and consider their own through viewing examples of artists of many different culture backgrounds. Students will further their understanding of their own culture to promote culture appreciation. Students will create self-portraits to share with the class. Students will present, critique and discuss collectively each student’s artwork. These learning activities will help students better know themselves to appreciate other cultures and create lifelong meaning.

National or State Learning Standards

Students will: VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. VA.912.C.1.8: Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention. VA.912.C.2.1: Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective. VA.912.O.2.1: Construct new meaning through shared language, ideation, expressive content, and unity in the creative process. VA.912.O.2.3: Investigate an idea in a coherent and focused manner to provide context in the visual arts. VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept. VA.912.S.3.11: Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination. VA.912.S.3.4: Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Lesson Plan One:

Defining and Exploring Culture

Overview

Students will discuss the meaning of culture and what it means to them individually. Students will view artists work in relation to culture and consider how they might use art as a representation of their own cultures.

Enduring Ideas/Essential Questions

How does creating art to represent one’s culture help them connect with themselves? In what ways do artists use art making to represent their cultures? How does understanding our own culture promote appreciation for another culture?

Lesson Objectives

In this lesson, students will (1) Collectively and individually discuss, the meaning of culture; (2) collectively discuss works of art from examples; (3) collectively discuss the different ways art making can be used to represent one’s culture; (4) consider how furthering one’s understanding of one’s own culture can promote cultural appreciation.

Tools and Materials

For this art lesson, you will need an electronic device such as an iPad or television to show examples of work from different artists with different backgrounds. Printed copies of work can be used as well.

Introduction

On the board in the classroom, write the word “Culture” and ask students to define culture. Discuss with them the meaning and how they would describe in words how they would define their own culture. Discuss the differences and similarities of the student’s examples. Ask the students how art can be used as a visual tool without words to represent one’s own culture. Provide examples of artwork from artists with many different backgrounds. Discuss each artist and have students consider what their values and beliefs are. Discuss some of the differences and similarities with their own. Have students discuss some of the ways we celebrate differences in culture. Ask what some of the ways they celebrate theirs? Ask the students how understanding and appreciating one’s own culture can help us understand and appreciate another culture.

Procedure

Write “Culture” on the board. Ask students to define culture and discuss with them the meaning and how they would describe their own cultures.
Discuss the differences and similarities of the student’s examples.
Provide examples of artists work from many different backgrounds and discuss each with the students to consider the differences and similarities. (See Attachment A).
Next, have students discuss some of the ways culture differences are celebrated and share the ways they celebrate their own cultures.
Have students discuss how understanding our own cultures can help us understand and appreciate another culture.
Assign homework for students to find materials on an artist to bring in to the next class session to begin research.

Distribution and Clean-Up

Place electronic devices back in their storage bin and collect any extra printed copies of artists work examples.

Closure

Recap with the students some of the key points in their class discussion and encourage them to consider these discussions and artists examples as they begin to form ideas (colors, symbols, patterns, etc.) on how they want to represent their own culture through creating portraits.

Assessment

Questions and strategies to consider when determining how successful a student is demonstration their understanding of this lesson’s objectives and enduring ideas are: Were the students able to effectively grasp the main idea of the lesson? How well did students engage in discussion on the lesson?

Possible Video Links, Artists or Works of Art Studied: (See Attachment A).

References

Youtube (October 2, 2015). Scenes from schools around the world. Retrieved from https://www.youtube.com/watch?v=at2gAjtsgtk

https://www.museumofman.org/exhibits/race-are-we-so-different/

Need to find: (1) iPad or tv for viewing links of artist sites; (2) printed copies or books of different artist examples

Formative/Summative Assessment: During the unit, teachers will continually discuss the meaning of culture in relation to one’s own and other cultures to encourage students in identifying their culture and finding deeper connections within their own and in exploring other cultures. The teacher will reflect on class discussions to assess that students understand the connections.

Lesson Plan Two:

Exploring Ways to Identify Culture through Art

Overview

Students will discuss the meaning of culture and what it means to them individually. Students will view artists work in relation to culture and consider how they might use art as a representation of their own cultures.

Enduring Ideas/Essential Questions

How does creating art to represent one’s culture help them connect with themselves? In what ways do artists use art making to represent their cultures? How does understanding our own culture promote appreciation for another culture?

Lesson Objectives

In this lesson, students will (1) Collectively and individually discuss, the meaning of culture; (2) collectively discuss works of art from examples; (3) collectively discuss the different ways art making can be used to represent one’s culture; (4) consider how furthering one’s understanding of one’s own culture can promote cultural appreciation.

Tools and Materials

For this art lesson, you will need an electronic device such as an iPad or television to show examples of work from different artists with different backgrounds. Printed copies of work can be used as well.

Introduction

On the board in the classroom, write the word “Culture” and ask students to define culture. Discuss with them the meaning and how they would describe in words how they would define their own culture. Discuss the differences and similarities of the student’s examples. Ask the students how art can be used as a visual tool without words to represent one’s own culture. Provide examples of artwork from artists with many different backgrounds. Discuss each artist and have students consider what their values and beliefs are. Discuss some of the differences and similarities with their own. Have students discuss some of the ways we celebrate differences in culture. Ask what some of the ways they celebrate theirs? Ask the students how understanding and appreciating one’s own culture can help us understand and appreciate another culture.

Procedure

Write “Culture” on the board. Ask students to define culture and discuss with them the meaning and how they would describe their own cultures.
Discuss the differences and similarities of the student’s examples.
Provide examples of artists work from many different backgrounds and discuss each with the students to consider the differences and similarities. (See Attachment A).
Next, have students discuss some of the ways culture differences are celebrated and share the ways they celebrate their own cultures.
Have students discuss how understanding our own cultures can help us understand and appreciate another culture.
Assign homework for students to find materials on an artist to bring in to the next class session to begin research.

Distribution and Clean-Up

Place electronic devices back in their storage bin and collect any extra printed copies of artists work examples.

Closure

Recap with the students some of the key points in their class discussion and encourage them to consider these discussions and artists examples as they begin to form ideas (colors, symbols, patterns, etc.) on how they want to represent their own culture through creating portraits.

Assessment

Questions and strategies to consider when determining how successful a student is demonstration their understanding of this lesson’s objectives and enduring ideas are: Were the students able to effectively grasp the main idea of the lesson? How well did students engage in discussion on the lesson?

Possible Video Links, Artists or Works of Art Studied: (See Attachment A).

References

Youtube (October 2, 2015). Scenes from schools around the world. Retrieved from https://www.youtube.com/watch?v=at2gAjtsgtk

https://www.museumofman.org/exhibits/race-are-we-so-different/

Need to find: (1) iPad or tv for viewing links of artist sites; (2) printed copies or books of different artist examples; (3) printed copies of enduring idea questions for students to consider. (See Attachment B).

Formative/Summative Assessment: During the unit, teachers will quietly walk around to each student to answer any questions the students may have on the project, artist, electronic devices, etc., to better help the student during their artist research and ideas on the self-portrait project. The teacher will reflect on individual discussions with students and work performance to assess that students have a clear understanding of the project goals.

Lesson Plan Three & Four:

Discovering Self Culture and Cultural Appreciation through Art making Part I & II

Overview

Students will review notes on findings from their research and begin a rough draft of their portrait projects. The teacher will view their rough drafts and shortly discuss their ideas before the student will begin painting. Students will individually work on their portraits but are encouraged to walk around and view other students work. Students will have a 10-minute break to engage in discussions with students in sharing their processes, etc.

Enduring Ideas/Essential Questions

In what ways do artists use art making to represent their cultures? In what ways can we use art to explore our own cultures? How does creating art to represent one’s culture help them connect with themselves? How does understanding our own culture promote appreciation for another culture?

Lesson Objectives

In this lesson, students will (1) Individually begin creating a self-portrait representing their culture; (2) individually view other student’s work; (3) collectively discuss art processes and meanings of students work.

Tools and Materials

Student’s short description papers, acrylic paint, paint brushes, containers with water, paper towels, pencils, erasers, stretched canvas.

Introduction

Students will spend most of the class time working on their self-portraits. They will create a rough draft first to be viewed and discussed shortly with the teacher and then begin painting. They will have a short break to view other students work and engage in discussion. Students will complete their self-portrait projects as part of Lesson Four. Students will consider what they want to share in relation to their cultures, process and what they have learned about culture identity and cultural appreciation to prepare for Lesson Five.

Procedure

Make sure all necessary supplies are on a table for students to use.
Have extra copies of printed materials from the first two lessons available if needed.
Walk around the room to quietly make suggestions or answer questions from students.
Encourage a small break for students to view other works in progress and encourage discussion with each other on their processes, etc.

Distribution and Clean-Up

Place any materials back into their storage bins. Be sure that students clean the materials they used and places them back in the appropriate storage bins. Students will place unfinished paintings on a wire rack or cubby slots.

Closure

Recap with the students some the questions to consider from the print out as they work towards finishing their self-portraits. Have students consider discussions with other students from the day as well as with the teacher. Have students consider their thoughts on what they want to share in Lesson Five during the next class for presentation.

Assessment

Questions and strategies to consider when determining how successful a student is demonstration their understanding of this lesson’s objectives and enduring ideas are: Did the student work continuously through the class session and demonstrate their understanding through art making clearly?

References

N/A

Need to find: (1) acrylic paint, paint brushes, containers with water, paper towels, pencils, erasers, stretched canvas; (2) extra printed copies of enduring idea questions for students to consider.

Formative/Summative Assessment: During the unit, teachers will quietly walk around to each student to answer any questions the students may have on the project. Students will be encouraging to view other students work and engage in discussions on sharing their processes, thoughts and ideas.

Lesson Plan Five:

Presentation, Class Discussions and Self-Assessment

Overview

Students display and present their self-portrait projects. Students will have considered what they want to share on their cultures, process and what they have learned about cultural appreciation and discuss their findings with the class. Students will fill out an assessment form to include a short description of their project and their artist statement to be given to the teacher for grading purposes. (See Attachments C & D).

Enduring Ideas/Essential Questions

How can exploring our own cultures through art making promote cultural appreciation?

What can we learn about another culture through art viewing and discussion? How can investigating these enduring ideas lead to life long meaning?

Lesson Objectives

In this lesson, students will (1) Individually present their self-portrait projects; (2) collectively view and discuss the works created; (3) collectively discuss art processes and meanings of students work.

Tools and Materials

Easels and tables for displaying student’s work. Assessment form printouts and pencils for students to complete.

Introduction

Students display and present their self-portraits on tables and discuss what they learned about their own culture, the selected artists studied culture, ways art can help explore cultures, ways that understanding and connecting with their own cultures helps promote cultural appreciation. Students will discuss with each other their own cultures and how exploring their own and others helps to connect and encourage ways to celebrate the differences in them. Students will fill out self-assessment forms including a short description and artist statement for the teacher to review. (See Attachment C & Attachment D).

Procedure

Make sure all necessary supplies are on a table for students to use.
Supply printed self-assessment forms and pencils for the students to complete.
Encourage students to discuss their portraits and findings on researching an artist and to share their ideas on other students work.
Encourage students to think about what they may have thought about culture before this lesson and if any ideas have changed and how they did. Encourage them to consider the ways that exploring self and other cultures can create life-long meaning and appreciation of other cultures. Encourage students to further think on ways to celebrate each others’ cultures and find connections with them.

Distribution and Clean-Up

Place any materials back into their storage bins. Be sure that students take their portraits if they will not be displayed in the classroom. Be sure that students complete the self-assessment forms.

Closure

Encourage students to continue exploring other artists and their cultures to further deepen their understandings of culture and the different ways we can celebrate them. Encourage students to continue exploring their own cultures to nurture their appreciation. Encourage students to continue discussing with each other their own cultures and to find connections within them.

Assessment

Questions and strategies to consider when determining how successful a student is demonstration their understanding of this lesson’s objectives and enduring ideas are: Did the student work clearly represented in their final self-portrait? Did the show an understanding of the lesson goals and ideas?

References

N/A

Need to find: (1) easels and tables for display; (2) printed self-assessment forms and pencils.

Formative/Summative Assessment: During the unit, students will display and present their self0portrait projects. Students will discuss their project process, culture and meaning. Students will complete a self-assessment form to provide the teacher with their understandings of the unit plan lessons. (See Attachment C & Attachment E).