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===On the following pages you will find links to several artists that are to be used in the creation of lesson plans. As you construct your lesson plans, make sure to cite all material that you pull from another website. You may add other artists if you find one that better suits the concepts you want to discuss.=== ===You are not required to utilize this format. If you prefer another format you are more than welcome to utilize that format. However, all of the following content must be present. My suggestion would be to copy and paste from the template and assign roles. This format lays out the responsibilities fairly evenly.=== ===IF YOU ARE WORKING WITH THE SAME ARTIST AS ANOTHER GROUP PLEASE DO NOT ERASE THE OTHER GROUP'S INFORMATION. PLACE YOUR ADDITION ABOVE OR BELOW THE OTHER GROUP. KEEP YOUR LESSON PLANS GROUPED TOGETHER WITH YOUR GROUP.===

[[image:Picture_2.png]] 6. You are done unless you need to fill in the template and save again.
= = =TEMPLATE/ __EXAMPLE LESSON PLAN FORMAT (PARTNER 1)__= =BIG IDEA: IDENTITY= = Unit Title: Who Am I? Exploring Possibilities of Self. = =IMAGES OF ARTWORK: = =RESEARCH (INFORMATION ABOUT THE ARTIST AND HIS/HER WORK) This is not information that you share entirely with your students. Rather it is background information that can aid you in your discussions with students:= ===Cindy Sherman is an artist who has pushed the boundaries of identity. The work poses questions of acting and the social construction of identity. Sherman takes photographs of herself posing in film stills. These are generally famous images that evoke stereotypes of what it means to be a woman. She has become one of the most well known photographers of the twentieth century. These are not self portraits rather she uses her body as a medium through which to discuss issues pertaining to contemporary society. === ===Sherman uses the body as a medium through which culture passes. Think of the body as a tube. You can push water through the tube and and into an entire network of tubing like plumbing. This network forms culture. If we look at the cultural re-occuring themes in culture, we can begin to see where identity formation occurs. Identity is fragmentary. We are growing from moment to moment in our own knowledge of self. Sherman's work captures both the instant in which the photo was taken...the moment the camera shutter was pressed as well as the historical placement of women.===

= = =Lesson 1: You Outta Be In Pictures (Partner 2)=

Student Supplies:
Paper glue Photo of self magazines

=ART CONTENT: PHOTOGRAPHY & COLLAGE= = = =METHOD OF INSTRUCTION: DISSCUSSION/INDIVIDUAL WORK/GROUP WORK:= = = Pre-lesson Instruction: Please bring in a photo of yourself that you do not mind cutting up.

=INSTRUCTIONAL CONTENT: Students will be shown images of the work of Cindy Sherman as a starting point for discussion. A brief description of the work of Sherman will be given prior to the discussion. The question will be posed "Who are you?" for students to contemplate. Students and teacher will work together to construct a concept map relating to the imagery of Sherman. After the concept map is complete, students will take out their images of themselves to utilize in a collage activity. Students will choose a background image from one of the magazines provided and cut out their image and place it within the new scenery. This should be a very quick process provided that scissors and glue are ample. The teacher will walk around the room in order to discuss, document, and reflect on the process. Once their collage is complete students will create a short story (a paragraph) that relates to the image that they have created. At the end of the activity students and teacher will discuss the process and finished product in relation to the process of its creation. = = Extension: Using a software called voicethread which it available at www.voicethread.com, students could record their stories and interpretations of artworks. media type="custom" key="4546842" = =ASSESSMENT:= = = The teacher will document the process of student engagement and understanding through photos, video, and journaling.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

[|Example Short Story Rubric]

[|Self Portrait Ideas]

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code

The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. || The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.3) Historical/cultural heritage. **
 * ** (5.4) Response/evaluation. **

= **INTERDISCIPLINARY TEKS: Language Arts:** = (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

= = == =The second lesson plan is provided to show how you could build on the process above using the same artist. It is incomplete. Lesson 2: Picture This! (Partner 3)=

Time:45min
=Lesson Objectives:= = =

demonstrate an understanding of chemical reactions through the development of a photo negative and positive image.
=Resources for Teacher:=

Kodak Dektol Developer
= Fixer = = = =**ART TEKS: (5.1)Perception. The student develops and organizes **=

code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code

=**INTERDISCIPLINARY TEKS:**=

= REFERENCES: [= 52] =