Opening Exhibition for Musée des  Beaux-Arts  Student Page Title Introduction Task Process Evaluation Conclusion Credits [...
Welcome Art Curators! ___________________________ Student Page Title Introduction Task Process Evaluation Conclusion Credi...
The Task ____________________ Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><l...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. You will work i...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Guidelines...
Rubric  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!  ...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>A...
Opening Exhibition for Musée des  Beaux-Arts  [ Student Page ] Title Introduction Learners Standards Process Resources Cre...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This ...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This acti...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Studen...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evalua...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evalua...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluati...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page For...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I hope ...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
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Opening Exhibition for Musée des Beaux-Arts Webquest

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Opening Exhibition for Musée des Beaux-Arts Webquest

  1. 1. Opening Exhibition for Musée des Beaux-Arts Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Grade 9 (Art) Designed by Rachael Browning [email_address] Based on a template from The WebQuest Page
  2. 2. Welcome Art Curators! ___________________________ Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The prestigious New York art museum, Musée des Beaux-Arts, has been newly constructed and will open with an elaborate exhibition designed by you! You have been hired on as museum curators, responsible for producing an opening show comprised of styles and movements specific to your expertise.
  3. 3. The Task ____________________ Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Musée des Beaux-Arts is now open! It is up to your panel of museum curators to produce a worthy opening exhibition based on the criteria provided. Each member from your group will be a specialist in a specific style and/or movement, for which you are responsible to find 4 pieces of art that can be categorized under the heading of your expertise. </li></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. You will work in a group of 3 or 4, assigned at your teacher’s discretion. 2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research). 3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement). Web resources: Web Museum, Paris : http://www.ibiblio.org/wm/ The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art: http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet: http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en 4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition (The guidelines for this presentation are specified on the following Process page). 5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement. Continue with Process
  5. 5. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Guidelines for opening exhibition presentation: </li></ul><ul><li>Every member in your panel of museum curators must adhere to the following guidelines </li></ul><ul><li>You must thoroughly define the style/movement specific to your expertise in a written two-page analysis (each member must do this part individually): </li></ul><ul><ul><li>Dates (beginning to end) associated with movement/style </li></ul></ul><ul><ul><li>Where movement/style originated </li></ul></ul><ul><ul><li>Provide and describe 4 pieces of artwork that encapsulate the principles, visual elements, themes, and/or philosophies associated with your movement/style </li></ul></ul><ul><ul><li>Written analysis will include a citation page to reference your resources </li></ul></ul><ul><li>Research and acquire 4 pieces of art that comply with your movement/style to be shared with the class in your exhibition display: </li></ul><ul><ul><li>You must provide the artists names and the title/date of the artwork </li></ul></ul><ul><ul><li>You must explain why you chose the 4 artworks and why they are good examples of your movement/style </li></ul></ul><ul><ul><li>You have the privilege of deciding how you will present your exhibition (i.e. PowerPoint, poster boards, blackboard, overhead…) </li></ul></ul><ul><li>Create an original piece of art that demonstrates the principles, visual elements, themes, and/or philosophies associated with your movement/style </li></ul><ul><ul><li>The art you create will be displayed alongside the 4 chosen artworks in your exhibition </li></ul></ul>
  6. 6. Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Written Analysis Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement). Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement). Choice of 4 artworks Choice of artwork is poor and reflects a beginning level of performance. Choice of artwork needs development, but there is movement toward mastery of performance. Artwork is a good example of movement/style and reflects mastery of performance. All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance. Individual performance and role in group exhibition Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles). Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance. Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance. Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance. Group presentation of exhibition Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance. Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance. Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance. Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance. Original Artwork Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance. Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance. Original artwork met expectations and complied with movement/style, reflecting mastery of performance. Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.
  7. 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have collected all of the research and art that you will need for your opening exhibition. All that is left is an original piece of work that can be displayed in your show and a written analysis for why you believe these artworks can be categorized under the heading of your specific style/movement (based on the provided criteria). The Musée des Beaux-Arts audience is eagerly anticipating your opening exhibition, Good luck!
  8. 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>All Images were found on the flickr page of Creative Commons , </li></ul><ul><li>special thanks to the following artists: </li></ul><ul><li>________________________________ </li></ul><ul><li>edgar degas: place de la concorde by freeparking </li></ul><ul><li>gallery I by ohmykozy </li></ul><ul><li>sketch in gallery book by striatic </li></ul><ul><li>23/365 - My Gallery by bethechange21 </li></ul><ul><li>Nokia N95 Shot - Gallery by lutonian </li></ul><ul><li>the gallery 2 by Maddie Digital </li></ul><ul><li>Gallery by Cyrus`* </li></ul><ul><li>Milwaukee Art Museum by The New No. 2 </li></ul><ul><li>Milwaukee Art Museum - interior by numstead </li></ul><ul><li>303/366: October 29, my date night with a rubric by snacktime2007 </li></ul>
  9. 9. Opening Exhibition for Musée des Beaux-Arts [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for grade 9 (Art) Content can be altered to accommodate grades 7-12 Designed by Rachael Browning [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  10. 10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This unit is designed to get your students involved in comprehensive discussions, reflection, and art making. This activity is composed purposefully so that every student has a specific role, while collaborating in a small group for their final museum exhibition. The unit begins with students learning a brief history of art, coupled with the significance of art criticism. The idea is that before they are exposed to this webquest, your students will have already had experience using the processes of art criticism; including the description of visual elements, analysis, interpretation and evaluation. It is recommended that this webquest project be implemented at the beginning of the semester in an effort to familiarize the class with the language of critique, the assessment of art, and to acquaint them with a general overview of art’s evolution of styles and movements. Through this webquest, your students will apply and demonstrate their knowledge of art history and criticism; ending with a final application of content with the production of an original artwork. Evaluation Teacher Script Conclusion
  11. 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This activity was designed for a grade 9 art class, but the content and resources can certainly be altered for grades 7-12. The underlying theme of the webquest is such that it provides an active role for students as museum curators. By giving the students purposeful perspective and responsibility, they become more engaged with the content as it relates to them personally. Because of the nature of this lesson, students will have the benefit of working in small groups, but will be accountable for their own personal expertise. In other words, everyone is receiving and contributing knowledge at all times. Most importantly, this child-focused activity is geared towards students teaching each other. The educator is the facilitator, but the students are the voice of classroom. Evaluation Teacher Script Conclusion
  12. 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>This webquest is designed to comply with the following Colorado Model Content Standards for Visual Arts: </li></ul><ul><li>Standard 1 : Students recognize and use the visual arts as a form of communication. </li></ul><ul><li>Standard 2: Students know and apply elements of art, principles of design, and sensory* and expressive features of visual arts. </li></ul><ul><li>Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. </li></ul><ul><li>Standard 4 : Students relate the visual arts to various historical and cultural traditions. </li></ul><ul><li>Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art. </li></ul>Evaluation Teacher Script Conclusion <ul><li>This webquest particularly addresses the following Colorado Model Content Objectives for Visual Arts </li></ul><ul><li>Students will learn skills for assessing, describing, analyzing, interpreting, and evaluating art. </li></ul><ul><li>Students will also practice their knowledge of principles of designs and styles by applying it to their own art making. </li></ul>
  13. 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will assemble into groups of 3-4, under the role of museum curator. As a group they will produce an opening exhibition for a newly-constructed art museum. Each curator will be a specialist in a specific movement or style, for which they are responsible to find 4 pieces of art that can be categorized under the heading of their expertise. After they have sought out art through various art websites, they will each create their own piece of art that complies with the style that they have researched. At the end of their webquest journey and in completion of their own personal works, they will present their findings to the class in a grand museum exhibition. Evaluation Teacher Script Conclusion Continue with Student Process
  14. 14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion *These are the steps that your students will follow for their webquest. 1. You will work in a group of 3 or 4, assigned at your teacher’s discretion. *consider pre-planned, differentiated groups, comprised of various learning styles. 2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research). * This will vary depending on your springboard curricula, as well as any preferred adjustments for styles/movements. 3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement ). *You may find it helpful to provide an internet note handout for your students so that they can better organize their findings. Web resources: *These resources can be altered to accommodate for different learning levels or grades. Web Museum, Paris : http://www.ibiblio.org/wm/ The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art: http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet: http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en 4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition *The guidelines for this presentation are specified on the following process page. 5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement. * You may want specific guidelines for content, visual elements, media, or subject. Continue with student process
  15. 15. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>Guidelines for opening exhibition presentation: </li></ul><ul><li>Every member in your panel of museum curators must adhere to the following guidelines </li></ul><ul><li>You must thoroughly define the style/movement specific to your expertise in a two-page written analysis (each member must do this part individually): </li></ul><ul><li>* You could provide a specific handout/rubric or student example for this paper with customized guidelines. </li></ul><ul><ul><li>Dates (beginning to end) associated with movement/style </li></ul></ul><ul><ul><li>Where movement/style originated </li></ul></ul><ul><ul><li>Provide and describe 4 pieces of artwork that encapsulate the principles, visual elements, themes, and/or philosophies associated with your movement/style </li></ul></ul><ul><ul><li>Written analysis will include a citation page to reference your resources </li></ul></ul><ul><li>Research and acquire 4 pieces of art that comply with your movement/style to be shared with the class in your exhibition display: </li></ul><ul><ul><li>You must provide the artists names and the title/date of the artwork </li></ul></ul><ul><ul><li>You must explain why you chose the 4 artworks and why they are good examples of your movement/style </li></ul></ul><ul><ul><li>You have the privilege of deciding how you will present your exhibition (i.e. PowerPoint, poster boards, blackboard, overhead…) *Consider guided demonstrations or examples of previous exhibition presentations. </li></ul></ul><ul><li>Create an original piece of art that demonstrates the principles, visual elements, themes, and/or philosophies associated with your movement/style </li></ul><ul><li>* Again, I might provide a specific handout/rubric or student example for this project. Also, consider whether this art project will be done in class or at home. </li></ul><ul><ul><li>The art you create will be displayed alongside the 4 chosen artworks in your exhibition </li></ul></ul>
  16. 16. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><ul><li>Context </li></ul></ul><ul><ul><li>Webquest: computer lab </li></ul></ul><ul><ul><li>Original art work: inside or outside of class? </li></ul></ul><ul><ul><li>Group presentations: consider if students want to present in a setting outside of the classroom </li></ul></ul><ul><ul><li>Materials: </li></ul></ul><ul><ul><li>Class set of computers </li></ul></ul><ul><ul><li>Handouts (will vary depending on your personalized lesson) But these may include a research handout, rubric/ guidelines handout for written analysis and presentation, and a list of movements and/or styles for the students to choose from. </li></ul></ul><ul><ul><li>Original artwork: will vary, consider materials needed for this project. You may want to let your students choose their own media as part of the project lesson. </li></ul></ul><ul><ul><li>Web resources : see process page for internet list </li></ul></ul>
  17. 17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Continue with Evaluation Guidelines are very critical in a project like this. It is absolutely necessary to delineate bullet points from which your students will work. How ever you structure the rubric is completely up to you. On the following evaluation page, I have provided an example of a rubric you might find useful. Perhaps you will want to consider altering the grading process; for example, you may find it more beneficial for the students to grade each other on their presentation performance. This peer grading can be based on criteria or guidelines you have provided, or you may prefer that the students even formulate their own grading system based on their own expectations.
  18. 18. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Written Analysis Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement). Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement). Choice of 4 artworks Choice of artwork is poor and reflects a beginning level of performance. Choice of artwork needs development, but there is movement toward mastery of performance. Artwork is a good example of movement/style and reflects mastery of performance. All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance. Individual performance and role in group exhibition Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles). Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance. Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance. Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance. Group presentation of exhibition Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance. Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance. Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance. Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance. Original Artwork Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance. Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance. Original artwork met expectations and complied with movement/style, reflecting mastery of performance. Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.
  19. 19. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page For special guidance through this webquest, you can refer to the teacher process pages (additional teacher directions and commentary are in italicized red font). Script will inevitably vary in a personalized lesson, but I have accounted for a few suggestions. As far as a timeline for this activity, it is completely relative. You may prefer to use this activity as a two-day “filler,” or rather, you may project it within a month context as part of an extensive unit. Ultimately then, each student task can be altered to adhere to your specific curriculum schedule. Evaluation Teacher Script Conclusion See Process Page
  20. 20. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I hope you find this lesson useful. Remember, even though this is an activity aimed for high level thinking, it is bound to be loads of fun! Good luck and get creative! Evaluation Teacher Script Conclusion
  21. 21. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>All Images were found on the flickr page of Creative Commons , </li></ul><ul><li>special thanks to the following artists: </li></ul><ul><li>Milwaukee Art Museum by The New No. 2 </li></ul><ul><li>Milwaukee Art Museum - Reworked by The New No. 2 </li></ul><ul><li>the art critic... by annabelletexter </li></ul><ul><li>42-18203518 by kcc_10 </li></ul><ul><li>back to school by *wanderlust* </li></ul><ul><li>creations by madziggypix </li></ul><ul><li>art supplies. by artsy_T </li></ul><ul><li>art classroom by Patrick.T </li></ul><ul><li>A Student's Life by mgratzer </li></ul><ul><li>To my students ... by Azorina </li></ul><ul><li>Even Students Love Flickr </li></ul><ul><li>CUSA council meeting, Student association, Carleton University, Student life and campus politics by KINO ARCADES </li></ul><ul><li>Me (and Mike) Critiquing Student Work by pjchmiel </li></ul><ul><li>Art Critique by Hexxor </li></ul><ul><li>make art! by tea_and_toast </li></ul><ul><li>History of Arts class by Gryts </li></ul><ul><li>people looking at famous art by _dormouse </li></ul><ul><li>Teacher and Students by connectedclass </li></ul>Evaluation Teacher Script Conclusion

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