The document outlines an art education unit aimed at helping fifth-grade students understand how artists can influence perceptions through art, specifically using marshmallows as a subject. It details the essential questions, learning objectives, and activities students will engage in, such as composing sketches, constructing sculptures, and analyzing materials. The unit emphasizes the importance of skill development, historical analysis of art, and the reflection on personal interpretations and processes.

1. Deconstructing the
National Core Arts
Standards
Making them work for YOU!

2. What’s the BIG
IDEA?
How does art impact the
views of persons,
societies and cultures?
The BIG IDEA is the focus throughout the year, for each specific grade
level, that enables each student to demonstrate growth towards its
achievement.

3. How can an artist
(YOU) change a
viewer’s perception
of a marshmallow?
Essential
Question
Objects, places, ideas through art?
Overarching
Goal
Define what you want your students to be able to demonstrate by the end of the unit study.

4. How can an artist (YOU) change a viewer’s
perception of a marshmallow?
HOW?
Teacher
preparation/thinkingVISUAL ARTS ILLINOIS STANDARDS (for this art unit)
CREATING: VA:Cr2.1.5a
Experiment and develop skills in multiple art-making techniques and
approaches through practice.
PRESENTING: VA:Pr4.1.4a
Analyze how past, present and emerging technologies have
impacted the preservation and presentation of artwork.
CONNECTING: VA: Cn11.1.5a
Identity how art is used to inform or change beliefs, values or
behaviors of an individual or society.
RESPONDING: VA:Re7.1.5a
Compare one’s own interpretation of a work of art with the
interpretation of others.
VAIS
are
the
O
BJECTIVES
for the
UNIT
O
F
STUDY
(“students
w
ill”) to
achieve
the
overarching
goal
Determine how you will facilitate your students’ achievement of the goal

5. ...I CAN explore spatial relations and
perception through observational drawings
of simple objects, by sketching,
constructing, painting and photographing;
effectively demonstrating my understanding
of volume, form and balance, using various
materials.
For this unit….I CAN
How can an artist (YOU) change a
viewer’s perception of a
marshmallow?
HOW?
Student art-making
1. compose 4 sketches of marshmallows using various
art-making techniques
2. analyze the various materials and evaluate their effectiveness
in my sketching process
3. study and interpret the work of David Smith
4. define the Process Art Movement and be able to express its
connection to me
5. plan a new sculpture to construct using 2 different techniques
6. construct a sculpture from my sketch
7. Paint an abstract view of a drawing by using a viewfinder
8. Photograph my sculpture with interesting perspective using
an iPad
9. reflect on your process, analyze my end product, and show
vocabulary knowledge in my responses
10. complete all required homework assignments
11. document my artistic process by creating a Google Slide
Presentation
12. Publish work to Artsonia
What the students
do to respond to
essential question
The “I Can”
statements change
with each unit of
study.
Define what your students will do to achieve the objectives

6. Art UNIT
templateWhat’s the Big Idea?
Essential Question(s):
Targeted Standards:
Creating:
Presenting:
Responding:
Connecting:
“I Can” Statements:
Creating:
Presenting:
Responding:
Connecting:
Art Unit Summary:
Grade:
How can an artist change a viewer’s perception of objects,
places and ideas through art?
How does art impact the views of a person, society or culture?
5
Through the exploration of various media and approaches,
students will compile a portfolio, demonstrating various
techniques, culminating with a reflective reponse to the essential
question.
Experiment and develop skills in multiple art-making
techniques and approaches through practice.
Analyze how past, present and emerging technologies
have impacted the preservation and presentation of
artwork.
Identity how art is used to inform or change beliefs,
values or behaviors of an individual or society.
Compare one’s own interpretation of a work of art
with the interpretation of others.
compose 4 sketches, construct a sculpture,
Paint an abstract view, Photograph my
sculpture,complete all required homework
document my artistic process, Publish
work
analyze the various materials, study and
interpret the work , define the Process Art
Movement
evaluate their effectiveness, reflect on
your process

7. Art UNIT template
What’s the Big Idea?
Academic Language:
Assessment:
Reflection:
Skills:
Grade: 5
How does art impact the views of a person, society or culture?
What new vocabulary will students learn and use?
What “-ings” will the students learn and be able to
demonstrate?
Which assessment approach will work best to assess the
students’ growth throughout the art unit (unit of study)?
Your assessment approach should connect to the students’
response to the ESSENTIAL QUESTIONS and targeting the
BIG IDEA.
To what degree did the students reach/achieve the Essential Question
and/or Big Idea?
How do you know?

8. Art UNIT
templateWhat’s the Big Idea?
Essential Question(s):
Targeted Standards:
Creating:
Presenting:
Responding:
Connecting:
“I Can” Statements:
Creating:
Presenting:
Responding:
Connecting:
Art Unit Summary:
Grade:

9. Art UNIT template
What’s the Big Idea?
Academic Language:
Assessment:
Reflection:
Skills:
Grade: