This document outlines a WebQuest for 9th grade art students to learn about major 20th century art movements through role-playing and presentations. Students will be divided into groups, with each researching a different movement. They will take on roles as an artist, art historian, or museum curator to learn about the movement's style, context and influential works. Groups will then present their findings and create a mural synthesizing elements of all the movements. Evaluation criteria address individual research, presentation skills, group collaboration, and use of visual aids. The goal is to provide an engaging way for students to learn about the development of modern art.
Art & Activity: Engaging Visual Literacy Skills & Prior Knowledge to Explore ...Kate Gukeisen
This activity, created for MoMA's Art & Activity MOOC, involves students in closely looking at artwork from Post World War I Germany, which they have studied in their world history class. The activity has students looking at artwork in three different group sizes to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal reflection. Students are engaged as investigating, recording, reporting, and reflecting throughout this activity.
The activity relies the following "big question" to frame investigation: Do you think the central idea of this work reflects what you have learned about Post World War I German society?
Kindergarten To Third Grade Presentation 01 06 2011 (1)Duane Rollins
This was a presentation made for K-5th grade teachers on how to teach math and science concepts through a special art exhibit at the High Museum in Atlanta.
ARTS 125 Inspiring Innovation/tutorialrank.comjonhson122
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
Stephanie Shaffer is a an Art Facilitator to Pk, K, 4th and 5th grade artist. Her students are given problems professional artists face in regards to what and how to express themselves. They are practice decision making, collaboration, and communication skill they will need in our ever changing world.
ARTS 125 Enhance teaching - tutorialrank.comLeoTolstoy21
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers
ARTS 125 Exceptional Education / snaptutorial.com donaldzs92
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
Arts 125 Education Specialist-snaptutorial.comrobertlesew46
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers)
ARTS 125 Week 4 Art of the 1950s and the 1960s Presentation (2 PPT)
Arts 125 Education Redefined - snaptutorial.comDavisMurphyC71
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
Arts 125 Education Organization / snaptutorial.comBaileya78
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers)
Art & Activity: Engaging Visual Literacy Skills & Prior Knowledge to Explore ...Kate Gukeisen
This activity, created for MoMA's Art & Activity MOOC, involves students in closely looking at artwork from Post World War I Germany, which they have studied in their world history class. The activity has students looking at artwork in three different group sizes to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal reflection. Students are engaged as investigating, recording, reporting, and reflecting throughout this activity.
The activity relies the following "big question" to frame investigation: Do you think the central idea of this work reflects what you have learned about Post World War I German society?
Kindergarten To Third Grade Presentation 01 06 2011 (1)Duane Rollins
This was a presentation made for K-5th grade teachers on how to teach math and science concepts through a special art exhibit at the High Museum in Atlanta.
ARTS 125 Inspiring Innovation/tutorialrank.comjonhson122
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
Stephanie Shaffer is a an Art Facilitator to Pk, K, 4th and 5th grade artist. Her students are given problems professional artists face in regards to what and how to express themselves. They are practice decision making, collaboration, and communication skill they will need in our ever changing world.
ARTS 125 Enhance teaching - tutorialrank.comLeoTolstoy21
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers
ARTS 125 Exceptional Education / snaptutorial.com donaldzs92
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
Arts 125 Education Specialist-snaptutorial.comrobertlesew46
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers)
ARTS 125 Week 4 Art of the 1950s and the 1960s Presentation (2 PPT)
Arts 125 Education Redefined - snaptutorial.comDavisMurphyC71
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
Arts 125 Education Organization / snaptutorial.comBaileya78
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment
ARTS 125 Week 1 Shifting Views of America (2 Papers)
ARTS 125 Week 2 Visions of America (1 Paper and 2 PPT)
ARTS 125 Week 3 American Art Before and After World War II (2 Papers)
"Nasze młode lata infograficzne", prezentacja do wystąpienia otwierającego seminarium fundacji INPRIS "Infografika i prawo". Warszawa, 27.09.2012 (http://www.inpris.pl/co-sie-dzieje-w-inpris/artykul/t/seminarium-infografika-i-prawo/)
These are the slides of a small lightning talk I gave at yesterday's Amsterdam.js meetup. It mainly shows the tools I use in my projects and some examples on how to use them.
It also includes a sneak-preview of a NLP (Natural Language Processing) library I'm writing in Javascript, called Sponge.
Art AppreciationPresentation 1 Art MovementDescription of.docxrosemaryralphs52525
Art Appreciation
Presentation 1: Art Movement
Description of Presentation:
Each student will be part of a team of classmates to
present a significant art movement
as part of their semester grade. The art movement will be assigned, and students will be responsible for delegating responsibilities that contribute to the final presentation in class. Each person on the team needs to contribute to this project, and will be evaluated by their peers at the end of the semester based on their contributions. The presentation should show that the student has mastered the information. Presentations should not be read directly from the PowerPoint, but should instead be given in a way that respects the audience and keeps them engaged. Students should practice giving the presentation ahead of time.
How to present your art movement:
You will need to gather the following information to include in your presentation.
·
Time period of your art movement (dates)
·
Location of the art movement (can include an image(s)
·
Social, economic, and political climate of the time and place the movement occurred.
·
Characteristics of the movement.
o
Content: the meaning of the work
o
Subject matter: the topic or issue that is represented in the artwork
o
Form: how the elements are arranged to create a composition
·
How did the preceding art movement prompt your movement?
·
4 images representing significant work from your art movement (each image should contain title, date, medium)
·
Biography of assigned artist from your movement.
o
4 images (portrait, map of where they are from, etc…get creative!)
o
Name
o
Birth-death dates
o
Education
o
Family
o
Origin
o
An interesting detail(s) about their life; life experiences that influenced the artist
·
3 images of your artists work (each image should contain title, date, medium)
o
Choose one of the artworks from your artist to lead the class through a formal analysis. Instructions on how to do this can be found in your Formal Analysis paper instructions.
·
How did this movement influence the next art movement?
.
This is the first part of my Teaching and Professional Portfolio, complete with a how-to guide for accessing the other 4 parts.
Name: Paul "Spike" Wilson II, PhD (ABD)
Final Project InformationSan Francisco Museum of Modern Art.docxlmelaine
Final Project Information
San Francisco Museum of Modern Art
Minnesota Art Project – SF Galleries
Final Project Review of the essay format and required content.
Include the following concepts in your paper:
FINAL PROJECT: Written Visual Analysis/ Role of the Artist
DUE: Reference the due date on Canvas- If you do not complete the final project essay you will not pass the class.
Be sure to let me know if you have any questions.
Select a twentieth {1900’s} or twenty-first-century {2000’s} and their work being exhibited at a local museum.
I recommend the San Francisco Museum of Modern Art (SFMOMA), or any other major museum or gallery that is available to you. If you plan to go to a different museum or gallery, it is required you check in with me to get approval to go to a different museum.
Once you pick the artist, include and reference the four types of investigation Process of Visual Analyze, and explain what Role (out of the four roles) your artist identifies with during their creative process and concepts presented in their exhibition. Also include a biography on the artist in the introduction of your essay. Be sure to be thoughtful with your essays conclusion, {closing paragraph}, it is best to summarize the main points, considerations and concepts covered in your essay.
If you have an Oakland library card, or sign up for one you can get 2 free tickets to SFMOMA.
Here is the information:
You can use this website- https://oaklandlibrary.discoverandgo.net/ and get 2 free adult tickets for SFMOMA.
1) Artist name - Dianne Jones
2) The name of the work – Mission Bay Facing Northeast
3) The date the work was made – June 2008
4) Size of the artwork – 96 in x 120 in
5) Materials / medium - Chromogenic Color Print
6) Technique – created with a 4x5 large format camera, long exposure
7) Does it have any apparent function – Fine Art Photography Genre
Format the images with the assessment of physical properties, review the sample included in the PowerPoint that discusses the final project requirements.
One image/artwork page per, and the other pages would be your written text.
Artist name - Dianne Jones
The name of the work – Avenal Prison
The date the work was made – May 2012
Size of the artwork – 60 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function - Fine Art Photography Genre
Artist name - Dianne Jones
The name of the work – Mission Bay Facing South
The date the work was made – May 2002
Size of the artwork – 50 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function – Fine Art Photography Genre
Essay requirements:
Double-spaced 6 to 7 pages, which includes the images and the assessment of physical properties.
One image/artwork page per, and the other pages would be your written text.
Include a biogr ...
STEP 1: VISIT >
https://artsandculture.google.com/partner?hl=en
.
Browse through the partner museums and select one that has a "Museum View" or "Street View"
(typically if you scroll to the bottom, it will appear above the map).
It is important to make sure your selected museum has a
"Museum View"
or
"Street View"
of inside the galleries of the museum - not all do. Please confirm this before moving to step two. For example, the National Museum of Art in Washington DC doesn’t have a Museum View so you can’t pick it but MoMA or the Tokyo Fuji Art Museum does!
Please also make sure to pick an art museum, as you’ll need to write about a work of art. So, sadly, no history museums like the Anne Frank House, NASA, or Smithsonian National History Museum.
STEP 2: Select a work of art from your museum within the Museum/Street View or collections page.
You’ll want to pick a work here so that you can analyze where it’s located, what’s next to it and what kind of frame it has. It will look like this or if you found it by looking through that museum’s collection, it will look like the second image.
STEP 3: When you’ve found your artwork, click on the entry to learn more about your individual artwork. Spend some time clicking around the room it's in, seeing what’s next to it and what the architecture of the space is like.
STEP 4: Time to answer some questions!
QUESTIONS TO ANSWER IN YOUR REPORT
Font & Spacing
: 12pt, Times or Arial; Single or double-spaced is fine.
Length
: 1000 words (ok to go over).
Style
: Write in complete sentences and with college-level spelling and grammar. Answer each question in the next section with about 150-200 words of text in a paragraph (not bullet points).
Underlining
: Please underline any art or art history specific vocabulary.
Format
: You can format your paper either with headings for each question OR as an essay with paragraphs for each question.
Sources
: you need at least two sources (cannot include Wikipedia) and to include Works Cited that is correctly formatted in MLA style.
You should also use in-text citations when referring to information that is taken from your sources. This lets the reader know what are your ideas and words vs. those that are from someone else.
You’ll include citations if you paraphrase, directly quote, or refer to information and concepts that come from other people.
Remember that what you list in your Works Cited page are sources that you actually cite in your report. This is not a bibliography so it's not sources that you used for research.
The artwork alone and by itself is not considered a source. If there was an essay that accompanied it, then yes, you can list that as one of your sources.
Visit and artwork information
The name of the art museum
Artist name, title (in
italics
), date, and medium of your artwork (what your artwork is made from)
The movement or time period your artwork is a part of.
Example: Northern Renaissance, .
Art Criticism Take a field trip to a museum, gallery.docxdavezstarr61655
Art Criticism
Take a field trip to a museum, gallery, etc. to view works of art in order to find something you would
be interested in writing about in the mode of art criticism, including how the artwork relates to a
topic or theory we have covered in class, and using at least two sources (at least one of which should
be a scholarly article NOT from our course). 6 pages minimum.
Describe: Tell what you see (the visual facts).
Questions to consider:
1. Where did you see the art? (Name gallery/museum/etc., geographical location, etc.)
2. What is the name of the artist who created the artwork?
3. What kind of an artwork is it?
4. What is the name of the artwork?
5. When was the artwork created?
6. Name some other major events in history that occurred at the same time this artwork was
created.
7. List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
8. What do you notice first when you look at the work(s)? Why?
9. What kinds of colors do you see? How would you describe them?
10. What shapes can we see? What kind of edges do the shapes have?
11. Are there lines in the work(s)? If so, what kinds of lines are they?
12. What sort of textures do you see? How would you describe them?
13. What time of day/night is it? How can we tell?
13. What is the overall visual effect or mood of the work(s)?
Analyze: Mentally separate the parts or elements, thinking in terms of textures, shapes/forms,
light/dark or bright/dull colors, types of lines, and sensory qualities. In this step consider the
most significant art principles that were used in the artwork. Describe how the artist used them
to organize the elements. Suggested questions to help with analysis:
Questions to consider:
1. How has the artist used colors in the work(s)?
2. What sort of effect do the colors have on the artwork?
3. How as the artist used shapes within the work of art?
4. How have lines been used in the work(s)? Has the artist used them as an important or
dominant part of the work, or do they play a different roll?
5. What role does texture play in the work(s)? Has the artist used the illusion of texture or has
the artist used actual texture? How has texture been used within the work(s).
6. How has the artist used light in the work(s)? Is there the illusion of a scene with lights and
shadows, or does the artist use light and dark values in a more abstracted way?
7. How has the overall visual effect or mood of the work(s)? been achieved by the use of
elements of art and principles of design.
8. How were the artists design tools used to achieve a particular look or focus?
Interpret: An interpretation seeks to explain the meaning of the work based on what you have
learned so far about the artwork, what do you think the artist was trying to say?
Questions to consider:
1. What was the artist’s statement.
Using the Reflective Assessment (c) Model in the Visual Arts Classroom.
This formative assessment canon guides students through the art-making process in a reflective, purposeful and practical way while helping teachers assess their understanding and development through the creation of an artwork.
Copyright (c) 2013 Raven Bishop and Erika Oldershaw. All Rights Reserved.
www.ravendbishop.com
What website can I sell pi coins securely.DOT TECH
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
The European Unemployment Puzzle: implications from population agingGRAPE
We study the link between the evolving age structure of the working population and unemployment. We build a large new Keynesian OLG model with a realistic age structure, labor market frictions, sticky prices, and aggregate shocks. Once calibrated to the European economy, we quantify the extent to which demographic changes over the last three decades have contributed to the decline of the unemployment rate. Our findings yield important implications for the future evolution of unemployment given the anticipated further aging of the working population in Europe. We also quantify the implications for optimal monetary policy: lowering inflation volatility becomes less costly in terms of GDP and unemployment volatility, which hints that optimal monetary policy may be more hawkish in an aging society. Finally, our results also propose a partial reversal of the European-US unemployment puzzle due to the fact that the share of young workers is expected to remain robust in the US.
how to sell pi coins in South Korea profitably.DOT TECH
Yes. You can sell your pi network coins in South Korea or any other country, by finding a verified pi merchant
What is a verified pi merchant?
Since pi network is not launched yet on any exchange, the only way you can sell pi coins is by selling to a verified pi merchant, and this is because pi network is not launched yet on any exchange and no pre-sale or ico offerings Is done on pi.
Since there is no pre-sale, the only way exchanges can get pi is by buying from miners. So a pi merchant facilitates these transactions by acting as a bridge for both transactions.
How can i find a pi vendor/merchant?
Well for those who haven't traded with a pi merchant or who don't already have one. I will leave the telegram id of my personal pi merchant who i trade pi with.
Tele gram: @Pi_vendor_247
#pi #sell #nigeria #pinetwork #picoins #sellpi #Nigerian #tradepi #pinetworkcoins #sellmypi
What price will pi network be listed on exchangesDOT TECH
The rate at which pi will be listed is practically unknown. But due to speculations surrounding it the predicted rate is tends to be from 30$ — 50$.
So if you are interested in selling your pi network coins at a high rate tho. Or you can't wait till the mainnet launch in 2026. You can easily trade your pi coins with a merchant.
A merchant is someone who buys pi coins from miners and resell them to Investors looking forward to hold massive quantities till mainnet launch.
I will leave the telegram contact of my personal pi vendor to trade with.
@Pi_vendor_247
USDA Loans in California: A Comprehensive Overview.pptxmarketing367770
USDA Loans in California: A Comprehensive Overview
If you're dreaming of owning a home in California's rural or suburban areas, a USDA loan might be the perfect solution. The U.S. Department of Agriculture (USDA) offers these loans to help low-to-moderate-income individuals and families achieve homeownership.
Key Features of USDA Loans:
Zero Down Payment: USDA loans require no down payment, making homeownership more accessible.
Competitive Interest Rates: These loans often come with lower interest rates compared to conventional loans.
Flexible Credit Requirements: USDA loans have more lenient credit score requirements, helping those with less-than-perfect credit.
Guaranteed Loan Program: The USDA guarantees a portion of the loan, reducing risk for lenders and expanding borrowing options.
Eligibility Criteria:
Location: The property must be located in a USDA-designated rural or suburban area. Many areas in California qualify.
Income Limits: Applicants must meet income guidelines, which vary by region and household size.
Primary Residence: The home must be used as the borrower's primary residence.
Application Process:
Find a USDA-Approved Lender: Not all lenders offer USDA loans, so it's essential to choose one approved by the USDA.
Pre-Qualification: Determine your eligibility and the amount you can borrow.
Property Search: Look for properties in eligible rural or suburban areas.
Loan Application: Submit your application, including financial and personal information.
Processing and Approval: The lender and USDA will review your application. If approved, you can proceed to closing.
USDA loans are an excellent option for those looking to buy a home in California's rural and suburban areas. With no down payment and flexible requirements, these loans make homeownership more attainable for many families. Explore your eligibility today and take the first step toward owning your dream home.
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...Vighnesh Shashtri
Under the leadership of Abhay Bhutada, Poonawalla Fincorp has achieved record-low Non-Performing Assets (NPA) and witnessed unprecedented growth. Bhutada's strategic vision and effective management have significantly enhanced the company's financial health, showcasing a robust performance in the financial sector. This achievement underscores the company's resilience and ability to thrive in a competitive market, setting a new benchmark for operational excellence in the industry.
Webinar Exploring DORA for Fintechs - Simont Braun
Moving Through Art History WebQuest
1. Moving Through Art History! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade Art Students Designed by Adriane Supino [email_address] Based on a template from The WebQuest Page View oddsock's map Taken in a place with no name (See more photos here ) Andy Warhol - Marilyn 1967 screen print on paper, 91.5 x 91.5 cm, museum of modern art, new York Andy Warhol - Marilyn 1967 screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york Photograph by Flickr: oddsock
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] We have learned about artistic movements, such as the Renaissance, Baroque art, and Classical art. These movements, although important, occurred so long ago! Now, we are going to learn about important art movements of the 20 th century, and we will see how these movements have influenced where we are today! Each group will learn about a different movement. These movements are: Expressionism, Surrealism, Pop art, Post-Painterly Abstraction, and Minimalism . Each of you will choose a role. You can be an artist of the movement, an art historian, or an art museum curator! Each role is important and the job you do in your role will help the entire class to create an amazing piece of art in the end! Let’s get started! View anna.hawaii's map Taken in a place with no name (See more photos or videos here )
3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] At the end of this WebQuest, our class will create a large “timeline mural” that shows how art has gone through these movements in the 20 th century! In order to do this, we must be educated on these art movements! Each group will learn about a different art movement and will then present that information to the class. After learning from other groups, we will create our masterpiece! Title Photo by Flickr: June 6, 2007 by anna.hawaii
4.
5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 3. Once each person has chosen a role, we will begin our research on the internet. We will spend one class period researching. You are looking to answer the specific questions addressed in your role regarding your group’s particular art movement. Here are some helpful research links for each group: Expressionism: Web Museum 1 Web Museum 2 Art Movements Surrealism: Pop Subculture Surrealist.com Pop Art: Artchive.com World-Wide Art Resources Post-Painterly Abstraction: The-Artists.org Sharecom Minimalism: ArtLex Art Movements Process Continued The Process (Continued)
6.
7. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Individual Research (This grade will be based upon the information filled out on your research handout) This group member fully addressed and answered all questions asked of their particular role. They may have also answered extra questions that were not asked of them in order to understand the context of their movement. All questions asked of the particular group member were addressed and researched. Not all questions asked of the group member were addressed. Few or none of the questions asked of the group member were addressed. Individual Part of Presentation The group member participated equally in speaking in the presentation. They were able to clearly express the research that they did for their particular role in a way that was understandable and interesting for the rest of the class. All information presented was correct. The group member participated equally in speaking in the presentation. They presented the research of their role clearly. Information presented is correct. The group member did not participate in speaking as much as the other group members. Information presented may have been unclear or incorrect. The group member participated much less than their group members. Their information was unclear and/or incorrect. Working in Groups The group member was responsible for their own research role and participated equally in presenting to the class. They came to group sessions prepared and helped their other group members. The group member was responsible for their own research role and participated equally in presenting to the class. They came to group sessions prepared. The group member was responsible for their own research role. They may not have participated equally in presenting to the class or may have come unprepared to group sessions. The group member was not fully responsible for their own research role. They did not participate equally in presenting to the class and often came unprepared to group sessions. Time Limit The presentation was 5-7 minutes in length. The presentation was a little too short (3-4 minutes) or a little too long (7-9 minutes.) The presentation was too short (2-3 minutes) or too long (9-10 minutes.) The presentation was much too short (1-2 minutes) or much too long (10 minutes or more.) Visual Aid (The visual aid may be a power point presentation, a poster, digital images, handouts, etc.) One or more visual aids were used in the entire group presentation. The visual aid enhanced the presentation. One visual aid was used throughout the entire group presentation. The visual aid enhanced the presentation. A visual aid was used, but was not addressed or did not enhance the presentation in any way. No visual aid was used throughout the entire presentation.
8. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Our research has helped us to really understand these more recent art movements! We will now officially begin to create our masterpiece, keeping in mind all that we have learned!
9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos: Slide One: and 10 (Teacher Page): Andy Warhol - Marilyn 1967, screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york, Photograph by Flickr: oddsock http://flickr.com/photos/oddsock/100943517/ Slide Three: Photo by Flickr: June 6, 2007 by anna.hawaii http://flickr.com/photos/81292941@N00/533834883/ Websites: Pop Art http://www.artchive.com/artchive/pop_art.html http://wwar.com/masters/movements/pop_art.html Expressionism http://www.ibiblio.org/wm/paint/tl/20th/expressionism.html http://www.ibiblio.org/wm/paint/glo/expressionism/ http://www.artmovements.co.uk/expressionism.htm Surrealism http://www.popsubculture.com/pop/bio_project/surrealism.html http://www.surrealist.com/ Post-Painterly Abstraction http://the-artists.org/movement/Post_Painterly_Abstraction.html http://www.sharecom.ca/greenberg/ppaessay.html Minimalism http://www.artlex.com/ArtLex/m/minimalism.html http://www.artmovements.co.uk/minimalism.htm Link to The WebQuest Page and The WebQuest Slideshare Group
10. Moving Through Art History! (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for9th grade art students Designed by Adriane Supino [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Andy Warhol - Marilyn 1967 screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york Photograph by Flickr: oddsock
11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed part of the Artegration Project in Saint Vrain Valley School District, an initiative to integrate art history, research and literacy in art programs. This lesson is essentially a research project for art students. The main goal at the end of this project is to produce a collaborative “timeline mural” that will show the progression of artistic movements throughout the 20 th century. Most art students, by the time they reach high school, have already learned about all of the classical movements; this gives them a chance to learn about something more recent. The movements chosen for this lesson are Expressionism, Surrealism, Pop Art, Post-Painterly Abstraction, and Minimalism. This particular class has 15 students, so they are broken up into 5 groups of three students. Each group researches one particular movement. Also, each member chooses their own role within the group (artist, art historian, or museum curator) and each of these roles has particular questions to address in their research. Finally, each group will present their research to the class, and after learning about all of the movements through these presentations, we will collaborate to create our mural! Evaluation Teacher Script Conclusion
12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in 9 th grade arts, but it involves research, reading, writing, group work, and presentation skills as well! Before beginning this lesson, students should know a bit about art history and various movements, though it is not completely necessary. Students should have prior experience looking at works of art and analyzing their style and merit. This lesson works well for high school students because many of them have already learned about classical art movements and are comfortable analyzing works of art and styles, but have not studied these particular styles. Evaluation Teacher Script Conclusion
13.
14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion To see the step by step process students go through in this lesson, click here! The time period of this lesson may vary for different teachers. In this particular case, the students spend one full class period (our class periods are 90 minutes each) on research. The teacher will prepare a handout with the questions asked of their research role. By the end of the research day, the student must have their handout completely filled out. The completeness of this handout ( I chose not to require complete sentences because it is research and notes) will help determine the “individual research” portion of their grade. The next class period, the students will have the entire class time to meet with their group and put together their presentation. They will decide what each person is going to say, what their visual aid will be, the order they will speak in, etc. I have chosen to give students this long period of time to work on their presentations, because it ensures that they have time to meet with their group and to practice. (If this were given as homework, some students might not be able to, or would choose not to, meet with their group or to practice.) The following class period, each group will give their presentation. We will listen and learn as a class. When all of the groups have given their presentations, we will have a class discussion on what we found interesting in each movement, what we want to include in our mural, how we will go about our mural, and what we will need to begin our mural. This gets our brains ready for the next class period when we will begin actually working on the mural! Working on the mural will probably last about five or six 90 minute class periods, but this may be longer or shorter depending on the size of your class. In my personal experience, this activity has been very enjoyable and helpful for students because they are not simply recreating classic works that they know nothing about. They get to learn about these movements, decide what they think is most interesting, and collaborate with their peers to create a pretty cool piece of art!
15.
16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To see the rubric of how students will be evaluated, click here! Students will be evaluated on their individual efforts and contributions to the group, as well as their group presentation as a whole. It is recommended that the teacher go over the expectations of the rubric and how the students will be evaluated at the beginning of the lesson! Although the rubric is included as part of the student WebQuest, many students may quickly skip over this page. I have found that going over the rubric as a class and answering any questions helps to clear up misconceptions before they affect the students’ work and, in the end, the students are more likely to live up to your expectations! Make sure your expectations are clear to the students!!! Evaluation Teacher Script Conclusion
17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is fairly accessible to most all student populations. It may need to be adapted or facilitated differently for students with special needs, or English language learners. For English language learners, the pages should be left in English so that students can gain experience reading, writing, and speaking in English. However, these students may go to websites written in different languages, and may ask for help from a facilitator who speaks their native language. They will need support in both languages. To find websites written in Spanish, type in Expressionismo, Surrealismo, Arte Popular, Abstracción Postpictórica, and Minimalismo. A teacher or facilitator that speaks this language would need to decide which websites are more relevant than others. For special needs students, it really depends on the degree of needs the student has. The websites may be modified to reach different reading levels. The students may also need to print information off of the internet to read as some may have difficulty reading off of a computer screen. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion
18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It’s been stated before in this WebQuest but it’s worth saying again, this is a great lesson for high school students! They get a chance to learn about more current art and see how society has moved through these art movements and how they affect art today! Also, students learn how society and current events affect art. In the end, the students have a better understanding of the movements and they get to decide which ones are interesting to them and which pieces of work they would like to use as influences for their mural. They get to collaborate with their peers both in the research aspect and the creative artistic aspect. This lesson combines research, literacy, presentation skills, teamwork, creative expression and more! I hope that you will use this lesson and modify it to fit your own students needs! I know they will enjoy it! Evaluation Teacher Script Conclusion
19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Photos: Slide One: and 10 (Teacher Page): Andy Warhol - Marilyn 1967, screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york, Photograph by Flickr: oddsock http://flickr.com/photos/oddsock/100943517/ Slide Three: Photo by Flickr: June 6, 2007 by anna.hawaii http://flickr.com/photos/81292941@N00/533834883/ Websites: Pop Art http://www.artchive.com/artchive/pop_art.html http://wwar.com/masters/movements/pop_art.html Expressionism http://www.ibiblio.org/wm/paint/tl/20th/expressionism.html http://www.ibiblio.org/wm/paint/glo/expressionism/ http://www.artmovements.co.uk/expressionism.htm Surrealism http://www.popsubculture.com/pop/bio_project/surrealism.html http://www.surrealist.com/ Post-Painterly Abstraction http://the-artists.org/movement/Post_Painterly_Abstraction.html http://www.sharecom.ca/greenberg/ppaessay.html Minimalism http://www.artlex.com/ArtLex/m/minimalism.html http://www.artmovements.co.uk/minimalism.htm Link to The WebQuest Page and The WebQuest Slideshare Group