This WebQuest is designed for a 10th grade art class. Students are tasked with developing their own definition of art by viewing various artworks online, taking notes on the pieces they find interesting or that they don't think should be considered art. They then write a 2-page paper explaining their thesis on what art is, citing evidence from the websites. Students also create two original art pieces, one they consider art and one they don't, explaining their reasoning. The goal is for students to think critically about what qualifies as art.

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade (Art) Designed by Kelly Hetterscheidt [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Image you are a great artist that has been chosen to paint a mural on the side of a school, what would you paint there? Would you think of something different if you had to paint on the side of a government building? You may try to convey a message through your work, but for some reason people keep misinterpreting you meaning. Why could this be? Everyone views things differently. Some may look at a piece of art work and think that it is brilliant while others may look at it and think that it is bad and shouldn’t be called art. The big question here is…. What is art?

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Evaluation of the artworks Evaluates work as good or bad based on personal taste. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Uses 1-2 criteria to judge the artwork. Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. Notes on pieces of work Notes are recorded only with peer/teacher assistance and reminders. Notes are recorded. Notes are recorded legibly and are somewhat organized. Notes are recorded and organized in an extremely neat and orderly fashion. Thesis Statement The thesis statement does not name the topic AND does not preview what will be discussed. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. The thesis statement names the topic of the essay. The thesis statement names the topic of the essay and outlines the main points to be discussed. Evidence and examples Evidence and examples are NOT relevant AND/OR are not explained. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Creativity Student has not made much attempt to meet the requirements of the assignment. Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting. Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This lesson is designed for you to better understand what art is and for you to form your own idea of what are is for you. Being in an art class doesn’t mean that all you are going to be doing is placing paint onto a piece of cloth, you are going to be learning also how to find words to describe how your art work is working emotionally and also how the composition is adding to the emotive qualities of the work. You should be able to describe an artwork better than it is good or bad. You should be able to answer why it is good or bad and how it makes you feel.

8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th Grade (Art) Designed by Kelly Hetterscheidt [email_address] Based on a template from The WebQuest Page Evaluation Conclusion Credits & References

9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for a technology class for Colorado State University to show how a WebQuest could be used in Art. This lesson is meant to help students answer the question what is art? In this WebQuest students are taken to about 5 websites that I picked with different artists for the students to look at and decide whether or not they would consider them pieces of art. Most of the artists are pretty well know like Leonardo da Vinci, Marcel Duchamp, but an artist like Chris Ofili may not be as well know. This lesson is meant to challenge the students to think more critically and ask questions like Why and how. Evaluation Conclusion Credits & References

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in tenth grade art class and involves history of art to a certain extent." If the lesson can easily be extended to additional grades and subjects, such as lower of higher grades. The lesson can be modified to be easier or harder depending on the ability of the class. Learners will need to have basic knowledge on writing a paper, and identifying and labeling artistic terms such as content, line, aesthetic qualities, and emotional qualities. The students need to be able to describe an artwork better than good or bad. Evaluation Conclusion Credits & References

11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page What will students learn as a result of this lesson? Standard 6.1 : Employ a wide range of teaching techniques to match the intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes. This strategy is executed by doing something different so that the students get variety with in a lesson. 7.3: utilize technology to manage and communicate information. Obviously using the internet for students to explore a subject would allow you as the teacher to use technology to the benefit of the lesson. Evaluation Conclusion Credits & References

13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This lesson can be done in a day or I can be spread over longer. You can integrate an entire unit into the Webquest by going over different periods of art movements. The students should be given enough time to form their opinion about the artworks and complete the assignments that are given to them. I would give the students one to two weeks to complete the entire project. Credits & References

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can use a variety of resources such videos, books, and other resources that you may want your students to obtain information about artworks, content of art, art movements, etc. The teacher is the only person that will be necessary to teach the lesson, but guest speakers can be utilized to better communicate specific ideas that the teacher would like to further define. A filed trip can also be coordinated as a part of the lesson as well if the teacher so wishes. Evaluation Conclusion Credits & References

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The products and discussion of the students works will show how mush the students understand what the assignment was about. Producing pieces that the students consider to be art and one that is not art will show the teacher how well the students understand how to express their opinions and emotions through art. The writing will give the teacher an idea of how well the students are able to evaluate a piece of art based on their personal opinion and be able to explain why they think it is art or not. the rubric located in the student evaluation is a guide for grading but the grades are open for the teacher to decide. Evaluation Conclusion Credits & References

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will give the students a sense of responsibility for their own grades. It will open students eyes to how many different movements there are in history and how their art can be influenced by different artists. The writing and exploring other artists will allow the students to have a broader range of sources to draw feelings, textures, images, etc from. The writing part will get the students to think more critically by describing why and how a piece is artwork. Evaluation Teacher Script Conclusion Credits & References