Standards

Prepared Graduate
Competencies

Grade Level
Expectation
s
Visual arts
learning
involves
analyzing the
formal and
sensory
qualities of art

Relevance to the Topic

Comprehend

Recognize, interpret,
and validate that the
creative process builds
on the development of
ideas through a process
of inquiry, discovery, and
research

Reflect

Critique personal work

and the work of others
with informed criteria

Specific
methods of
planning
support the
development of
intended
meaning

We addressed the reflection in planning by leading the students through many steps of ideation. They
began by listing of roughly sketching anything that came to mind for designing a new habitable world.
After that, they explored multiple views of their world from different levels of distance, and finally
created a full color rough draft of their final painting composition. They remained fully engaged and
excited throughout this entire process. Furthermore, we had a quick in-progress self-critique and led a
detailed final critique in which the students wrote answers to several worksheet questions about their
work, then answered four of these or a video interview conducted by a peer partner. We have
discussed the quality of artist examples shown, and plan to critique the work of other students for the
final sculpture product.

Create

Create works of art that

articulate more
sophisticated ideas,
feelings, emotions, and
points of view about art
and design through an
expanded use of media
and technologies

Use artistic
media and
expression to
communicate
personal and
objective
points of view

Our subject matter focused on designing a unique, habitable world, as well as showing its food, water,
atmosphere, and shelter in the painting and creating a new form of transportation for it in the sculpture
lesson. All of these considerations pushed students to communicate their own personal points of view
about what makes a planet enjoyable and interesting to live in. They also enhanced their sophistication
and awareness of different artistic points of view through seeing and discussing the wide range of
variety in their peers work. They developed an understanding that artistic intent and decisions are
impacted by everyones unique background, values and perspective.

Transfer

Explain, demonstrate,
and interpret a range of
purposes of art and
design, recognizing that
the making and study of
art and design can be
approached from a
variety of viewpoints,
intelligences, and
perspectives

Viewers and
patrons make
personal
meaning and
infer artistic
intent

Our consideration of function in this unit is a universal and transferable understanding. Students built
on their ability to consider problem-solving in hypothetical and real situations with their paintings and
sculptures respectively. They also engaged and persisted by creating ideation for their paintings for
three class periods and working on their final paintings for another three classes. Additionally, students
created their own personal meaning by applying their interests and values to making decisions about
what to include in their own ideal habitable world. We helped them practice inferring artistic intent by
asking about the artists intent in the examples we showed. They gained a solid universal
understanding that artists gravitate towards making art about what they like, as well as about the things
that they know well or have experience with.

We taught formal qualities of foreground, middle ground, background, and light direction for the painting
lesson. We also taught form in the sculpture lesson. Additionally, we talked a lot about functionality in
their designed world. For instance, what do humans need to survive? We had the students come up
with required functional components that had to be shown in their final paintings, and their
transportation sculptures had to be functional in that environment.