Meen Jung Kim 1

EXPLORING TIME

Wallen, J. (2014, December 10). 10 Admin Tasks to Knock Out by the End of the Year. Retrieved April 12,
2015, from
http://www.techrepublic.com/blog/10-things/10-admin-tasks-to-knock-out-by-the-end-of-the-year/

STUDIO ART II
YEAR LONG CURRICULUM FOR GRADES 11-12

Meen Jung Kim 2

TABLE OF CONTENTS
PHILOSOPHY AND CURRICULUM RATIONALE..................................................................Page 3
COURSE GOALS....................................................................................................................Page 5
ENDURING UNDERSTANDINGS AND ESSENTIAL QUESTIONS.......................................Page 6-7
CURRICULUM WEB...............................................................................................................Page 8

UNIT 1: EXPLORING THE PAST..........................................................................................Page 10

UNIT WEB.............................................................................................................................Page 11
UNIT PLAN............................................................................................................................Page 12
LESSON PLAN 1: EXPLORING THE PAST THROUGH REINVENTION............................Page 20
LESSON PLAN 2: EXPLORING THE PAST THROUGH SOMEONE ELSES LENS...Page 21
LESSON PLAN 3: EXPLORING THE PAST BY LETTING GO............................................Page 22
SAMPLE ASSESSMENT PLAN............................................................................................Page 16

UNIT 2: EXPLORING THE PRESENT.............................................Page 23

UNIT WEB............................................................................................................................Page 24
UNIT PLAN............................................................................................................Page 25
LESSON PLAN 1: EXPLORING THE PRESENT IN MY DAILY RITUALS/ROUTINES......Page 32
LESSON PLAN 2: EXPLORING THE PRESENT BY SHARING EXPERIENCES..............Page 33
LESSON PLAN 3: EXPLORING THE PRESENT IN OUR SOCIETY.................................Page 34
SAMPLE ASSESSMENT PLANPage 29

UNIT 3: EXPLORING THE FUTURE............................Page 35

UNIT WEB...........................................................................................................................Page 36
UNIT PLAN..........................................................................................................................Page 37
LESSON PLAN 1: EXPLORING THE FUTURE WITH MY ASPIRATIONS........................Page 45 LESSON
PLAN 2: EXPLORING THE FUTURE BY CREATING CHANGE........................Page 46 LESSON PLAN 3:
EXPLORING THE FUTURE WITH INNOVATION................................Page 47
SAMPLE ASSESSMENT PLAN....Page 41

DIFFERENTIATION PLAN.................................................................................................Page 48
SCOPE AND SEQUENCE CHART....................................................................................Page 49
CURRICULUM ASSESSMENT PLAN...............................................................................Page 50
SAMPLE ASSESSMENT...................................................................................................Page 52

APPENDIX.........................................................................................................................Page 54
GLOSSARY OF ART TERMS............................................................................................Page 54
MASSACHUSETTS VISUAL ART FRAMEWORKS...........................................................Page 57
GENERAL RESOURCES...................................................................................................Page 58

Meen Jung Kim 3

CURRICULUM RATIONALE

High school is a pivotal time where students are making decisions to develop
their personal and professional identities and exploring how they fit into this world as
young adults.In this curriculum, students will focus on the past, present and the future,
ranging from a personal to a global context.
In high school, students start to focus on the future, and the weight of their
decisions. In this delicate time, art should be an outlet that allows them to reflect on
the past, embrace the present, and take advantage of the future. Students can wrestle
with these different aspects of their lives, but also realize that all of these experiences
affect each other. Students can use their experiences in the past to make decisions in
their future, or choose different experiences that would change their future.
Through this curriculum students will learn to investigate personal identity by
reflecting on the past, embracing the present, and taking advantage of the future. By
thinking about the past, present and future, students will learn awareness and establish
an appreciation for change. Students will be encouraged to embrace every chapter in
their lives to create better decisions.

Meen Jung Kim 4

PHILOSOPHY
By examining the workforce, one can see that most companies are made up of teams
with members with different skill sets, coming together for one particular goal. I believe that
team building should begin in the classroom. By having a curriculum focused on
collaborative learning through interest driven projects can help students build teamwork
skills and a deeper understanding of the material. Because the project is interest based,
students can take initiative by researching the issue, identifying what they would like to focus
on and then enacting solutions to the problem. By having students take ownership of their
learning, they discover how to learn for themselves. Students not only get to actively
understand how they learn, but they also build creative problem solving skills and critical and
innovative thinking.
I believe an art curriculum should include products that can be meaningful to
themselves, and their communities because it teaches students that the skills learned in the
classroom can be applied in everyday life, and even the workforce. To create this innovative
atmosphere in the classroom, one of the most important components is an interdisciplinary
approach. This way students understand how the classes they take relate to their world
outside of the classroom, giving their education a meaningful purpose. When teachers work
together to help integrate multiple subjects, they are not only helping the students, but also
their own professional development. When teachers work collaboratively and bounce ideas
off each other, they think about the same material in different ways. By doing this they can
create innovative ways to teach the same material, and also widen their knowledge about
different subjects.

As an educator, my goal for each student is to develop a skillset for students to be

used in and outside of a school setting. By developing lifelong skills that will not only help
them in the workforce, but in their personal lives as well, students should leave the
classroom as creative problem solvers, innovators, lifelong learners, and activists. Whether
they decide to use those skills to become a full-time artist, or use these skills in other
professions is entirely their decision. Art education is important because it is one of the key
places where students have a chance to create and use their own voice. They can explore
their identity as well as experiment with their passions to understand their purpose in this
world. By having the chance to explore their own identity and use their voice, and create
products reflecting these exploration, students will discover self awareness and be inspired.

Meen Jung Kim 5

ART CURRICULUM GOALS

To create a collaborative and encouraging working environment.

To encourage interdisciplinary education through interest driven project based
learning.
To understand creative process through exploration.
To push personal and societal boundaries through exploration of individual
curiosity.
To empower students to create change in their communities.
To develop creative problem solving and critical and innovative thinking skills in
academic and personal lives.
To explore personal interests and personal questions through tinkering.
To investigate personal identity by reflecting on the past, embracing the present,
and taking advantage of the future.
To introduce students to multiple artistic techniques to help students create
their own artist toolbox.
To instill confidence in personal identity, and art making.
To create a community of lifelong learners.

Meen Jung Kim 6

CURRICULUM ENDURING
UNDERSTANDINGS

Students will understand that they can investigate

personal identity by exploring time.
Students will understand that they can reflect on
the past, embrace the present, and take advantage
of the future through art.
Students will understand that they can create
artworks that communicates their experiences to
their audience

Meen Jung Kim 7

CURRICULUM ESSENTIAL
QUESTIONS

How do you investigate personal identity by

exploring time?
How can you reflect on the past, embrace the
present, and take advantage of the future through
art?
How can materials enhance our artworks?
How can we communicate our experiences to an
audience?

Meen Jung Kim 8

Meen Jung Kim 9

YEAR-LONG CURRICULUM CONTENT

EXPLORING TIME

Past, Present or Future - Where Do You Live? (2014, March 9). Retrieved April 15, 2015, from
https://mindfulmomentsblog.wordpress.com/2014/03/10/past-present-or-future-where-do-you-live/

UNIT ONE: EXPLORING THE PAST

UNIT TWO: EXPLORING THE PRESENT
UNIT THREE: EXPLORING THE FUTURE

Meen Jung Kim 10

UNIT PLAN ONE:

EXPLORING THE PAST

O'Donnell, J. (2012, January 13). 4 Reasons to Throw Away Your Past. Retrieved April 17, 2015, from
http://www.careerealism.com/wp-content/uploads/2012/01/Past-Street-Sign-Featured.png

LESSON ONE:
EXPLORING THE PAST THROUGH REINVENTION
LESSON TWO:
EXPLORING THE PAST THROUGH SOMEONE
ELSES LENS
LESSON THREE:
EXPLORING THE PAST BY LETTING GO

Meen Jung Kim 11

Meen Jung Kim 12

EXPLORING TIME
UNIT ONE: EXPLORING THE PAST
GRADES 11-12
STAGE I DESIRED RESULTS

The Roy Lichtenstein Foundation. (n.d.). Retrieved April 12, 2015, from http://www.lichtensteinfoundation.org/

UNIT ONE: UNIT TRANSFER GOAL

Students will be able to independently use their learning to develop a deeper
understanding of written, visual, and experiential narratives.
Students will be able to independently use their learning to investigate by using visual
clues, conversation and experiences.
UNIT ONE: ENDURING UNDERSTANDINGS
Artists reflect on the past to create something new.
Everyone makes a choice to let their past affect their present and their future in a
negative or positive way.
Artist can share their experiences with the world.
UNIT ONE: ESSENTIAL QUESTIONS
How can we reflect on our past to create something new?
How can we use art to make choices that create a better present and future?
How can we share our experiences with the world through artworks?

Meen Jung Kim 13

UNIT ONE: STANDARDS ADDRESSED (2 for each lesson)

VISUAL ARTS:
STANDARD 1 Methods, Materials, and Techniques: Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual arts.
STANDARD 2 Elements and Principles of Design: Students will demonstrate
knowledge of the elements and principles of design.
STANDARD 3 Observation, Abstraction, Invention, and Expression: Students will
demonstrate their powers of observation, abstraction, invention, and expression in a
variety of media, materials, and techniques.
STANDARD 4 Drafting, Revising, and Exhibiting: Students will demonstrate knowledge
of the processes of creating and exhibiting artwork: drafts, critique, self-assessment,
refinement, and exhibit preparation.
STANDARD 8 Concepts of Style, Stylistic Influence, and Stylistic Change: Students will
demonstrate their understanding of styles, stylistic influence, and stylistic change by
identifying when and where art works were created, and by analyzing characteristic
features of art works from various historical periods, cultures, and genres.
STANDARD 10: Interdisciplinary Connections: Students will apply their knowledge of
the arts to the study of English language arts, foreign languages, health, history and
social science, mathematics, and science and technology/engineering.
SCIENCE:
Physical Science Grade 8
MS-PS1-4. Develop a model that describes and predicts changes in particle motion,
relative spatial, arrangement, temperature, and state of a pure substance when thermal
energy is added or removed.

Heilbrunn Timeline of Art History. (n.d.). Retrieved April 10, 2015, from
http://www.metmuseum.org/toah/hd/rogr/hd_rogr.htm

Meen Jung Kim 14

UNIT ONE: ACQUISITION/ UNIT OBJECTIVES

Lesson One: Students will know how to create realistic drawings through observations.
Students will be skilled at using visual clues to create a narrative.
Lesson Two: Students will know how to research someones experience and take
photographs to enhance their experience.. Students will be skilled at portraying
someone elses narrative through personal and found imagery.
Lesson Three: Students will know the role of materials when making their installations.
Students will be skilled at turning their personal experiences into experiential artworks.
Students will also be skilled at documentation.

DAVID HOCKNEY TERMS. (n.d.). Retrieved April 16, 2015, from

http://www.hockneypictures.com/terms.php

Meen Jung Kim 15

STAGE 2 ASSESSMENT EVIDENCE

John Stezaker. (n.d.). Retrieved April 18, 2015, from

http://www.saatchigallery.com/artists/john_stezaker.htm

UNIT ONE: PERFORMANCE TASKS/PRODUCTS AS EVIDENCE

Lesson One: Exploring the Past Through Reinvention
A successful example will be a comic book. There will be observational
drawings and narratives.
Students will divide the page up into 6-8 compartments.
Students will create a narrative based on visual clues from one
greek/roman sculpture.
Students will do observational drawings of the greek/roman
statues from different perspectives to enhance their narrative.
Lesson Two: Exploring the Past Through Someone Elses Lens
A successful artwork will be a photo collage using original and found
photographs that create a visual ode to an older member of the
community.
Students will shadow and interview an older member in the
community.
Students will reflect and use these experiences to create a visual
ode to the community member.
Students will have a critique with the community member.
Lesson Three: Exploring the Past
A successful artwork will be an installation from molds. Students will use
a material that transforms through time. (Interdisciplinary Lesson
including Stages of Matter- Gas, Liquid, Solid)
Students will pick a personal event that happened in the past.
Afterwards, they will create an artwork that embraces that event
and then lets it go by moving forward.

Meen Jung Kim 16

UNIT ONE: RUBRIC/ASSESSMENT

UNIT ONE CRITIQUES: One-on-one Critiques

Critique myself
Critique with an older member of the community
Critique my partner

Artworks. (n.d.). Retrieved April 14, 2015, from http://neleazevedo.com.br/

Meen Jung Kim 17

UNIT ONE ARTIST STATEMENT:

Name______________________ Date________________

What does your art express?

What makes your art unique?
Where do you draw inspiration from?
How do you choose what materials?
How do you choose the techniques to utilize?
What are you coming into the classroom with and what
would you like to explore, attempt, and challenge through
your work?

Meen Jung Kim 18

Meen Jung Kim 19

STAGE 3 LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS:
Lesson One: Exploring the Past Through Reinvention
Students will think about how they can use the
past to create something new. Students will study and
look at for visual clues from Greek and Roman statues to
create a narrative. Students will think about how images
can help or distract the narrative. Students will then use
observational drawings using different perspectives that
enhances their narratives.
The Roy Lichtenstein Foundation. (n.d.). Retrieved April
12, 2015, from http://www.lichtensteinfoundation.org/

Lesson Two: Exploring the Past Through Someone

Elses Lens
Students will explore the community and realize
the past means different things for different people.
Students will shadow and interview an older individual in
the community and try to understand their point of view.
Students will create a visual ode to respect that
individuals past through original and found photographs.
DAVID HOCKNEY TERMS. (n.d.). Retrieved April 16,
2015, from http://www.hockneypictures.com/terms.php

Lesson Three: Exploring the Past By Letting Go.

Students will think about events that happened
in the past that is still influencing them in the present.
Students will pick an event that they would like to leave in
the past and create an artwork. Students will create
sculptures that captures that event visually, and create
molds. Students will explore different materials that
transforms with time, and use that materials in the molds
to create an installation.
URS FISCHER. (n.d.). Retrieved April 12, 2015, from
http://www.ursfischer.com/

Meen Jung Kim 20

UNIT ONE : LESSON ONE EXPLORING THE PAST WITH REINVENTION

LESSON SUMMARY

Artists

MATERIALS

Students will think about how they can use

the past to create something new. Students
will study and look at for visual clues from
Greek and Roman statues to create a
narrative. Students will think about how
images can help or distract the narrative.
Students will then use observational drawings
using different perspectives that enhances
their narratives.

Greek and Roman

Statues

Paper
Pencil
Charcoal
Conte Crayon
Black Boards

Roy Lichtenstein

RESOURCES

Heilbrunn Timeline of Art History. (n.d.). Retrieved April 10, 2015, from
http://www.metmuseum.org/toah/hd/rogr/hd_rogr.htm
The Roy Lichtenstein Foundation. (n.d.). Retrieved April 12, 2015, from
http://www.lichtensteinfoundation.org/

Meen Jung Kim 21

UNIT ONE: LESSON TWO EXPLORING THE PAST THROUGH SOMEONE ELSES

LESSON SUMMARY

Artists

MATERIALS

Students will think about how they can use

the past to create something new. Students
will study and look at for visual clues from
Greek and Roman statues to create a
narrative. Students will think about how
images can help or distract the narrative.
Students will then use observational drawings
using different perspectives that enhances
their narratives.

David Hockney
Raoul Hausmann
John Stezaker

Original Photos
Found Photos
Glue
Scissors
Colored Boards

RESOURCES

DAVID HOCKNEY TERMS. (n.d.). Retrieved April 16, 2015, from

http://www.hockneypictures.com/terms.php

Raoul Hausmann Biography - Infos - Art Market. (n.d.). Retrieved April 14, 2015, from
http://www.raoulhausmann.com/
John Stezaker. (n.d.). Retrieved April 18, 2015, from
http://www.saatchigallery.com/artists/john_stezaker.htm

Meen Jung Kim 22

UNIT ONE: LESSON THREE EXPLORING THE PAST BY LETTING GO

URS FISCHER. (n.d.). Retrieved April 12, 2015, from http://www.ursfischer.com/

LESSON SUMMARY

Artists

MATERIALS

Students will pick a personal event that

happened in the past. Afterwards, they will
create an artwork that embraces that event
and then lets it go by moving forward.

Urs
Fischer

SIlicone Mold

Nele
Azevedo

Corn Starch

Finished product will be an installation from

molds. Students will use a material that
transforms through time. (Interdisciplinary
Lesson including Stages of Matter- Gas,
Liquid, Solid)

Mineral Spirits

Vaseline
Latex gloves
Mixing sticks
Drill
Bent nail
Mixing cups
Clay
Students will talk one-on-one
with teacher to create this
project.

RESOURCES
Artworks. (n.d.). Retrieved April 14, 2015, from http://neleazevedo.com.br/
Make a silicone mold from common household materials in your kitchen in 1 hour. (n.d.). Retrieved April 8,
2015, from http://www.instructables.com/id/Make-a-silicone-mold-from-common-household-materia/

Meen Jung Kim 23

UNIT TWO: EXPLORING THE PRESENT

Lesson Plan Series: Present Simple - Off2Class. (2014, March 28). Retrieved April 17, 2015,
from https://www.off2class.com/present-simple/

LESSON ONE:
EXPLORING THE PRESENT IN MY WORLD
LESSON TWO:
EXPLORING THE PRESENT BY SHARING EXPERIENCES
LESSON THREE:
EXPLORING THE PRESENT IN OUR WORLD

Meen Jung Kim 24

Meen Jung Kim 25

EXPLORING TIME
UNIT TWO: EXPLORING THE PRESENT
GRADES 11-12
STAGE I DESIRED RESULTS

Aldredge, M. (2013, September 23). Daily Rituals: How Artists Create (And Avoid Creating) Their Art. Retrieved April
19, 2015, from http://www.gwarlingo.com/2013/daily-rituals-how-artists-create-and-avoid-creating-their-art/

UNIT TWO: UNIT TRANSFER GOAL

Students will be able to independently use their learning to develop a deeper
understanding of communication through artwork.
Students will be able to independently use their learning to reflect on experiences that
make up their unique identity.
UNIT TWO: ENDURING UNDERSTANDINGS
We are all unique individuals with unique habits, experiences, and knowledge.
Our decisions reflect our identity and personalities.
Art can be a powerful tool to communicate information about our society.
UNIT TWO: ESSENTIAL QUESTIONS
What are unique habits experiences, and knowledge we have that make us unique
individuals?
How do our decision reflect our identity and our personalities?
How can art be a powerful tool for communicating information about our society?

Meen Jung Kim 26

UNIT TWO: STANDARDS ADDRESSED (2 for each lesson)

VISUAL ARTS
STANDARD 1 Methods, Materials, and Techniques: Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual arts.
STANDARD 2 Elements and Principles of Design: Students will demonstrate
knowledge of the elements and principles of design.
STANDARD 5 Critical Response: Students will describe and analyze their own work
and the work of others using appropriate visual arts vocabulary. When appropriate,
students will connect their analysis to interpretation and evaluation.
STANDARD 6 History, Criticism, Purposes and Meanings in the Arts: Students will
describe the purposes for which works of dance, music, theatre, visual arts, and
architecture were and are created, and, when appropriate, interpret their meanings.
STANDARD 9 Inventions, Technologies, and the Arts: Students will describe and
analyze how performing and visual artists use and have used materials, inventions, and
technologies in their work.
STANDARD 10: Interdisciplinary Connections: Students will apply their knowledge of
the arts to the study of English language arts, foreign languages, health, history and
social science, mathematics, and science and technology/engineering.
SCIENCE/TECHNOLOGY:
Grade 8- Materials, Tools and Manufacturing
MS-ETS2-5 Recognize that materials maintain their composition under various kinds of
physical processing; however, some material properties may change if a process
changes the particulate structure of a material.

Jean Michel Basquiat. (n.d.). Retrieved April 16, 2015, from

http://www.warhol.org/education/resourceslessons/Jean-Michel-Basquiat/

Meen Jung Kim 27

UNIT TWO: ACQUISITION/ UNIT OBJECTIVES

Lesson One: Students will know how to research events that go unnoticed. Students
will be skilled at documenting performance art through video and photographs.
Lesson Two: Students will know a variety of ways artist communicate with each other
without sound. Students will be skilled at working as a team, and creating narratives
together.
Lesson 3:Students will know the importance of materials when creating a design with a
purpose. Students will be skilled at turning their designs into a tangible object.

The Joseph Cornell Box. (n.d.). Retrieved April 19, 2015, from http://www.josephcornellbox.com/

Meen Jung Kim 28

STAGE 2 ASSESSMENT EVIDENCE

UNIT TWO: PERFORMANCE TASKS/PRODUCTS AS EVIDENCE
Lesson One: Exploring the Present in My Daily Rituals
A finished product will be a performance piece that they will be document
through video and photographs.
Students will investigate their own daily routines/rituals.
Students will reflect on these daily routines/rituals, and think about
what it says about themselves.
Students will create a performance that highlights their reflections
on personal routines/rituals.
Lesson Two: Exploring the Present by Sharing Experiences
A finished product will be 4 collaborative book made by 4 students.
Students will get into an assembly line. Each student will do each
step. Each step will take up one class period.
1: Draw 4 pictures
2. Add on to pictures with a different medium.
3. Arrange the drawings and write about why you arranged
it in that way.
4. Create a narrative using the drawings.
On the last day, students will collaboratively bind the books that
best suits the narratives/images
Lesson Three: Exploring the Present in Our Society
A finished product will be a time capsule the student designed and
made. It will include found objects and a letter to a different society 100
years in the future.
Students will research our society.
Students will pick on aspect that is important in society today.
Students will collect items that best describe that aspect.
Students will then design a time capsule that will include these
objects.
Students will research materials that will let that capsule withstand
100 years and create their time capsule.

Meen Jung Kim 29

UNIT TWO: RUBRIC/ASSESSMENT

UNIT TWO CRITIQUES:Group Critiques

Rolling Paper Critique: Write out a brief explanation of your
artwork, have each person at the desk write a paragraph
response.
Table Critique: Critique within the table you are sitting at. (In the
group project)
Technique Critique: Critique based on similar techniques:

the warhol: Time Capsule 21. (n.d.). Retrieved April 19, 2015, from
http://www.warhol.org/tc21/

Meen Jung Kim 30

Name______________________ Date________________
UNIT TWO ARTIST STATEMENTS:
How has your perception of art changed?
What does your art express?
What makes your art unique?
Where do you draw inspiration from? How is it similar and different
than the beginning of the year?
What have you explored, attempted, and challenged in your work?
How would you change that for the future?

Meen Jung Kim 31

STAGE 3 LEARNING PLAN

UNIT TWO: SCOPE AND SEQUENCE OF LESSONS
Lesson One: Exploring the Present in My Daily Rituals
In this lesson, students will explore daily life. Students will then realize that the little
things that happen every day are meaningful impact our identity. Students will record
one of the routines/rituals they do everyday through video, and present the importance
of that ritual/routine.
Lesson Two: Exploring the Present by Sharing Experiences
In this lesson, students will reflect on how they make quick decisions. This will help
students understand their thought process, and think about what those quick
decisions say about themselves. Students will create a book together, by forming an
assembly line and going through different steps. Each students will perform the step,
so that in the end 4 collaborative books will be finished, and everyones personality is
in the book.
Lesson Three: Exploring the Present in Our Society
In this lesson, students will explore the definition of a society. They will research about
the unique aspects of our society today, and pick one to focus on. Students will collect
objects as evidence and write a letter to an individual in the future explaining these
objects. Students will then design and create a time capsule that includes these
objects.

Meen Jung Kim 32

UNIT TWO: LESSON ONE EXPLORING THE PRESENT IN MY DAILY RITUALS

TEHCHING HSIEH. (n.d.). Retrieved April 18, 2015, from http://tehchinghsieh.com/

LESSON SUMMARY

Artists

MATERIALS

Students will investigate their own daily

rituals/routines. They will reflect on these daily
routines and what that says about their
identity. Students will create an artwork with
those reflections.

Marina Abramovic

Video Camera
Tripod
Camera
Photoshop

Conversations about documentation will be

an important aspect of this lesson.

dailyroutines.typep
ad.com

Tehching Hsieh
Gwarlingo Article

Final product will be a performance artwork

that will be documented through video and
photographs.

Each student
will individually
talk to the
teacher for
materials
needed based
on their ritual.

RESOURCES

Aldredge, M. (2013, September 23). Daily Rituals: How Artists Create (And Avoid Creating)
Their Art. Retrieved April 19, 2015, from
http://www.gwarlingo.com/2013/daily-rituals-how-artists-create-and-avoid-creating-their-art
/
Currey, M. (Ed.). (n.d.). Daily Routines. Retrieved April 21, 2015, from
http://dailyroutines.typepad.com/
TEHCHING HSIEH. (n.d.). Retrieved April 18, 2015, from http://tehchinghsieh.com/

Meen Jung Kim 33

UNIT TWO: LESSON TWO EXPLORING THE PRESENT BY SHARING EXPERIENCES

D, L. (n.d.). This Teacher Hilariously Finishes The Doodles Of His Students. Retrieved April 17, 2015, from
http://www.boredpanda.com/teacher-finishes-student-drawings-thailand/

LESSON SUMMARY

Artists

MATERIALS

Students will get into groups of four. There will be an

assembly line, and each student will participate in
each step.
1.
Draw 4 pictures.
2.
Add on to the picture with a different
medium.
3.
Arrange the drawings.
4.
Create a narrative using the drawings.

Bored Panda
Article

Pencil
Pen
Colored Pencil
Water Color
Pastel
Paper(multiple types)
Needle
Thread
Wax
Paper
Glue
Cardboard
Colored Board

Last class students will discuss and collaboratively

bind the books

Robert
Rauschenberg
and de Kooning
Andy Warhol and
Jean-Michel
Basquiat

Final product will be 4 collaborative book with 4

artworks and narratives.

Students will be able to ask for

other materials if needed.

RESOURCES

D, L. (n.d.). This Teacher Hilariously Finishes The Doodles Of His Students. Retrieved April 17, 2015, from
http://www.boredpanda.com/teacher-finishes-student-drawings-thailand/
Jean Michel Basquiat. (n.d.). Retrieved April 16, 2015, from
http://www.warhol.org/education/resourceslessons/Jean-Michel-Basquiat/
SFMOMA | SFMOMA | Explore Modern Art | Our Collection | Robert Rauschenberg | Erased de Kooning
Drawing. (n.d.). Retrieved April 19, 2015, from http://www.sfmoma.org/explore/collection/artwork/25846

Meen Jung Kim 34

UNIT TWO: LESSON THREE EXPLORING THE PRESENT IN OUR SOCIETY

the warhol: Time Capsule 21. (n.d.). Retrieved April 19, 2015, from http://www.warhol.org/tc21/

LESSON SUMMARY

Artists

MATERIALS

Research one important aspect of our society.

What do you think is the most important to our
society today? Create a time capsule for someone
in 100 years that best explains our society today.

Andy Warhol

Pencil
Paper

Joseph Cornell

Design a capsule that will withstand 100 years.

Think about the materials used.

Students will be bringing in

materials.
Students will talk one-one-one
with the teacher when
collecting materials

Interdisciplinary lesson that covers material

science.
Final product will be a capsule that the student
designed, with collected objects that best
represent our society.

RESOURCES

The Joseph Cornell Box. (n.d.). Retrieved April 19, 2015, from
http://www.josephcornellbox.com/
the warhol: Time Capsule 21. (n.d.). Retrieved April 19, 2015, from
http://www.warhol.org/tc21/

Meen Jung Kim 35

UNIT PLAN THREE: EXPLORING THE FUTURE

Connecting, Nurturing, Creating for Sustainable Environment. (2012, August 1). Retrieved April 17, 2015,
from http://bec.org.hk/resource-centre/bec-e-newsletter-august-2012

LESSON ONE:
EXPLORING THE FUTURE WITH MY ASPIRATIONS
LESSON TWO:
EXPLORING THE FUTURE BY CREATING CHANGE
LESSON THREE:
EXPLORING THE FUTURE WITH INNOVATION

Meen Jung Kim 36

Meen Jung Kim 37

EXPLORING TIME
UNIT THREE: EXPLORING THE FUTURE
GRADES 11-12
STAGE I DESIRED RESULTS

Rob Munday. (n.d.). Retrieved April 19, 2015, from http://www.animateprojects.org/films/by_artist/m/r_munday

UNIT THREE: UNIT TRANSFER GOAL

Students will be able to independently use their learning to gain awareness of the
changes in our world and learn that they have ideas and power to influence the world
they live in.
Students will be able to independently use their learning to research a topic and use
that research to create their thoughts and visions to the public.
UNIT THREE: ENDURING UNDERSTANDINGS
Artist use artworks to imagine themselves in the future.
Artist can create artworks that creates change in their society.
Artist can design new inventions that solve problems for the future.
UNIT THREE: ESSENTIAL QUESTIONS
How can you make an artwork that imagines who you will be in the future?
How can an artist create an artwork that creates change in their society?
How can artists design new inventions that solve problems?

Meen Jung Kim 38

UNIT THREE: STANDARDS ADDRESSED

VISUAL ART

STANDARD 2 Elements and Principles of Design: Students will demonstrate knowledge of

the elements and principles of design.
STANDARD 4 Drafting, Revising, and Exhibiting: Students will demonstrate knowledge of the
processes of creating and exhibiting artwork: drafts, critique, self-assessment, refinement,
and exhibit preparation.
STANDARD 5 Critical Response: Students will describe and analyze their own work and the
work of others using appropriate visual arts vocabulary. When appropriate, students will
connect their analysis to interpretation and evaluation.
STANDARD 7 Roles of Artists in Communities: Students will describe the roles of artists,
patrons, cultural organizations, and arts institutions in societies of the past and present.
STANDARD 9 Inventions, Technologies, and the Arts: Students will describe and analyze
how performing and visual artists use and have used materials, inventions, and technologies
in their work.
STANDARD 10: Interdisciplinary Connections Students: will apply their knowledge of the arts
to the study of English language arts, foreign languages, health, history and social science,
mathematics, and science and technology/engineering.
SCIENCE/TECHNOLOGY:
Grade 8- Materials, Tools and Manufacturing
MS-ETS2-5 Recognize that materials maintain their composition under various kinds of
physical processing; however, some material properties may change if a process changes
the particulate structure of a material.

Western Spaghetti Recipe. (2013, August 14). Retrieved April 11, 2015, from
http://tinkering.exploratorium.edu/tinkering/2013/08/14/western-spaghetti-recipe

Meen Jung Kim 39

UNIT THREE: ACQUISITION/ UNIT OBJECTIVES

Lesson One: Students will know a variety of ways artists can create a stop motion
animation. Students will be skilled at turning their imaginary self into a tangible
animation.
Lesson Two: Students will know various ways they can use printmaking techniques.
Students will be skilled at designing artworks that promotes conversation.
Lesson Three: Students will know how to research and solve a problem.
Students will be skilled at writing and presenting their ideas.

John Rubin (Artist). (2013) Conflict Kitchen [Installation], Retrieved November 15, 2014, from:
(http://conflictkitchen.org/)

Meen Jung Kim 40

STAGE 2 ASSESSMENT EVIDENCE

Rube Goldberg : Home of the Official Rube Goldberg Machine Contests. (n.d.). Retrieved April 16, 2015,
from http://rubegoldberg.com/

UNIT THREE: PERFORMANCE TASKS/PRODUCTS AS EVIDENCE

Lesson One: Exploring the Future with My Aspirations
A finished product will be a stop motion animation that portrays who the
students would like to be in 5 years.
Students will be using IMOVIE and photographs they take. The
duration of the stop motion animation must be 2 minutes.
Lesson Two: Exploring the Future by Creating Change
A finished artwork will be a placemat. Students will use illustrator to
create a poster advocating a social issue they care about. Students will
silkscreen the poster onto a placemat. Students will host invite their
community to dinner party using those placemats to create a
conversation
Lesson Three: Exploring the Future with Innovation
A finished artwork will be a prototype of their invention and grant
proposal. Students will research a problem to solve and develop a
prototype invention. They will take photos of the prototype invention and
write a grant proposal. At the end of this project, students will submit this
grant.

Meen Jung Kim 41

UNIT THREE: RUBRIC/ASSESSMENT

UNIT THREE CRITIQUES: Classroom Critiques

Silent Critique: Each student will be on a computer with links to all of the
students artworks. (You will upload it onto youtube.) Students will add
comments. Students can add their own comment, or press like or dislike
someone elses comment and elaborate why.

Curatorial Critique: As a class, students will group the artworks that work
together. Why do they work? Why dont they work?

Grant Proposal Critique: Present your artwork as if the class are a group of
investors. Explain why they should give you their money.

Lemelson-MIT Program. (n.d.). Retrieved April 23, 2015, from http://lemelson.mit.edu/

Meen Jung Kim 42

Name______________________ Date________________
What is the role of a curator? What do they do?

What are the components of a good art exhibition?

How would you organize art exhibitions?

Why would you organize it this way?

Group Critique:
1. Lay out all of the artworks on the floor.
2. As a class, group the artworks into different categories.
3. Discuss: How would you put them together and why?
How did the class organize the artworks?

Do you agree or disagree? Why or why not?

How would you have done it?

What would be a good title for this exhibition?

Meen Jung Kim 43

UNIT THREE ARTIST STATEMENT:

Name______________________ Date________________
What does your artwork say about you?

What is your favorite art making process?

What is your favorite medium? Why?

What have you learned about yourself by creating these pieces?

What skills have you learned in the class that you will use in the future?

What did you explore, attempt, and challenge through your work?

Will you continue to make art? Why or Why not?

Meen Jung Kim 44

STAGE 3 LEARNING PLAN

UNIT THREE: SCOPE AND SEQUENCE OF LESSONS:
Lesson One: Exploring the Future with My Aspirations
Students will learn about the differences between dreams and aspirations. They
will think about their dreams and aspirations. Students will think about who they aspire
to. They will think about how they would like to be in 5 years. Students will create a
stop motion animation that thinks about what a typical day will look like in 5 years.
What will they have accomplished? What will they be working toward? Students will
learn about different animation styles and learn about video techniques. Students will
think about how a video can communicate to a wide variety of people.
Lesson Two: Exploring the Future by Creating Change
Students will think about issues they see everyday in their society, and their
lives. Students will pick a social issue they are passionate about and would like to
create awareness about. Students will think about how they would like to create
awareness, and what kind of affect they would like to give. Students will design a
placemat through illustrator and think about how they can portray their views and
concerns. Students will then silkscreen their images onto a placemat. Students will
then work together to host a dinner party. They will create an atmosphere, pick the
menu, and organize the room to create a conversation. They will then invite the
community in to have dinner and have conversations to raise awareness.
Lesson Three: Exploring the Future with Innovation
Students will think about how inventions can help our daily lives. Students will
think about a problem that they deal with everyday. Students will think about
inventions that solve that problem. Students will realize that their thoughts and ideas
can help the world. Students will take the steps in creating an invention, from
designing, creating a prototype, writing and submitting a grant.

Bowls for Change. (n.d.). Retrieved April 15, 2015, from http://bowlsforchange.blogspot.com/

Meen Jung Kim 45

UNIT THREE: LESSON ONE: EXPLORING THE FUTURE WITH MY ASPIRATIONS

Western Spaghetti Recipe. (2013, August 14). Retrieved April 11, 2015, from
http://tinkering.exploratorium.edu/tinkering/2013/08/14/western-spaghetti-recipe

LESSON SUMMARY

Artists

MATERIALS

Think about your dreams and aspirations.

Create a short narrative on who you
would like to be 5 years from now.

Mark Sanchez
Andrew S. Allen

Camera
Imovie
Tripod

Final product will be a 2 minute stop

motion animation

(personal student
work)
Rob Munday

Students will talk one-one-one

with the teacher when
collecting materials

PES

RESOURCES

Rob Munday. (n.d.). Retrieved April 19, 2015, from

http://www.animateprojects.org/films/by_artist/m/r_munday
Western Spaghetti Recipe. (2013, August 14). Retrieved April 11, 2015, from
http://tinkering.exploratorium.edu/tinkering/2013/08/14/western-spaghetti-recipe

Meen Jung Kim 46

UNIT THREE: LESSON TWO: EXPLORING THE FUTURE BY CREATING CHANGE

Anderson, A. (n.d.). Advocacy Posters. Retrieved April 17, 2015, from

https://www.behance.net/gallery/5351839/Advocacy-Posters

LESSON SUMMARY

Artists

MATERIALS

Students will pick a social issue that they would

like to see a change in the future. Students will
then design a placemat that advocates these
thoughts and can create a conversation.

Bowls for Change

Printmaking Ink (for cloth)

Conflict Kitchen

Squeegee

After the project, students will invite members of

the community to be a part of DINNER TO
CHANGE. students and the community will enjoy
food and communicate about different issues.

Advocacy Posters

Finished product will be a placemat with with

their design silkscreened onto it.

Mesh applied to frame

Film positive used to expose and
harden Light Sensitive emulsion
Illustrator/Computer
Paper
Palette knife
Thick blank placemats/ Fabric

RESOURCES

Anderson, A. (n.d.). Advocacy Posters. Retrieved April 17, 2015, from

https://www.behance.net/gallery/5351839/Advocacy-Posters
Bowls for Change. (n.d.). Retrieved April 15, 2015, from http://bowlsforchange.blogspot.com/
John Rubin (Artist). (2013) Conflict Kitchen [Installation], Retrieved November 15, 2014, from:
(http://conflictkitchen.org/)

Meen Jung Kim 47

UNIT THREE: LESSON THREE: EXPLORING THE FUTURE WITH INNOVATION

Murano, G. (2014, August 23). 10 Amazing Inventions by Teens. Retrieved April 18, 2015, from
http://www.oddee.com/item_99064.aspx

LESSON SUMMARY

Artists

MATERIALS

Students will get into groups. Students will identify

a problem they would like to solve and develop an
invention.

Joseph Herscher
Rube Golberg

Computer
Illustrator
Photoshop

Interdisciplinary lesson based on personal interest.

Final product will be a prototype and an invention
proposal. This proposal will be in the form of a
grant proposal.

Invention
Convention
Oddee Article

Students will talk to the

teacher to figure out what
materials they need to this
project.

RESOURCES

Caney, Steven. Steven Caney's Invention Book. New York: Workman Publishing Co., 1985.
Lemelson-MIT Program. (n.d.). Retrieved April 23, 2015, from http://lemelson.mit.edu/
Invention Convention. (n.d.). Retrieved April 14, 2015, from http://www.eduplace.com/science/invention/
Murano, G. (2014, August 23). 10 Amazing Inventions by Teens. Retrieved April 18, 2015, from
http://www.oddee.com/item_99064.aspx
Rube Goldberg : Home of the Official Rube Goldberg Machine Contests. (n.d.). Retrieved April 16, 2015,
from http://rubegoldberg.com/
THE MACHINES. (n.d.). Retrieved April 19, 2015, from http://www.josephherscher.com/

Meen Jung Kim 48

DIFFERENTIATION IN THE ART CLASSROOM

Student Needs
ELL students or students who
struggle with limited English
proficiency.

Possible Strategies

Students who struggle with

reading/writing disorders. (i.e.
dyslexia)

Students who struggle with

attention disorders. (i.e. ADHD)

For students who struggle with

processing. (including hearing
impairments)

For students that have a physical

impairment that creates difficulty
traveling around the
school/classroom.

Written and visual explanations around the classroom.

Allow students to use electronic devices and/or books for
translations.
Allow extra time on writing and reading assignments.
Collaborate with language teachers & students to create
handouts in different languages.
Website*
Allow extra time on writing and reading assignments.
Connect student to additional resources and teachers in
the school. (i.e. learning center)
Oral and written instructions.
Allow video recording devices for instructions.
Allow students the option to video tape writing
assignments.
Allow students the option of one-on-one oral
presentations.
Website *
Incorporate quick breathing techniques & yoga exercises
before instruction.
Break down lesson into smaller parts, and create a to do
list for each day.
Website *
Use of electronic device to access website.
Visual handouts for each step.
Allow extra time for student to get to places.
Website *
Seating chart close to materials and exit.
individual box where student can get all of their materials at
once.

*Website: Each student will have access to a classroom website. Students will be able to go to one place
they can access all of the information at any time and place. Students will be able to go through the
materials at their own pace, and with parents or tutors.
On the website there will be:
Timeline of project & the dates of things that are due.
Criteria of what is expected from each student.
Lecture materials on the topic.
Visual handouts
Video instruction
List of artists related to the assignment.
Articles students can read to be inspired.
Handout with previous examples to inspire student with ideas.

Meen Jung Kim 49

*** Teacher will review each students IEP to create the best learning environment for the individual.

SCOPE AND SEQUENCE CHART

Massachusetts
State
Frameworks for
Visual Arts, 5-12
LESSONS
Methods,
Materials, &
Techniques
Elements &
Principles of
Design
Observation,
Abstraction,
Invention &
Expression
Drafting,
Revising, &
Exhibiting
Critical
Response
Purposes &
Meaning in the
Arts
Roles of Artists
in Communities
Concepts of
Style, Stylistic
Influence &
Change
Inventions,
Technologies &
the Arts
Interdisciplinary
Connections

UNIT 1

UNIT 2

UNIT 3

EXPLORING THE
PAST

EXPLORING THE
PRESENT

EXPLORING THE
FUTURE

Meen Jung Kim 50

PROGRAM ASSESSMENT

Artworks

PERCENTAGE
OF GRADE

EXPLANATION

35 %

Rubrics for each lesson will be averaged.

Exploration 25%
Sketchbook

Students will keep a sketchbook all year, where they

self reflect and assess, critique other artworks, and
record their process.
Past
Start of each lesson, students will
reflect on their pre-existing knowledge
on the medium and topic.
Present
During the making of the artwork,
students will record research,
explorations, and struggles.
Future
After the artwork is finished students
will write about the process and how
they would change it in the future.

Exhibition

At the end of the year, student will have an individual

portfolio review and exhibition.

10%

Students will become curators and organize an art

exhibition.

Students must include:

updated artist statement

clever title of show

8-12 artworks
There will be an end of the year critique all of the art
classes.
Artist
Portfolio

10%

At the end of every semester students must submit a

digital copy of all of their artworks and an artist
statement.
With each image must include:
measurements
titles
medium

Meen Jung Kim 51

date
Will include artist statement 2 & 3 (look below
for more information)
Effort &
Growth

5%

Always challenges themselves to become a better

artist.
Teacher & fellow students can see major growth
conceptually and technically.

Critiques

5%

Unit One: One-on-One Critiques

Unit Two: Group Critiques
Unit Three: Whole Class critiques

Artists
Statements

5%

Student will write three artist statements

First artist statement: First week of school,
students will write their artist statement.
Second artist statement: End of first
semester, write your second artist statement.
Third artist Statement: At the end of the year,
students will write their artist statement while
looking over their portfolio.

Attitude

5%

Attendance
Keeping classroom clean
Classroom behavior

Meen Jung Kim 52

YEARLONG RUBRIC
Criteria

Criteria 1:
Research

Criteria 2:
Use of
materials

Criteria 3:

Participation
and Time
Management

Criteria 4:
Creativity

Criteria 5:
Effort

Number of
points = x
x/100 =
Grade

Excellent

Good

Average

Talk to Me

20-19

18-16

15-14

Below 13

Goes above and

beyond in research.
Answers all of the
questions on the board
in sketchbook.
Researches additional
artists & artist
presented in class.
Practices multiple
techniques.
Goes above and
beyond, pushes
themselves to create a
new understanding by
experimentation and
high skill level with
materials.
Alert and active in
class, and always turns
in homework on time.
Always cleans artistic
space and helps others
clean.

Answers all of the

questions on the
board in their
sketchbook.
Additional research
on artists presented
in class. Practices a
couple of the
techniques.

Answers some
questions in class.
Includes research
shown in class.
Practices one of
the techniques.

Does not
answer the
questions. No
research
outside of
school.

Makes an effort and

shows understanding
of skills, some
experimentation and
good skill level with
materials.

Makes an effort
and shows some
skill with materials.

Does not
utilize
materials.

Mostly alert and

active in class, turns
in homework, and
only cleans his/her
space.

Sometimes alert in
class, turns in
homework late,
and forgets to
clean a few times.
Sometimes
distracts other
classmates.
Gets work done
fast, and
sometimes adds
innovative thinking
to create an
artwork related to
the concept
minimally.
Challenges
themselves
sometimes, and
can see growth
slowly.

Does not pay

attention, does
not turn in
homework,
and does not
clean.
Distracts
classmates.
Gets work
done quickly
without using
imagination.

Goes above and

beyond by thinking
creatively and always
modeling innovative
thinking to create an
artwork related to the
concept.

Thinks creatively and

takes time to
generate more
innovative ideas to
create an artwork that
is related to the
concept.

Always challenges
themselves to become
a better artist. Can see
major growth.

Mostly challenges
themselves. Can see
growth.

Your
Rating

Teache
r Rating

Your
Total:

Teache
r Total:

Does not
challenge
themselves.
No growth

Meen Jung Kim 53

Meen Jung Kim 54

APPENDIX
GLOSSARY OF ART TERMS
Aperture: An opening specifically referred to in photography, which is
adjustable and limits the amount of light passing through a lens or onto a mirror.
Alignment: Keeping elements on a page connected, so that the elements when
put together flow well.
Assemblage: Three-dimensional composition in which a collection of objects is
unified in a sculpture work.
Bleed: When the graphic/image goes off the page.
CMYK: Color mode used by printers. (Cyan, Magenta, Yellow, Black)
Collaborate: To work with another person or group to accomplish a particular
goal.
Community-based Art: Artistic activity based in a community setting.
Communication Design: A mixture of design and how information is presented
for the viewer to fully understand the material.
Composition: The way which components and elements of a visual work are
arranged.
Contemporary: Something (often used in reference to art, fashion, architecture,
etc) that is in existence now.
Design: To form or conceive in the mind. To make drawings, sketches or plans
for a work. To design a new product. To design an improved process.
DPI: Dots per inch.
Elements of Design: Line, Color, Shape, Space, Texture, Value, Form
Ephemera: A greek word, which is used to refer to something that doesnt last.
For our journals this means items that have purpose for only a short amount of
time. Ex: Cards, postcards, tickets, notices, pamphlets.

Meen Jung Kim 55

Emphasis: Special attention on an element, characteristic or object in a work of

art that makes it stand out from others
Engineer: A person who applies her/his understanding of science and
mathematics to creating things for the benefit of humanity and our world.
Exposure: The total amount of light allowed to fall on the sensor during the
taking of a photograph.
Fiber Art: A style of visual art that uses textiles like fabric, yarn, and other fibers
as a medium.
Figurative: The representation of people, subjects and scenes of everyday life.
Form: The three-dimensionality of an object.
Function: Purpose and use of a work of art.
Installation Art: Combining different elements into a single artwork located in
one place.
Metaphor: One or more multiple images used in the place of another to suggest
an analogy between two images. Metaphors through visual images.
Model: (noun) A representation of something, sometimes on a smaller
Pamphlet: A small booklet that has information about one particular subject.
Performance Art: A type of art in which an event is prepared and enacted
before an audience.
Point of View: The angle from which a view sees the object.
Mood: The state of mind or emotion communicated into a work of art through
color, composition, media, scale, size, etc.
Mixed-Media: Using multiple mediums to create one artwork.
Reflection: Personal and thoughtful consideration of an artwork.
Reinterpret: To interpret something again or in a different way. Try to find a new
and different meaning in something.
Realism: Lifelike representation of the world.
Reproduction: A copy of something, especially in reference to art.
Repurpose: To give a new purpose or use to old/used materials.

Meen Jung Kim 56

Resolution: Number of dots per inch (DPI) in an image.

RGB: Color mode used for web design. (Red, Green, Blue)
Scale: (verb) To make or construct something to help visualize or learn about
something else
Social Justice Art: Using the arts to raise critical consciousness, build
community, and motivate individuals to promote social change.
Symbols: A thing that represents something else.
Three-Dimensional: Forms that have height width and depth.
Two-Dimensional: Flat shapes that only have height and width.
Installation: The combining of elements into a single artwork that is specifically
located in one area.
Vector Image: an image that can be resized without loss of quality
Visual Literacy: The ability to make meaning out of imagery.
Visual Symbolism: The use of symbols to represent ideas of qualities.

Meen Jung Kim 57

MASSACHUSETTS VISUAL ARTS FRAMEWORKS

STANDARD 1 Methods, Materials, and Techniques: Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual arts.
STANDARD 2 Elements and Principles of Design: Students will demonstrate
knowledge of the elements and principles of design.
STANDARD 3 Observation, Abstraction, Invention, and Expression: Students will
demonstrate their powers of observation, abstraction, invention, and expression
in a variety of media, materials, and techniques.
STANDARD 4 Drafting, Revising, and Exhibiting: Students will demonstrate
knowledge of the processes of creating and exhibiting artwork: drafts, critique,
self-assessment, refinement, and exhibit preparation.
STANDARD 5 Critical Response: Students will describe and analyze their own
work and the work of others using appropriate visual arts vocabulary. When
appropriate, students will connect their analysis to interpretation and evaluation.
STANDARD 6 History, Criticism, Purposes and Meanings in the Arts: Students
will describe the purposes for which works of dance, music, theatre, visual arts,
and architecture were and are created, and, when appropriate, interpret their
meanings.
STANDARD 7 Roles of Artists in Communities: Students will describe the roles
of artists, patrons, cultural organizations, and arts institutions in societies of the
past and present.
STANDARD 8 Concepts of Style, Stylistic Influence, and Stylistic Change:
Students will demonstrate their understanding of styles, stylistic influence, and
stylistic change by identifying when and where art works were created, and by
analyzing characteristic features of artworks from various historical periods,
cultures, and genres.
STANDARD 9 Inventions, Technologies, and the Arts: Students will describe and
analyze how performing and visual artists use and have used materials,
inventions, and technologies in their work.
STANDARD 10: Interdisciplinary Connections: Students will apply their
knowledge of the arts to the study of English language arts, foreign languages,
health, history and social science, mathematics, and science and
technology/engineering.

Meen Jung Kim 58

GENERAL BIBLIOGRAPHY/ SOURCES

Beattie, D.K. (1997). Introduction to Art Assessment in Assessment in Art Education.
Art Education in Practice Series. Worcester, MA: Davis Publications. Pp.1-11, 115-121.
Dewhurst, M. (2010). An Inevitable Question: Exploring the Defining Features of Social
Justice Art Education. Art Education, 63(5), 6-13.
Gude, O. (2004). Postmodern Principles: In Search of a 21st Century Art
Education. Art Education, 57(1), 6-13.

http://naea.digication.com/omg/Welcome/published

Gude, O. (2007). Principles of Possibility: Considerations for a 21st Century Art &
Culture Curriculum. Art Education, 60(1), 6-15.

http://naea.digication.com/omg/Welcome/published

Gude, O. (2013). New School Art Styles: The Project of Art Education. Art Education,
66(1), 6-15.
Mayer, M. (2008). Considerations for A Contemporary Art Curriculum. Art Education,
61(2), 77-79.
Sleeter, C. (2005). Chapter 3 in Un-Standardizing Curriculum: Multicultural Teaching in
the Standards-based Classroom. NY: Teachers College Press.
Sleeter, C. (2005). Chapter 5 in Un-Standardizing Curriculum: Multicultural Teaching in
the Standards-based Classroom. NY: Teachers College Press.
Taylor, P., Carpenter, B., Ballengee-Morris, C., Sessions, B. (2006). Ch. 2: What Are
We Teaching and Why? in Interdisciplinary Approaches to Teaching Art in High School.
(Pp.19-30). Reston, VA: NAEA.
Stewart, M. & Walker, S. (2005). Rethinking Curriculum in Art. Worcester, MA. Davis
Publications, Inc.
Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd ed. Alexandria, VA:
ASCD