Unit Title: The Variety of Being You Grade Level: High School 10-12

Unit Designer: Curriculum Topic: Advanced Problem

Ariane M. Vagen Solving, Creative and Conceptual Thinking
BFA ,Art Education
Emphasis: Drawing
Character Ed: If you are learning about your own
cultural identity then you are recognizing that
everyone has both their own cultural identity and
many cultural identities.
National Core Arts Standards (NCAS) Addressed:

VA:Cn10.1, VA:Cn11.1, VA:Cr1.1, VA:Cr1.2, VA:Cr2.1, VA:Cr2.3, VA:Cr3.1, VA:Pr.4.1, VA:Pr5.1,

VA:Pr6.1, VA:Re7.1, VA:Re7.2, VA:Re8.1, VA:Re9.1
District Curriculum Goals & Objectives Addressed:
http://mehlville.buildyourowncurriculum.com/Public/Course_Detail.aspx?id=50344

1. The student will advance visual awareness and observation skills by doing both imaginative
and representational drawings that demonstrate 80% competency according to a scoring guide.
Locally assessed. (FA1, MA2; 2.5) 

2. The student will demonstrate 80% competency by effectively researching and using tools and
techniques and the art elements to produce drawings such as still life, figure drawing,
portraiture, and drawings from nature. Locally assessed. (FA1, FA2; 2.5) (A+: Research) 

3. The student will develop visual problem solving skills through oral critiques and class
discussions as evidenced by 80% competency in working out design/composition problems.
Locally assessed. (FA1, FA2; 1.6, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7) (A+: Speaking) 

4. The student will further develop their ability to make aesthetic judgments as evidenced by
80% competency according to a scoring guide on written critiques and class discussions.
Locally assessed. (FA3, CA1, CA5, CA6; 1.5, 1.6, 2.3, 2.4, 4.1) (A+: Writing) 

5. The student will demonstrate knowledge about significant artwork, artists, and cultural and
historical influences as evidenced by 80% competency on a written assessment. Locally
assessed. (FA5, CA1, CA5, SS6; 1.9) (A+: Reading) 
Unit Rationale:

Going beyond the technical skills and representational skills students have previously learned,
the student will have the opportunity for advanced problem solving, creative and conceptual
thinking, and challenging production work while researching cultural diversity in art.

This unit acquaints the student with real world ideas based on the exploration of enduring
understandings and essential questions that make her/him think deeper about the meaning of
cultural diversity and how it affects art making.

Co Big Idea Cultural Diversity in Art

nc
ept Enduring List 2-3 Key Concepts or Enduring Understandings students will
ual Understandings acquire about the Big Idea.
Fr (EUs) 1. Cultural diversity is about culture based distinctions that exist
am between people.
ew 2. Cultural diversity affects artistic self-expression within the
or mainstream culture.
k 3. Cultural members may break with cultural norms to create new
forms of artistic self-expression.
Essential List 2-3 Essential Questions that flow directly from the key concepts
Questions (EUs) about the Big Idea
(EQs) 1. What creates cultural diversity?
2. What impact does diversity have in mainstream culture?
3. How do changes in diversity, through media exposure, affect its
meaning?
Key Artistic List 2-3 Key Artistic Concepts that will inform artistic exploration of the
Concepts Big Idea
(KACs) 1. Artist creating meaning in their work by observing their culture and
using symbolism in their work.
2. Artists observe their environment and produce artwork based their
personal interpretations of those environments.
3. Artists use their culture to identify their place within it to create
artwork.
VT VTS Image #1 Title & Artist: Wendy Red Star “The Last Thanks”
S
Ins EUs introduced by VTS Image #1:
tru Cultural diversity is about culture based distinctions that exist
cti between people.
on EQs seeded by VTS Image #1:
al What creates cultural diversity?
Ac
tivi KACs represented by VTS Image #1:
tie Artist creating meaning in their work by observing their culture and
s using symbolism in their work.
 VTS Image #2 Title & Artist:
“We The People” Collection Shepard Fairey 2017
EUs reinforced & elaborated by VTS Image #2:
Cultural diversity affects artistic self-expression within the mainstream
culture.
EQs explored by VTS Image #2:
What impact does diversity have in mainstream culture?
New perspective(s) on the Big Idea introduced by Image #2:

How can the ability to be diverse affects self-expression

Does every culture have a distinct method for self-expression through
art?
How can changing what is accepted as the norm, create new forms of
self-expression through art?
VTS Image #3 Title & Artist: Morning, 1979 Romare Bearden
EUs & KACs assessed by VTS Image #3:
Cultural members may break with cultural norms to create new forms
of artistic self-expression.
KACs
-Artsists observe their environment and produce artwork based their
personal interpretations of those environments.
-Artists use their culture to identify their place within it to create
artwork.
EQs reignited by VTS Image #3:
How do changes in diversity, through media exposure, affect its
meaning?
Additional perspective(s) on the Big Idea prompted for continued
exploration by VTS Image:

Greater understanding of cultures and their diversity creates a deeper

meaning in artwork.
Students will further explore Key Concepts or EUs about the Big Idea by:

Collaboratively creating a shared Google Slide presentation through Google Classroom.

 Students will consider & investigate Essential Questions about the Big Idea by:

Students will each be assigned a number in the groups they are assigned to. There are 4
to a table except for one group out of 6 has 5 members.
->Because we are a 1:1 school and every student has their own laptop issued to them it is
the expectation that they have it with them and charged daily.

In their groups students will discuss the essential questions in depth and create a slide on
Google Slides. A presentation will be shared with the class via Google Classroom. 

After the groups have talked for 5-10 minutes (a timer will go off)  2s and 4s will switch
groups. 
Group 1, 2s and 4s to Group2
Group 2, 2s and 4s to Group 3
Group 3, 2s and 4s to Group 4
Group 4, 2s and 4s to Group 5
Group 6, 2s and 4s to Group 1 

The groups will again discuss the questions while bringing new insights to this discussion
from their previous discussion

Each student will perform a task as the discussion takes place to ensure engagement of
No
n- the entire class. 
VT
S Example:
Ins
#1’s: Designer: Designs the slide adding symbols and words said by the group on the
tru
cti shared Google Slide
on     #2’s: Lead the conversation about cultural diversity using the essential questions. 
al     #3’s: Find an image/images that represent cultural diversity to the group and add it to
Ac
tivi the slide. 
tie     #4’s: Keep track of discussion questions that may have come up after talking about the
s essential questions and add them to the slide.
1 What creates cultural diversity?
2. What impact does diversity have in mainstream culture?
3. How do changes in diversity, through media exposure, affect its meaning?

• This process gets students up and moving around the room, and talking to one
another and/or actively listening, creating a community in the classroom.
 Students will explore Key Artistic Concepts by:

Based on their conversations and drawing from their own culture and life experiences,
students will be asked to write and create a sketch or plan for a drawing in their
sketchbooks
• Their personal interpretations of the answers to the essential questions as
well as the enduring understandings should come into play with the rough
draft.
• Students are encouraged to quietly continue their conversations as they work
in order to spark new thoughts and ideas.
• More to think about…
• How can the ability to be diverse affects self-expression?
• Does every culture have a distinct method for self-expression
through art?
• How can changing what is accepted as the norm, create new
forms of self-expression through art?
Students will develop/expand Artmaking Knowledge by:
Researching art and artists who explored cultural diversity in unique ways. Cooperative
learning

St How will students engage with, explore, expand, & visually express understanding of the
udi Big Idea through artmaking? Describe &/or visually diagram the studio art activity or
o activities in the space below.
Art
ma Students will:
kin 1. Spend time researching the cultural diversity within their city
g 2. Use sketchbooks to write, sketch and hash out ideas about cultural diversity
Ac 3. Conceptualize how cultural diversity and another topic, personal to the student
tivi individually (nature, politics, space, pollution) impact one another.
tie
s
 List & briefly describe FORMATIVE ASSESSMENT activities/strategies.

Class critiques periodically throughout the unit, group critiques will be held in both
discussion form as well as anonymously weekly throughout the lesson so that students are
able to understand how others are viewing their work. Partner critiques and feedback will
take place daily to create both a community as well as

Individual conferences with the instructor about the process and progress of the final
product involved in the unit.

As
se
ss
me List & briefly describe SUMMATIVE ASSESSMENT activities/strategies.
nt
Ac
tivi Students will be introduced to the Studio Habits of Mind prior to Lesson #1 and will be
tie Assessed Summatively based on these studio habits as aline nicely with the National Art
s Standards.

Studio Habits of Mind

1.Develop Craft 2. Engage & Persist 3. Envision 4. Express 5. Observe 6. Reflect 7.
Stretch & Explore 8. Understand the Arts Community

Final Class Critique, Written Reflection of process and product, How did you come to the
conclusion you arrived at?, completed self-evaluation turned in with their rubric.

VTS-INTEGRATED STUDIO ART UNIT OUTLINE

 Lesson #1 Lesson Outline & Brief Description of Activities
Total Minutes VTS Image #1 10-15 minutes
85 minutes
13:30 Minutes: The Art of Being Human https://www.youtube.com/user/mwesch?
disable_polymer=true
Stop at 13:30

20 minutes
Discuss: Wendy Red Star’s, The Last Thanks
In their sketchbooks students will answer the following questions, They may
write and draw to answer the questions:
1.What are some of YOUR observations from this image? -This is your opinion of
something that you focused on in the image?
2.How is Wendy Red Star impacted by cultural diversity?
3.How do you perceive this image? Is it making fun of her culture or embracing
it. Explain your thinking?

40 Minutes
Students will each be assigned a number in the groups they are sitting at (a Kagen/
Cooperative Learning practice). There are 4 to a table except for one group out of 6 has 5
members. (Because we are a 1:1 school and every student has their own laptop issued to
them it is the expectation that they have it with them and charged daily.)

In their groups students will discuss the essential questions in depth and create a slide on
Google Slides. A presentation will be shared with the class via Google Classroom for them
to add to.  

#1’s: Design the slide adding symbols and words said by the group on the shared Google
Slide
    #2’s: Lead the conversation about what creates cultural diversity.
 #3’s: Find an images and symbols that represents what creates cultural diversity to the
group and add it to the slide. 
    #4’s: Keep track of discussion questions that may have come after talking about the
essential questions and add them to the slide.
1. What creates cultural diversity?
2. What impact does diversity have in mainstream culture?
3. How do changes in diversity, through media exposure, affect its
meaning?
 Lesson #2 Lesson Outline & Brief Description of Activities
Total Minutes VTS Image #2 Shepard Fairy’s, We The People collection 10-15 minutes
85 minutes
20 minutes
Discuss Fairy’s We The People Collection
What do you think Fairy made these prints for? What was his reason?

Michael Wesch, Building the Trust Wall: Structural Racism in Kansas City
https://www.youtube.com/watch?v=98-oHmcYwFg

Sketchbook
In their sketchbooks students will answer the following questions:
1.What are some of YOUR observations from these images? -This is your opinion
of something that you focused on in the image.
2. In what ways does Shepard Fairy’s prints impact cultural diversity?
3. How do your think mainstream artists are affected by cultural diversity?
Explain your thinking.

40 minutes
Students will change groups and answer these questions on their new slides.

How can the ability to be diverse affect self-expression?

Does every culture have a distinct method for self-expression through art?
How can changing what is accepted as the norm in a culture, create new forms of self-
expression through art?
What impact does diversity have in mainstream culture?
 Lesson #3 Lesson Outline & Brief Description of Activities
Total Minutes VTS: Morning, 1979 Romare Bearden 10-15 minutes
85 minutes
Discussion and Sketchbook prompt for Romare Bearden’s Image, Morning.
What could the artists personal relationship be to the artwork?
Members of some cultures may break with cultural norms to create new forms of artistic
self-expression.
KACs
-Artsists observe the culture they live in and produce artwork based their personal interpretations
of that culture.
-Artists use their culture to identify their personal place within that culture to create artwork that
is meaningful.

Presentations: 
Presenters should be able to explain each word, phrase, and symbol on the slides. They
should also be prepared along with their groups to answer any questions that may come
up.

Round 1: Number 1 from each group will throughly explain their groups thinking for the
groups slide.
Round 2: Number 3 from each group will throughly explain their second groups slide.
 Lesson #4 Lesson Outline & Brief Description of Activities
Total Minutes
85 minutes Based on their conversations, sketchbooks/journals, and drawing from their own cultures
and life experiences, students will be asked to write and create a sketch or plan for a high
quality drawing based on cultural diversity, in their sketchbooks

Students may discuss their ideas with classmates as they make their plans for their
drawing project. We have hopefully created a warm open environment where students can
be free thinkers and creative makers.

Thoughts for students as they create:

Their personal interpretations of the answers to the essential questions as well as the
enduring understandings should come into play with the rough draft for their project
for this unit.
Students are to access prior knowledge from previous lessons about value, contrast, color,
balance, and unity within their work. Students are encouraged to respectfully
continue their conversations as they work in order to spark new thoughts and ideas
that may help them in their work.
• More to think about…
• How can the ability to be diverse affects self-expression?
• Does every culture have a distinct method for self-expression
through art?
• How can changing what is accepted as the norm, create new
forms of self-expression through art?
 Lesson #5 Students will create a high quality drawing using foreshortening, and perspective, along
85 minutes with the elements and principles of art, that shows their conceptualization (the action or
process of forming a concept or idea of something/ An abstract idea or concept of
something) of cultural diversity in their lives, within the St. Louis area.

Student work will demonstrate a strong understanding of the cultural diversity in the St.
Louis area, this can be demonstrated with symbolism, portraits, buildings, and collage, and
will require an altered background.

The background can be made of (but not limited to) maps, cardboard, paint, acrylic or
watercolor, digital work, altered photography, news paper, book pages, construction paper,
and textured paper.

See Stephanie Ledoux example below.

RESOURCES:

Michael Wesch, The Art of Being Human https://www.youtube.com/user/mwesch?disable_poly-

mer=true
Michael Wesch, Building the Trust Wall: Structural Racism in Kansas City
https://www.youtube.com/watch?v=98-oHmcYwFg
VTSweb.org
https://vtshome.org/
Image example: Stephanie Ledoux, Fille de Haraz (Yemen)
http://stephanie-ledoux.blogspot.com/p/reproductions.html