Learning Activity

School Spirit

Subject Area

Arts Education

Grade(s)

Overview

Essential Question: How does collaboration expand the creative process?

The students will investigate, plan, and make a mural. The students will collaborate on how to create a mural to be displayed within the school for all students and faculty to view as a way to show and demonstrate their school spirit.

This activity was created as a result of the Arts COS Resource Development Summit.

Content Standards

Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.1
Work collaboratively to develop new and innovative ideas for creating art.

Unpacked Content

Vocabulary

Artistic ideas and work
Formal and conceptual vocabulary
Innovation
Investigation
Two-dimensional
Three-dimensional
Experimentation
Conservation
Craftsmanship
Linear perspective
Environmental responsibility
Prior knowledge
Museum
Gallery
Curator
Digital
Horizon Line
Brainstorming
Research

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

Make, share and revise a list of ideas and preliminary sketches.
Use introductory skills, techniques, and elements of art to create a composition
Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
Create a group project about a current or world event.
Examine careers and identify and role - play various jobs of artists.
Research a subject or idea that has personal meaning to create a work of art.
Use the elements of visual arts to create an artwork that depicts emotions.
Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
Demonstrate proper clean-up and/or disposal of equipment and materials.
Demonstrate art room safety and procedures.
Design an environmentally area for the school such as a library or other multi-use learning area.
Engage for the purpose of personal reflection and ongoing revision, in group critiques.
Reflect through journal writing artist intent.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Interdisciplinary Connections

Phase

Before/Engage

Learning Objectives

Learning objectives

The students should be able to:

work collaboratively
develop a plan for displaying artwork
generate ideas which reflect current interests

Activity Details

Activating Strategies

The students will compare/contrast different styles from the real world (e,g, clothing, hair, home decor)
The students will discuss school spirit and ways to promote school climate

Activity steps:

The students will investigate, plan, and make a mural.
The teacher will lead the brainstorming session with students to generate ideas and theme for the mural.
A mural representing school spirit will be chosen by teacher and students.
The mural will be created on a large canvas.
A central location will be established beforehand.
The teacher will explain the options and choose a central and highly visible spot inside the school building.
The students will view a PowerPoint, created by the teacher on different artists and their styles.
Jackson Pollock and his splatter technique will be the chosen artist to duplicate and create the mural.
The students will view a YouTube video on Jackson Pollock.
The students will use the school colors for the mural.
All students will participate in the painting of the mural.

Assessment Strategies

School Spirit Mural/6th Grade-Score__________/100

Teacher Name:

Student Name: _________________________________________________

CATEGORY	20/Excellent	15/Good	10/Fair	5/Poor	Score
Design/ Composition	The student was able to relate the mural to one of the artists studied in class. The mural was abstract expressionism and expressed the targeted elements of art (color and space) along with the principles of design (unity, rhythm, movement) with great skill.	The student was able to relate the mural to one of the artists studied in class. The mural was abstract expressionism and expressed the targeted elements of art (color and space) along with the principles of design (unity, rhythm, movement) with fair skill.	The student was able to relate the mural to one of the artists studied in class. The mural was abstract expressionism and expressed the targeted elements of art (color and space) along with the principles of design (unity, rhythm, movement) but the overall results are not pleasing.	The student does not appear to be able to follow the procedures to complete the mural.
Color Choices	Choice of colors match school colors exactly and application of color to the areas shows an advanced knowledge of coordinating primary colors with neutrals to create a harmonious color relationship. Color choice enhances the idea being expressed.	Choice of colors match school colors closely and application of color to the areas shows knowledge of color relationships. Colors are appropriate for the idea being expressed.	Choice of colors does not match school colors but are in the same color family. Colors are appropriate for the idea being expressed.	Student needs to work on learning color relationships and using that knowledge in completing the work.
Working with others	Listens to, shares with, and supports others. Consistently stays focused and on task.	Usually listens to, shares with, and supports others. Consistently stays focused and on task most of the time.	Often listens to, shares with, and supports others. Sometimes not a team player. Other members remind to keep on task.	Rarely listens to, shares with, and supports others. Is not a team player Does not stay on task and lets other do all the work.
Craftsmanship	Student typically keeps painting materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students.	Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students.	Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students.	Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students.
Time/Effort	Class time was always used wisely. Much time and effort went into the painting. It is clear the student worked to clean up.	Class time was used wisely. Student could have put in more time and effort in the painting.	Class time was not always used wisely, Student put in little effort.	Class time was not used wisely and the student put in no effort.

Acceleration and Intervention

Background and Preparation

Background / Preparation

The recommended instructional preparation for the teacher would be to:

Discuss the elements of art (color, space) and the principles of design (unity, rhythm, movement)
Locate the YouTube video clip on Jackson Pollock
Create the PowerPoint on related artists and their work-Joan Mitchell, Robert Motherwell, Hans Hofmann, Jackson Pollock, and Wassilly Kandinsky

Digital Tools / Resources

Video: How to Paint Like Jackson Pollock

http://www.youtube.com/watch?v=EncR_T0faKM

Approved Date

2018-03-10

Author

Owner (Author)

hoskey

Learning Resource Type