Group: ART 2

Grade level: 9-11

Detailed Instructional Plan #1:
Big Idea: Identity Topic/Concept: Self-Expression

I. CONCEPTUAL FRAMEWORK of the BIG IDEA

Stories:

A. Key Topic/Concept for Big Idea: Identity – self expression

B. Essential Questions for the Big Idea:

 How do artists express themselves in their artwork?
 What activities do you do that are a part of your identity?
 How have you expressed yourself outside of this class?
 What are ways you think you can express yourself in art?

C. Concept Map of the Big Idea (create concept map of BIG IDEA)

II. SUPPORTIVE ACTIVITIES (to explore Topic/Concept and prepare for Artmaking Activity)
A. Supportive Activity 1: (explore big idea through the topic/concept of: Introduction: power point, make the bowl)
a. Learning Purpose/Objective:
- Recognize the meaning of Identity and Self-Expression
- Analyze the use of Identity and Self-Expression in self-portraits
b. MI Benchmarks/Standards, National Visual Standards
 VA:Cn10.1.lla
o Document the process of developing ideas from early stages to fully elaborated ideas
 VA:Re8.1.la
o Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work
and its various contexts
 VA: Cr1.1.la
 o Use multiple approaches to begin creative endeavors
c. Art Activity/Procedure:
 Introduction presentation where students will engage in VTS with multiple artworks

B. Supportive Activity 2:
a. Learning Purpose/Objective
- Engage in contemporary practices through mind mapping
b. MI Benchmarks/Standards
 VA: Cr1.1.la
o Use multiple approaches to begin creative endeavors
c. Art Activity/Procedure
 After presentation and discussing how artists show their identity through their art, students will create a mindmap
exploring their own identity
C. Activity 3
 Color pencil technique worksheet once students are far enough along with the project
 Worksheet will be done as a class

III. ARTMAKING ACTIVITY of the TOPIC

Key Concept: Self-Expression
Essential Question/s:
 How do artists express themselves in their artwork?
 What activities do you do that are a part of your identity?
 How have you expressed yourself outside of this class?
 What are ways you think you can express yourself in art?
Benchmarks/Standards (NAEA Visual Art Benchmarks and Standards)
 VA:Cn10.1.lla
o Document the process of developing ideas from early stages to fully elaborated ideas
 VA:Re8.1.la
o Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work
and its various contexts
 VA: Cr1.1.la
o Use multiple approaches to begin creative endeavors
 VA: Cr1.1.la
o Use multiple approaches to begin creative endeavors
Area of Integration: English
Behavioral/Objective:
A. What is it you are going to teach? Why is this important? (Rationale/Purpose)
a. Art
i. Grid drawing
ii. SEL
iii. Grid drawing is a foundational art skill for building on observational drawing
iv. SEL helps students understand different perspectives as well as themselves
b. English
i. Poem structures to create their artist statements
ii. Learning poem structures aligns with the high school learning in English class as well as teaches them
another form of expression.
B. What will the students be able to do at the end of the lesson and How can they use/apply it? (i.e. assessments: formal
and informal)
a. Students will be able to create a grid of one inch as well as half inch
i. Measured in observation during scaffolded demo and studio work
b. Students will be able to understand identity and self expression
i. Measured in mindmap
c. Students will have knowledge of contemporary art practices
i. Measured in mind map
d. Students will be able to create a self portrait with accuracy of the grid technique
 i. Measured in final artwork
Anticipatory Set: Getting students exited or focused for the lesson; anything you can do to get thought process going toward the lesson.
A. Generate interest: do something to capture attending behavior (motivation)
-get students interested by first prompting them to think about their own experiences with their identity and
their experiences with expression
-Selected Artist/Artifact: Kehinde Wiley/ Multiple works: Napoleon Leading the Army Over the Alps,
Bonaparte Crossing the Grand Saint-Bernard Pass, Randerson Romauldo Cordeiro, Portrait of Barack
Obama
C. Access prior knowledge: give examples to activate thinking. (apply)
i. Show prior student examples
C. Practice something already known. (review)
 Identity
o Identity includes the memories, experiences, relationships, and values that create one’s sense of self. This
combination creates a steady sense of who one is over time, even as new facets are developed and
incorporated into one's identity.
 Self Expression
o the expression of one's feelings, thoughts, or ideas, especially in writing, art, music, or dance.
 Self-Portrait
o a portrait of an artist produced or created by that artist.
Input: Materials and methods needed to present the lesson
A. Task Analysis
1. What information does the learner need?
a. How to use a mind map
b. How to use a ruler and create grids
c. How to explore their own identity
d. How to draw from observation
e. How to use color pencil
2. What are the step-by-step procedures of the lesson?
a. Start with introductory presentation to explore identity and how to explore one’s self
b. Show students teacher made mind map
c. Group brainstorm about topics to explore in mind map
d. Rest of class is spent brainstorming and taking a selfie
e. Next Class: begin grid project
f. Scaffolded approach: do the grip process step by step with students, will take whole class period and
one on one sessions during next class.
g. Next Class: continue working on grid, demo on how to draw from your image grid to your large paper
grid
h. Studio work for the next 3 weeks
i. When students are ready for color pencil, work on color pencil worksheet as a class
3. Materials
a. Outline of lesson
b. Mind map paper
c. Expo marker for group brainstorm on whiteboard
B. Thinking Levels: Bloom’s Taxonomy: New term: definition + Relating the Measurable Verb to Bloom’s Level
1st Creating: Generating new ideas, products, or ways of viewing things. Higher-order Thinking
 Students will plan their purpose of their self portrait through contemporary practices such as mind mapping
and exploring contemporary art works.

2nd Evaluating: Justifying a decision or course of action. Higher-order Thinking

 Students will continuously check their work for accuracy through the grid method.

3rd Analyzing: Breaking information into parts to explore understandings and relationships. Higher-order Thinking
 Students will analyze contemporary artworks as a class through VTS

4th Applying: Using information in another familiar situation.

  Students will illustrate their understanding of identity and self expression through the final art work

5th Understanding: Explaining ideas or concepts.

 Students will be able to interpret symbols in art works and what they could represent.

6th Remember: Recalling information.

 Students will be able to describe their intentions with their art work.

C. Methods and Materials

1. Way(s) of presenting: lecture, discussion, hands-on demonstration, recitation, video, Power Point, etc.
 Presentation for intro with connection to personal experience and use of diverse artists
o Mind map worksheet after presentation
 Scaffolded all day collaborative demo for gridding the paper and their image
 Demo of how to transfer what they see in the boxes on their image to the boxes on the larger paper
2. Resources and Materials needed
 Presentation
o Mind map worksheet and lesson outline for students
o Laptop and projector for presentation
o Expo marker for group brainstorming
 Grid Demo
o 15 x 20 toned paper for all students
o Rulers for all students
o Pencils
o Printed images
 Demo on how to draw from grid
o Gridded paper and image
o Viewfinder for the image grid
o pencil
3. Instructional Material/Step by Step Handout, Worksheet etc.
 English: Self-Portrait
Self-Portrait
Description
This project explores your identity through a self portrait created using grids. You will draw yourself in pencil,
matching the squares from your picture to the squares to the large paper. You do not draw the background.

For the background you will choose a symbol from your mindmap that represents you and you will repeat that
symbol in the background. I encourage you to have the symbol overlap your self portrait in some areas.

How to create your symbol

Once you choose your symbol, draw it on a separate piece of paper and cut it out. This way you have a stencil
you can trace.

Example of a symbol that represents myself

Teacher example: I am Native American and part of my culture is the significance of the ribbon skirt. I choose
to represent my culture as part of my identity so I will use a ribbon as my symbol.

Next step after drawing everything in pencil

You will use only black color pencil to add value to your self-portrait. When you begin to color the background,
you will use color.

How to add value to the self-portrait

Focus on only using 2 values, a midtone and a shadow. Do not color in the highlight areas.

How to color the background

Using the techniques from the worksheet, color the background and your repeated symbol. Think about what
color scheme you want to use:

Cool Colors: blue, purple, green

Warm Colors: yellow, red, orange
Monochromatic: using one color but different values
Complementary: using colors across from each other on the color wheel (yellow/purple, blue/orange, etc)
 Kinyarwanda: Kwifotoza
Kwifotoza
Ibisobanuro
Uyu mushinga ugaragaza umwirondoro wawe ukoresheje kwifotoza yakozwe ukoresheje gride. Uzishushanya mu
ikaramu, uhuze kare kuva ku ishusho yawe kugeza kuri kare kugeza ku mpapuro nini. Ntabwo ushushanya inyuma.

Kuri inyuma uzahitamo ikimenyetso kuva mubitekerezo byawe biguhagarariye kandi uzasubiramo icyo kimenyetso
inyuma. Ndagutera inkunga yo kugira ikimenyetso cyuzuza amashusho yawe mubice bimwe.

Nigute ushobora gukora ikimenyetso cyawe

Umaze guhitamo ikimenyetso cyawe, shushanya ku mpapuro zitandukanye hanyuma ukate. Ubu buryo ufite stencil
ushobora gukurikirana.

Urugero rwikimenyetso gihagarariye njye ubwanjye

Urugero rwa mwarimu: Ndi Umunyamerika kavukire kandi igice cyumuco wanjye nicyo kamaro kijipo yimyenda.
Nahisemo guhagararira umuco wanjye mubice bigize indangamuntu yanjye bityo nzakoresha lente nkikimenyetso
cyanjye.

Intambwe ikurikira nyuma yo gushushanya byose mukaramu

Uzakoresha ikaramu y'ibara ry'umukara gusa kugirango wongere agaciro kwifoto yawe. Mugihe utangiye kurangi
inyuma, uzakoresha ibara.

Nigute ushobora kongerera agaciro kwifotoza

Wibande ku gukoresha indangagaciro 2 gusa, midtone nigicucu. Ntugasige amabara ahantu hagaragara.
shyira ahagaragara: highlight agaciro hagati: middle value/midtone igicucu: shadow

Nigute ushobora gusiga amabara inyuma

Koresha tekinike kuva kurupapuro rwakazi, amabara inyuma nibimenyetso byongeye. Tekereza kuri gahunda
y'amabara ushaka gukoresha:

Amabara akonje: ubururu, umutuku, icyatsi

Amabara ashyushye: umuhondo, umutuku, orange
Monochromatic: ukoresheje ibara rimwe ariko indangagaciro zitandukanye
Icyuzuzanya: ukoresheje amabara hakurya yundi kuruziga rwamabara (umuhondo / umutuku, ubururu / orange,
nibindi)
 Malay: Self-Portrait
Potret Diri
Penerangan
Projek ini meneroka identiti anda melalui potret diri yang dibuat menggunakan grid. Anda akan menarik diri
anda dalam pensil, sepadan dengan kuasa dua dari gambar anda ke kuasa dua untuk kertas yang besar.
Anda tidak menarik latar belakang.

Untuk latar belakang anda akan memilih simbol dari peta minda anda yang mewakili anda dan anda akan
mengulangi simbol itu di latar belakang. Saya menggalakkan anda untuk mempunyai simbol bertindih potret
diri anda di beberapa kawasan.

Cara membuat simbol anda

Sebaik sahaja anda memilih simbol anda, lukiskannya pada sehelai kertas yang berasingan dan potong.
Dengan cara ini anda mempunyai stensil yang boleh anda jejak.

Contoh simbol yang mewakili diri saya

Contoh guru: saya Orang Asli Amerika dan sebahagian daripada budaya saya adalah kepentingan skirt reben.
Saya memilih untuk mewakili budaya saya sebagai sebahagian daripada identiti saya jadi saya akan
menggunakan reben sebagai simbol saya.

Langkah seterusnya selepas melukis segala-galanya dalam pensil

Anda hanya akan menggunakan pensel warna hitam untuk menambah nilai pada potret diri anda. Apabila
anda mula mewarnakan latar belakang, anda akan menggunakan warna.

Bagaimana untuk menambah nilai kepada potret diri

Fokus pada hanya menggunakan 2 nilai, midtone dan bayang-bayang. Jangan warnakan di kawasan sorotan.
Serlahkan: highlight nilai pertengahan: intermediate values/midtones bayang-bayang: shadow

Cara mewarnakan latar belakang

Dengan menggunakan teknik dari lembaran kerja, warnakan latar belakang dan simbol berulang anda.
Fikirkan skema warna apa yang ingin anda gunakan:

Warna sejuk: biru, ungu, hijau

Warna hangat: kuning, merah, oren
Monokromatik: menggunakan satu warna tetapi nilai yang berbeza
 Name:____________________ Hour:________
English
mind map: A brainstorming technique used to visually organize information.
self portraits: Self-portraits are artworks that are artists' depictions of themselves.
self - expression: A way to explore personal thoughts and experiences in art.
identity: Your identity are the qualities that make up you
Español
mapa mental: Una técnica de lluvia de ideas utilizada para organizar visualmente la información.
autorretratos: Los autorretratos son obras de arte que son representaciones de artistas de sí mismos.
autoexpresión: Una forma de explorar pensamientos y experiencias personales en el arte.
la identidad: Tu identidad son las cualidades que te conforman
Swahili
ramani ya akili/ramani ya ubongo: Mbinu inayotumiwa kupanga habari kwa macho.
picha ya kibinafsi: picha za kibinafsi ni kazi za sanaa ambazo ni wenyewe
kujieleza kwa nafsi: njia ya kuchunguza mawazo ya kibinafsi na uzoefu katika sanaa.
utambulisho: utambulisho wako ni sifa na uzoefu unaokufanya
Malay
peta minda/peta otak: Teknik sumbang saran yang digunakan untuk menyusun maklumat secara visual.
potret diri: Potret diri adalah karya seni yang merupakan imej artis mereka sendiri.
ekspresi diri: cara untuk meneroka pemikiran dan pengalaman peribadi dalam seni.
identiti: identiti anda adalah kualiti yang membentuk anda
Kinyarwanda
ikarita y'ubwonko: Ubuhanga bwo kungurana ibitekerezo bukoreshwa mugutegura amakuru.
Kwifotoza: Kwifotoza ni umurimo wubuhanzi uhagarariye abahanzi ubwabo.
kwigira - imvugo: Inzira yo gucukumbura ibitekerezo byawe nubunararibonye mubuhanzi.
indangamuntu: Indangamuntu yawe nubunararibonye nibiranga bikugize

What you can include in a mind map (not a complete list):

English Español Swahili Malay
● Culture ● Cultura ● Utamaduni ● Budaya
● Family ● Familia ● Familia ● Keluarga
● Likes ● Gustos ● Anapenda ● Suka
● Dislikes ● No Gustos ● Haipendi ● Tidak suka
● Characteristics ● Características ● Tabia ● ciri/ciri
● Home ● Lugar de origen ● Nyumbani keperibadian
*Opposite side of this include a pre-made circle with space for students to write their name and begin their mind map ● tempat asal
 Español: Autorretrato
Autorretrato
Descripción
Este proyecto explora tu identidad a través de un autorretrato creado utilizando cuadrículas. Te dibujarás a ti
mismo a lápiz, haciendo coincidir los cuadrados de tu dibujo con los cuadrados del papel grande. No se dibuja
el fondo.

Para el fondo elegirás un símbolo de tu mapa mental que te represente y repetirás ese símbolo en el fondo. Te
animo a que el símbolo se superponga a tu autorretrato en algunas zonas.

Cómo crear su símbolo

Una vez elegido el símbolo, dibújalo en un papel aparte y recórtalo. Así tendrás una plantilla que podrás calcar.

Ejemplo de un símbolo que me represente

Ejemplo de profesor: Soy nativo americano y parte de mi cultura es el significado de la falda de lazo. Elijo
representar mi cultura como parte de mi identidad, así que utilizaré una cinta como símbolo.

Siguiente paso después de dibujar todo a lápiz

Utilizarás únicamente lápiz de color negro para añadir valor a tu autorretrato. Cuando empieces a colorear el
fondo, utilizarás color.

Cómo añadir valor al autorretrato

Céntrate en utilizar sólo 2 valores, un tono medio y una sombra. No coloree las zonas resaltadas.

Cómo colorear el fondo

Utilizando las técnicas de la hoja de ejercicios, colorea el fondo y tu símbolo repetido. Piense qué combinación
de colores desea utilizar:

Colores fríos: azul, morado, verde

Colores cálidos: amarillo, rojo, naranja
Monocromático: utilizando un color pero diferentes valores
Complementarios: colores que se encuentran uno frente al otro en el círculo cromático (amarillo/morado,
 Swahili: Picha Ya Kibinafsi
Picha Ya Kibinafsi
Maelezo
Mradi huu unachunguza utambulisho wako kupitia picha ya kibinafsi iliyoundwa kwa kutumia gridi. Utajichora kwa
penseli, ukilinganisha mraba kutoka picha yako hadi mraba hadi karatasi kubwa. Huna kuteka background.

Kwa mandharinyuma utachagua ishara kutoka kwa ramani yako ya akili inayokuwakilisha na utarudia ishara hiyo
nyuma. Ninakuhimiza kuwa na ishara inayoingiliana na picha yako ya kibinafsi katika maeneo mengine.

Jinsi ya kuunda ishara yako

Mara tu unapochagua ishara yako, chora kwenye karatasi tofauti na uikate. Kwa njia hii una stencil unaweza
kufuatilia.

Mfano wa ishara inayowakilisha mwenyewe

Mfano wa mwalimu: mimi Ni Mmarekani Wa Asili na sehemu ya utamaduni wangu ni umuhimu wa sketi ya ribbon.
Mimi kuchagua kuwakilisha utamaduni wangu kama sehemu ya utambulisho wangu hivyo mimi kutumia ribbon
kama ishara yangu.

Hatua inayofuata baada ya kuchora kila kitu kwenye penseli

Utatumia penseli ya rangi nyeusi tu kuongeza thamani kwa picha yako ya kibinafsi. Unapoanza kupaka rangi asili,
utatumia rangi.

Jinsi ya kuongeza thamani kwa picha ya kibinafsi

Zingatia tu kutumia maadili 2, sauti ya kati na kivuli. Usipake rangi katika maeneo ya kuonyesha.
Anganzia: highlight maadili ya kati: intermediate values/midtones kivuli: shadow

Jinsi ya kupaka rangi mandharinyuma

Kutumia mbinu kutoka kwenye karatasi ya kazi, rangi ya rangi na ishara yako ya mara kwa mara. Fikiria juu ya
mpango gani wa rangi unayotaka kutumia:

Rangi baridi: bluu, zambarau, kijani

Rangi ya joto: njano, nyekundu, machungwa
Monochromatic: kutumia rangi moja lakini maadili tofauti
Inayosaidia: kutumia rangi kutoka kwa kila mmoja kwenye gurudumu la rangi (njano/zambarau, bluu/machungwa,
nk)
Modeling
 A. Show as well tell
a. Show and tell through demo and written instruction on gridding and value creation
B. Visual input accompanied by verbal input
a. Visual demonstrations and verbal communication through checking in during studio time
C. Student involvement using several learner modalities (learning modalities handout)
a. Visual
b. Tactile
c. Reading and writting

Checking for Understanding

A. Sample of questions to be asked (written)
a. How do artists express themselves in their artwork?
b. What activities do you do that are a part of your identity?
c. How have you expressed yourself outside of this class?
d. What are ways you think you can express yourself in art?

B. Teach Some – STOP & CHECK – Resume Teaching – STOP & SCHECK, etc.
a. Presenting lesson and topic
b. Asking questions
c. Group brainstorming
C. Provide ways for students to respond (i.e. choral response, signal response etc.)
a. Hand signals
b. Shout out
c. Think pair share

Guided Practice
A. Repeated Practice of new learning as stated in the behavioral/objective
a. Continuous check in for understanding of concepts and retaught or discussed if needed
B. Modeled first
a. Demo the concepts and procedures first, do with students, then independent work
C. The Teacher is available to catch errors independently (i.e. circulates, answers questions, etc.)
a. Circulate the room constantly to be available for questions

Independent Practice – if appropriate

A. Complete work independently
a. Students work independently on project during studio time
B. Assign seatwork and/or homework if necessary
a. Seatwork is the color pencil worksheet to prepare for the coloring of the portrait

Closure and follow up

A. Students: wrap up, summary of the lesson, list exit questions, activities which further reinforce the objectives and content
a. Wrap up is the poem artist statement
i. The progress of students did not allow time for this
B. Teacher: reflect/evaluate the lesson – update lesson plan if necessary
a. If I were to modify this lesson, I would approach the self portrait in a different way. Students struggled with
drawing themselves and being comfortable with looking at themselves. They also struggled with creating the grid
even after doing it as a class. I would probably change the medium and possibly the accuracy level to something
more expressive.

IV. SPECIAL NEEDS ADAPTATION

This art project is specifically designed to be adapted for students with a hearing impairment or deafness.
Provide definition of the disability (maybe be multiple)
Hearing impairment
  "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational
performance."
Deafness
 "a hearing impairment that is so severe that the child is impaired in processing linguistic information
through hearing, with or without amplification.”
Identify characteristics of the disability. Please identify student behaviors and skills, strengths and
weaknesses associated with the disability.
 Characteristics/Behavior of hearing impaired
o Reduced hearing, such as inability to hear faint sounds
o Failure to respond to sound
o Delay of language and speech development in young children
o Unclear speech
 Characteristics/Behavior of students who are deaf
o Difficulty following verbal directions
o Difficulty with oral expression
o Some difficulties with social/emotional or interpersonal skills
o Will often have a degree of language delay
o Often follows and rarely leads
o Will usually exhibit some form of articulation difficulty
o Can become easily frustrated if their needs are not met — which may lead to some behavioral
difficulties
o Sometimes the use of hearing aids leads to embarrassment and fear of rejection from peers
 Skills/Strengths
o Some students can achieve similar results as their peers academically
 Perseverance
o Can be strong visual learners and can hold on to and manipulate visual information
o They can show a high level of resilience. Especially their determination to understand and
complete the task successfully
 Weaknesses
o Language deficiencies
o Lack of resources
o Shortage of experiences
o Inadequate knowledge/awareness
o Social interactions

List adaptations and modifications to be incorporated in curriculum for inclusion of students with the
disability.
 Adaptions
o Make sure the other students understand and are accepting of the student with the impairment.
o Make sure the student is comfortable with any aid devices, remember that the device does not
mean the student is now hearing like the other students.
o Keep the noise level down
o When showing videos, include captions, make sure the student has a transcript and other modes
of education.
o Use visuals as much as possible
 visual outlines/graphic organizers and clarification.
o Establish a routine for the student
o Find a way to communicate with the student
 A notebook, etc
 o Enunciate words clearly to help the student read your lips
o Make sure the student is close to you during instruction
o Provide visual materials and demos whenever possible.
o Make group critique small group critique

Identify your goals, core concepts, skills, and materials needed for the project to be complete by
students.
o Goals and core concepts are the same
o Skills are the same
 Materials
o I don’t think any materials need to be changed. Just more demonstration for the student
o For the research and presentation I think it would have to be very visual heavy, provide a
transcript and lots of words in the presentation, maybe even learn some sign language if the
student knows it.

V. ASSESSMENT
Checking for Understanding/Formative Assessment: (self-critique, teacher/student discussion or critique, peer critique, other )
 Teacher student discussion about project, continuous check ins

VI. EVALUATION RUBRIC

Summative Assessment: Cerate a rubric: list the expected student competencies and methods you will use to evaluate student’s
learning outcome, (portfolio rubric, rubric review, group presentation rubric, exhibition rubric)
EXPLANATION OF THE ELEMENTS OF DIP
Conceptual Framework
This lesson explores the big idea of identity with a key concept of self-expression. Students will engage in SEL in this lesson
as they explore their identity as well as their about their classmates’. We will engage in analysis of contemporary artists’ artworks as
well as contemporary practices of idea generation. Students will begin building their foundational skills of grid drawing and learning
proportions.

Problem Solving:
Visual and conceptual problem solving for finding ways to express oneself through a symbol and how to use a grid system

Artistic Strategy/s:
Visual, spatial, or tactile incorporation of graphic images, symbols, or formats as the basis for communicating meaning.
Artistic strategy includes the process that assist the learner in acquiring information or understanding.

Setting Boundaries:
 15 x 20 toned paper
 Grid drawing
 Begin with pencil, shade and color with color pencil

Personal Connection:
 Students will explore their own identity and experiences for this project

Interpreting Artwork/s:
 Showing student work
 Showing contemporary artist work
 VTS with contemporary art work

Example of studio work: Due to time, I provided students other student work as examples, I am creating one along with them.
Assessment: Formative – measure progress
List the expected student competencies and explain/develop methods you will use to assess student’s learning.
a. Students will be able to create a grid of one inch as well as half inch
ii. Measured in observation during scaffolded demo and studio work
b. Students will be able to understand identity and self expression
iii. Measured in mindmap
c. Students will have knowledge of contemporary art practices
iv. Measured in mind map
d. Students will be able to create a self portrait with accuracy of the grid technique
v. Measured in final artwork and in progress check ins

Evaluation Rubric: Summative – evaluate result

Table/List: descriptive and leveled list of criteria’s that matches the goals and objectives to evaluate learning. Evidence of
learning.

Learning Targets 6 (Exemplary) 4 (Proficient) 2 (Needs Work)

Students will be able to create I was able to create a one inch I was able to create a one inch I did not follow the
a grid of one inch as well as grid with straight lines on the grid on the large toned paper. measurement requirement for
half inch large toned paper. The meaurements may be off the grid and the lines are not
slightly. matching up with the tick
marks.
Students will be able to I was able to complete the I was able to complete the I did not complete the mind
understand identity and self mind map and select a symbol mind map somewhat and my map and/or my symbol does
expression that was informed by the mind symbol was informed by my not represent my identity.
map. mind map.
Students will have knowledge I engaged in VTS as well as I engaged in the VTS and/or I did not participate in VTS and
of contemporary art practices the mind map. partially completed the mind I did not complete the mind
map map.
Students will be able to create I completed the self portrait I completed the self portrait I did not use the grid system
a self portrait with accuracy of using the grid system. Making using the grid system but throughout the whole self
the grid technique sure to match the details from taking liberty to freehand some portrait.
each square. parts.

Union MT rubric