Unit plan Expressive Journeys 6-8th Grade

Unit Plan

Grades: 6-8

Number of days: 10

Length of classes: 45 Minutes

Unit Theme: Expressive Journeys - Personal Connection Through Art

Unit Overview: This unit centers around the overarching theme of Personal Narratives in Art, inviting students to embark on a transformative journey of self-discovery and expression through a variety of artistic mediums. Grounded in the principles of Teaching for Artistic Behavior (TAB), this approach empowers students to play an active role in their artistic learning process, encouraging the cultivation of individuality and creativity. Throughout the unit, students will grapple with enduring understandings, including the recognition of art as a potent medium for personal expression, the cultivation of creative autonomy, an understanding of the narrative power of visual elements, the value of reflective practice in artistic endeavors, and the potential for art to foster connections within a community. The unit objectives are structured to guide students through an exploration of personal expression in artworks, the experimentation with diverse artistic pathways, the development of creative autonomy, the exploration of visual elements in storytelling, and the hands-on experimentation with various artmaking techniques. The unit aims not only to hone artistic skills but also to instill a profound appreciation for the diverse narratives woven within the artistic community.

Unit Big Idea:

This unit encourages students to explore and express their own stories, experiences, interests, and emotions through various artistic mediums. It promotes individuality, creativity, and self-discovery, aligning with the principles of TAB where students take an active role in their artistic learning process. Students will take the reins with their artmaking process in order to make it personal to them.

Enduring Understandings:

Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.
Artists will develop a sense of creative autonomy and learn to make informed choices in their artistic process, reinforcing the importance of personal agency in art-making.
Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.
Artists will understand the value of reflecting on their artistic process, recognizing how self-reflection contributes to personal growth and development as artists.
Artists will realize the potential for art to foster connections within a community, as they share and appreciate the diverse narratives expressed by their peers.

Unit Objectives:

Artists will understand the concept of art as a medium for personal expression and begin to explore various artistic pathways.

Standard 1 Observe and Learn to Comprehend: Students will observe and discuss artworks, identifying elements of personal expression.
Standard 2 Envision and Critique to Reflect: Students will express personal reactions to artworks and discuss how artistic choices contribute to the artist's narrative.

Artists will experiment with diverse artistic mediums and techniques to express personal narratives.

Standard 3 Invent and Discover to Create: Students will engage in the artistic process, experimenting with diverse mediums and techniques.
Standard 2 Envision and Critique to Reflect: Students will reflect on their artistic choices, evaluate the effectiveness of their technique with their chosen mediums, and refine their work accordingly.

Artists will develop a sense of creative autonomy and make informed choices in their artistic process.

Standard 3 Invent and Discover to Create: Students will make informed choices in their artistic process and explain the reasoning behind their decisions.
Standard 4 Relate and Connect to Transfer: Students will recognize the personal connection between their choices and the expressive impact of their artwork.

Artists will explore how visual elements convey narratives and emotions in personal storytelling through art.

Standard 1 Observe and Learn to Comprehend: Students will analyze the use of visual elements (e.g., color, composition) in artworks to convey narratives
Standard 2 Envision and Critique to Reflect: Students will reflect on how the manipulation of visual elements enhances the storytelling aspect of their artwork.
Standard 3 Invent and Discover to Create: Students will experiment with their artmaking

Unit Goals:

Encourage Personal Expression: Foster an environment where students feel empowered to explore and express their unique stories, emotions, and perspectives through diverse artistic mediums, reinforcing the concept that art is a powerful means of personal expression.
Cultivate Creative Autonomy: Develop students' ability to make informed choices in their artistic process, promoting a sense of creative autonomy and emphasizing the importance of personal agency in shaping their artwork.
Explore Narrative Power of Visual Elements: Guide students in understanding and manipulating visual elements such as color, composition, and symbolism to convey narratives effectively in their artwork, enhancing their storytelling capabilities.
Promote Reflective Practice: Instill the value of reflective practice in students, encouraging them to introspectively assess their artistic choices, evaluate the effectiveness of their techniques, and refine their work accordingly for continuous personal growth.
Foster Community Connections: Inspire students to recognize the potential for art to foster connections within a community. Through the sharing and appreciation of diverse narratives expressed by their peers, create an inclusive environment that celebrates the richness of individual stories within the artistic community.

Colorado Academic Content Standards:

*This unit is taught to grades 6-8. I have included the Standards, GLE, and EO’s for “Middle School 2” as a middle ground for the grades but with the acknowledgment that it will alter slightly for age groups.

Middle School 2, Standard 1. Observe and Learn to Comprehend

Grade Level Expectation 1: Analyze works of art and visual culture, and apply the language of visual art and design, to infer meaning.
Evidence Outcomes

Students Can:

a. Apply the language of visual art and design to describe the aesthetic value of works of art.

b. Evaluate the emotional significance generated by the language of visual art and design.

c. Differentiate and implement the language of visual art and design when observing works of art.

Grade Level Expectation 2: Recognize and interpret works of art through the lens of time, place and culture.
Evidence Outcomes

Students Can:

a. Examine and articulate works of art that communicate significant cultural beliefs or sets of values.

b. Investigate and discuss how exposure to various cultures and styles influences feelings and emotions toward art forms.

c. Interpret and demonstrate how works of art synthesize historical and cultural meaning.

Grade Level Expectation 3: Employ concepts, issues, and themes from other disciplines to solve visual arts problems.
Evidence Outcomes

Students Can:

a. Incorporate key concepts, issues, and themes from other disciplines into works of art.

b. Explain and discuss how concepts, ideas and themes from other disciplines can be used in the visual arts.

c. Explain how skills, themes and key concepts from other disciplines help artists improve their work.

Middle School 2, Standard 2. Envision and Critique to Reflect

Grade Level Expectation 1: Determine meaning from works of art and design using visual literacy skills such as interpretation, negotiation, appreciation, and selection. –
Evidence Outcomes

Students Can:

a. Explain and justify the visual elements artists use to express ideas in specific works of art.

b. Discuss, debate, and negotiate possible alternative interpretations of works of art.

c. Utilize visual literacy skills in verbal or written discourse to construct meaning from works of art considering multiple points of view.

Grade Level Expectation 2: Utilize appropriate vocabulary in the critical analysis of works of art.
Evidence Outcomes

Students Can:

a. Explain the purpose of a variety of visual and conceptual elements in works of art.

b. Decode the meaning in works of art using visual evidence.

Middle School 2, Standard 3. Invent and Discover to Create

Grade Level Expectation 1: Plan, anticipate outcomes and use feedback to grow as an artist.
Evidence Outcomes

Students Can:

a. Plan, revise and refine an idea.

b. Generate works of art based on selected themes or anticipated goals.

c. Identify or demonstrate changes in personal style or skill level in works of art over time.

Grade Level Expectation 2: Demonstrate technical skills and processes to achieve desired results.
Evidence Outcomes

Students Can:

a. Create works of art from observation, photographs and stored mental images adding personal interpretations.

b. Demonstrate and apply perceptual skills to create works of art.

c. Research and communicate personal ideas and interests in works of art.

Grade Level Expectation 3: Utilize current and available technology as a primary medium to create original works of art.
Evidence Outcomes

Students Can:

a. Explore ways to manipulate works of art through technology.

b. Utilize current and available technologies to create new forms of 2-D and 3-D art.

Middle School 2, Standard 4. Relate and Connect to Transfer

Grade Level Expectation 1: Investigate how artists, designers, and scholars narrate their social context.
Evidence Outcomes

Students Can:

a. Design and create works of art using images, words and symbols that illustrate personal community or culture.

b. Analyze and explain how artists and cultures have used art to communicate ideas and identity throughout history.

Grade Level Expectation 2: Identify where the visual arts and artistic thinking are present in the real world.
Evidence Outcomes

Students Can:

a. Discuss and explain how the visual arts are an integral part of popular culture.

b. Recognize and articulate how artists and designers use critical thinking skills in the community.

c. Explore and evaluate ways that artistic thinking is used to solve problems in various careers.

Grade Level Expectation 3: Communicate messages about societal problems through the creative process.
Evidence Outcomes

Students Can:

a. Recognize and articulate how social issues influence the creation of contemporary works of art.

b. Create and display a work of art based on a selected social issue.

ELL/CLD Standards

Language Expectations ELD-SI 4-12 Narrate

Share ideas about one’s own and others’ lived experiences and previous learning.
Ex: Students explain how their artwork has a meaning that connects to their lives or others’ lives through shared experiences.
Connect stories with images and representations to add meaning.
Ex: Students will add visual details that are influenced by the artwork's conceptual meaning
Identify and raise questions about what might be unexplained, missing, or left unsaid.
Ex: Students will reflect and discuss with the teacher and each other the meaning behind their piece and what visual elements indicate that. This may be an opportunity for students to explain why they didn’t include something or for someone to offer a critique.
Recount and restate ideas to sustain and move the dialogue forward
Ex: through the daily check-ins, students set objectives, entry questions, and exit questions students are frequently prompted to reflect on their process both in written and spoken format
Create closure, recap, and offer next steps
Ex: Students complete an artist statement where they write their steps, processes, struggles, and successes. They also complete a reflection critique conversation with a partner.

Language Expectations ELD-LA 6-8 Inform Interpretive

Identifying and/or summarizing main ideas and their relationship to supporting ideas

Students summarize their project process through a written artist statement. They also summarize via writing what they learned when we do artist artifacts and learn about current and past working artists.

Analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors

During artist artifacts, students are prompted to read, listen, and watch content that informs them about various artists. They then respond via written and verbal reflection on what they learned and work through challenging questions that are designed to help them think about art in new ways.

Evaluating the impact of the author’s keyword choices over the course of a text

During artifacts, students will sometimes read articles about an artist and connect the ideas and keywords found in those articles to those talked about in class through discussion and guided written questions.

Language Expectations ELD-SI 4-12 Explain Interpretive and Expressive

Generating and conveying initial thinking

Ex: Students follow a guided planning process where they convey their ideas both in writing and with conversation with a classmate

Following and describing cycles and sequences of steps or procedures and their causes and effects

Ex: As students learn the ins and outs of their chosen medium they focus on the repetitive steps and processes in that medium to improve their craftsmanship. When they struggle, they might be verbally asked to explain those steps to work through and problem solve. We also have cleaning procedures that are followed each day.
Comparing changing variables, factors, and circumstances
Ex: When learning a new medium, it can be unpredictable. Students will work to identify changing variables based on circumstances, for example, understanding that in our Colorado climate with the cold weather, the clay will dry out more quickly if not properly wrapped.
Offering alternatives to extend or deepen awareness of factors that contribute to outcomes.
Ex: through the daily check ins, student set objectives, entry questions, conversations, and exit questions students are frequently prompted to reflect on their process and changing factors both in written and spoken format
Acting on feedback to revise understandings of how or why something is or works in particular ways.
Ex. Throughout the project students will have check-ins and guidance with the teacher and fellow peers where they will reflect and revise their artmaking process.

Interdisciplinary

Reading/Writing

Objective: Artists will understand the concept of art as a medium for personal expression and begin to explore various artistic pathways.

Integration: Students can read and analyze articles and fellow student’s artist statements that explore personal narratives.
Reading Anchor Standard 7 (CCSS.ELA-LITERACY.CCRA.R.7): Integrate and evaluate content presented in diverse media and formats, including visually, to deepen understanding of literary texts.

Objective: Artists will experiment with diverse artistic mediums and techniques to express personal narratives.

Integration: Students can write reflections on their artistic process, describing the choices they make and the narratives they aim to convey through their artwork. Writing can serve as a complementary tool to articulate the stories behind their creations.
Writing Anchor Standard 4 (CCSS.ELA-LITERACY.CCRA.W.4): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Science

Objective: Artists will develop a sense of creative autonomy and make informed choices in their artistic process.

Integration: Understanding the science behind artistic materials, such as the process of structure molecule change that clay goes through when fired, can enhance students' informed decision-making. Exploring the chemical properties of materials contributes to a more comprehensive understanding of their creative choices.
Crosscutting Concept: Structure and Function (NGSS Crosscutting Concept CCC): Students can explore how the chemical properties of artistic materials contribute to the function and form of their creations.

Mathematics

Objective: Artists will explore how visual elements convey narratives and emotions in personal storytelling through art.

Integration: Math plays a role in the composition and visual elements of artworks. Students can apply geometric principles in arranging visual elements, considering proportions, symmetry, and spatial relationships. This mathematical perspective enriches their exploration of visual storytelling.
Geometry Standard 7.G (CCSS.MATH.CONTENT.7.G): Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Overview of the Learning and Artmaking Activities:

Day 1: Introduction to Personal Expression (45 minutes)

Objective: Artists will understand the concept of art as a medium for personal expression and begin to explore various artistic pathways.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Beginning of class transition (5-7 minutes):

Students will do a 2–5-minute guided meditation then answer an entry question on their laptop.

Introduce project. (40 minutes)

Go over the new format for the project as a class (this changed from a team’s notebook to an interactive slide deck)
Discuss the unit theme "Expressive Journeys" and introduce the concept of personal expression in art.
Students will complete the first 6-7 slides (depending on grade). This includes some ideation, a project plan, and a discussion with a partner about their project. (this might spill over into day 2 for some students)

*Before this, students were provided with a variety of artistic materials and encouraged to experiment with different mediums.

Day 2: Experimenting with Diverse Mediums (45 minutes)

Objective: Artists will experiment with diverse artistic mediums and techniques to express personal narratives.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will develop a sense of creative autonomy and learn to make informed choices in their artistic process, reinforcing the importance of personal agency in artmaking.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Enduring understanding: Artists will understand the value of reflecting on their artistic process, recognizing how self-reflection contributes to personal growth and development as artists.

Reflection on Day 1 and beginning of class transition (5-7 minutes)

Briefly discuss students' initial experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students will get started on their project or finish up the project planning steps from the day before (25-30 minutes)

Emphasize the importance of experimentation and personal exploration.
Introduce specific techniques or mediums relevant to students.
Allow students to dedicate time to experiment with these techniques.
Students cleanup (10 minutes for clay, 5 minutes for everyone else)

Exit question (2 minutes)

Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Day 3-4: Experimenting with Diverse Mediums (45 minutes)

Objective: Artists will experiment with diverse artistic mediums and techniques to express personal narratives.

Objective: Artists will develop a sense of creative autonomy and make informed choices in their artistic process.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will develop a sense of creative autonomy and learn to make informed choices in their artistic process, reinforcing the importance of personal agency in artmaking.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Enduring understanding: Artists will understand the value of reflecting on their artistic process, recognizing how self-reflection contributes to personal growth and development as artists.

Reflection on previous days and beginning of class transition (5-7 minutes)

Briefly discuss students' experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students will get more comfortable with their project (25-30 minutes)

Emphasize the importance of experimentation and personal exploration.
Introduce specific techniques or mediums relevant to students.
Discuss the importance of creative autonomy and informed decision-making in art.
Allocate time for students to work independently on their pieces.
Encourage them to make thoughtful choices based on personal expression.
Conduct individual or small group check-ins to provide guidance and support.
Ensure students are navigating the balance between autonomy and guidance.

Students clean up (10 minutes for clay, 5 minutes for everyone else)
Exit question (2 Minutes)

Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Day 5: Artifact and learning about artists.

Objective: Artists will explore how visual elements convey narratives and emotions in personal storytelling through art.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Enduring understanding: Artists will realize the potential for art to foster connections within a community, as they share and appreciate the diverse narratives expressed by their peers.

Reflection on previous days and beginning of class transition (5-7 minutes)

Briefly discuss students' experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students will do a guided artifact exploration where they learn about 1-2 artists or artworks and think critically (35 minutes)

Provide examples of artists who exhibit autonomy in their work.
Show artists that encourage students to think outside the box of what art is
Discuss visual elements such as color, composition, and symbolism.
Analyze artworks that effectively use these elements to convey narratives.
Give time for students to reflect on what they learned.

Exit question (2 Minutes)

Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Day 6-7: Experimenting with Diverse Mediums (45 minutes)

Objective: Artists will experiment with diverse artistic mediums and techniques to express personal narratives.

Objective: Artists will develop a sense of creative autonomy and make informed choices in their artistic process.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will develop a sense of creative autonomy and learn to make informed choices in their artistic process, reinforcing the importance of personal agency in art-making.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Enduring understanding: Artists will understand the value of reflecting on their artistic process, recognizing how self-reflection contributes to personal growth and development as artists.

Reflection on previous days and beginning of class transition (5-7 minutes)

Briefly discuss students' experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students will continue to work on their project (25-30 minutes)

Emphasize the importance of experimentation and personal exploration.
Work on specific techniques or mediums relevant to students and problem solve roadblocks.
Discuss the importance of creative autonomy and informed decision-making in art.
Allocate time for students to work independently on their pieces.
Encourage them to make thoughtful choices based on personal expression.
Conduct individual or small group check-ins to provide guidance and support.
Ensure students are navigating the balance between autonomy and guidance.

Students clean up (10 minutes for clay, 5 minutes for everyone else)
Exit question (2 Minutes)

Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Day 8-9: Finish up project and reflection

Objective: Artists will explore how visual elements convey narratives and emotions in personal storytelling through art.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will understand the value of reflecting on their artistic process, recognizing how self-reflection contributes to personal growth and development as artists.

Enduring understanding: Artists will realize the potential for art to foster connections within a community, as they share and appreciate the diverse narratives expressed by their peers.

Reflection on previous days and beginning of class transition (5-7 minutes)

Briefly discuss students' experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students finish up their projects and finish the rest of the slide deck with a reflection process (25-30 minutes)
Emphasize the importance of experimentation and personal exploration.
Create a supportive environment for students to share their experimental pieces.
Encourage constructive feedback and reflection from peers.
Guide students in creating artist statements that explain the narratives and choices behind their pieces
Students clean up (10 minutes for clay, 5 minutes for everyone else)
Exit question (2 Minutes)
Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Day 10: Artifact and learning about artists

Objective: Artists will explore how visual elements convey narratives and emotions in personal storytelling through art.

Enduring understanding: Artists will understand that art is a powerful medium for personal expression, allowing them to communicate their unique narratives, emotions, and perspectives.

Enduring understanding: Artists will grasp the narrative power of visual elements such as color, composition, and symbolism in conveying personal stories and emotions through their artwork.

Enduring understanding: Artists will realize the potential for art to foster connections within a community, as they share and appreciate the diverse narratives expressed by their peers.

Reflection on previous days and beginning of class transition (5-7 minutes)

Briefly discuss students' experiences and reflections from the previous day.
Students will do a 2–5-minute guided meditation then answer an entry question on their laptop and set a daily objective that asks about studio habits of mind and for them to reflect on their behavior using a car and tire analogy that we have been focusing on.

Students will do a guided artifact exploration where they learn about 1-2 artists or artworks and think critically (35 minutes)

Provide examples of artists who exhibit autonomy in their work.
Show artists that encourage students to think outside the box of what art is
Discuss visual elements such as color, composition, and symbolism.
Analyze artworks that effectively use these elements to convey narratives.
Give time for students to reflect on what they learned.

Exit question (2 Minutes)
Students line up and answer an exit question that is designed to get them intentionally thinking about their art

Formative Assessments: Students will follow a step by step guide that allows them to write and verbally convey their art making process. This encourages them to reflect and intentionally interpret their learning in their own words. This process includes me assessing their planning process, their intentionality as they create, what studio habits they are focusing on, and their ability to think critically about their final project through an artist statement and critique conversation. https://heatherdiviness200.wixsite.com/wonder-art-blog/post/art-project-process

Summative Assessment: The final outcome is to complete a project that they envisioned, planned, and directed. Their art project process and artist artifacts will also be graded as a part of the learning process.

Anticipated Challenges: Anticipated challenges for this art lesson may include addressing varying levels of artistic experience and comfort among students. Some learners may be more confident in experimenting with diverse mediums, while others might feel apprehensive about expressing personal narratives through art. Additionally, providing a balance between creative autonomy and guided instruction may pose a challenge, as it requires me to gauge when to step in and offer support without stifling individual expression. Another potential challenge is ensuring that students grasp the connection between visual storytelling elements and personal narratives, especially if they have limited exposure to art analysis or interpretation. Moreover, managing diverse learning preferences and adapting the lesson to cater to different modes of expression—whether visual, written, or verbal which some of our IEPs require. To address these challenges, I will employ differentiated teaching strategies, offer individualized guidance, and create a supportive environment that encourages risk-taking and exploration.

Wonder Art

Unit plan Expressive Journeys 6-8th Grade

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