Topic Taught
Our unit goal focused on the idea of community and broadening students’ perceptions of themselves, their community, and their world through the idea of Idealism. Within each lesson we used the word Ideal to ask students how all of these things could be improved in their lives. We started broad, with the ideal world or cities and progressively narrowed the focus closer to the student in each lesson.
In the first lesson, Ideal Cities, we introduced the concept of “Idealism” and showed them that there was an infinite amount of possibilities in the world. In the second lesson, the students had a more specific focus on making creatures that would go into their ideal world. They gave the creatures ideal features that they found appealing and that related to their ideal cities they had created the week before. Next, we focused on special power masks. In this lesson they got to pick their Ideal superpower and illustrate characteristics of that power in the form of a mask. They then created a story about their mask to further illustrate the power and how it would work. In the fifth lesson, we kept the topic close to the student as we had them create their ideal room using a fresco format. This lesson echoed back to the architectural idea of the ideal cities. We finished our unit with an ideal me assignment. Students explored multi-media processes while creating self-portraits.
Our unit’s goal is to expand student’s perceptions of themselves and their community by helping them find themselves in relationship to the rest of the world. We started broad, with the ideal world or cities and progressively narrowed the lesson topic closer to the student in each lesson. Within each lesson we used the word Ideal to ask students how all of these aspects could be improved in their lives.
In the first lesson, Ideal Cities, we introduced the concept of “Idealism” and showed them that there was an infinite amount of possibilities in the world. In the second lesson, the students had a more specific focus on making creatures that would go into their ideal world. They gave the creatures ideal features that they found appealing and that related to their ideal cities they had created the week before. Next, we focused on special power masks. In this lesson they got to pick their Ideal superpower and illustrate characteristics of that power in the form of a mask. They then created a story about their mask to further illustrate the power and how it would work. In the fifth lesson, we kept the topic close to the student as we had them create their ideal room using a fresco format. This lesson echoed back to the architectural idea of the ideal cities. We finished our unit with an ideal me assignment. Students explored multi-media processes while creating self-portraits.
Our unit’s goal is to expand student’s perceptions of themselves and their community by helping them find themselves in relationship to the rest of the world. We started broad, with the ideal world or cities and progressively narrowed the lesson topic closer to the student in each lesson. Within each lesson we used the word Ideal to ask students how all of these aspects could be improved in their lives.
Relevance of the Topic to the Content and within the Curricular Sequence
Throughout our unit, we worked on applying the Colorado standards on art education to each lesson plan. Standard one, Observe and Learn to Comprehend, states "...use the visual arts to express, communicate, and make meaning." Students were asked to use visual language to express themselves and their ideas of their own personal ideal cities, creatures, special powers, and rooms. Standard two, Envision and Critique to Reflect, states, "...articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information." An example of our use of this standard occurred during the visual narrative lesson. Students were asked to reflect and expand on their ideas about their masks, and wonder what story would enfold due to their mask's special power. Standard three, Invent and Discover to Create, asks students to "...generate works of art that employ unique ideas, feelings, and values, using different media, technologies, styles, and forms of expression." In each lesson, we asked our students to communicate their intent. Each of our lessons provided guidelines for students to work with, and we stressed craftsmanship and proper use of material. In different lessons we offered students many opportunities of varied mediums to demonstrate that art is more than just drawing and painting. The final standard, Relate and Connect to Transfer, states that students will, "recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience." We accomplished this by asking students to consider the world, and more local community around them, by thinking and considering how they could make various parts of their world "ideal." Students learned that artwork can be more than what's made in the art classroom. For example, during the visual narratives lesson, students learned that illustrated stories can be a form of art as well. Each lesson of our unit touched on aspects of these standards, and attempted to expand student’s knowledge and awareness about art.
Explain the Significance of the topic globally, personally, and specifically for this population
Globally - Our unit aims to create educated and informed global citizens by exposing them to new concepts about community and culture. By asking students to consider the word Ideal in each of our lessons, students have envisioned a better world. Once students define their ideal world, they can make progress towards creating it.
Personally – This unit is significant to me personally because it allows me to create my own ideal world. I had the opportunity to consider what my ideal world is and then transfer those ideas to my students. By opening up the minds of students I create a direct impact on the world around me by educating the future generations. I am able to create my own ideal world by passing on my ideal ideas to future generations.
Specifically for this population – Our unit gives students a place in the world by showing them that they are a part of a whole. It allows students to realize more about themselves by comparing themselves to the rest of their community. By focusing on the word Ideal we have taught students that if they encounter aspects of their lives that aren’t ideal they have the ability to change it.
Personally – This unit is significant to me personally because it allows me to create my own ideal world. I had the opportunity to consider what my ideal world is and then transfer those ideas to my students. By opening up the minds of students I create a direct impact on the world around me by educating the future generations. I am able to create my own ideal world by passing on my ideal ideas to future generations.
Specifically for this population – Our unit gives students a place in the world by showing them that they are a part of a whole. It allows students to realize more about themselves by comparing themselves to the rest of their community. By focusing on the word Ideal we have taught students that if they encounter aspects of their lives that aren’t ideal they have the ability to change it.