Name: Andrea Rico

Title: Art is a Universal Language

Grade level: 5th grade
Duration of Unit: 22-28 days

Enduring Understandings

➢ Artists combine ideas to come up with new ones.

➢ Artists experiment and practice to develop artistic skill.
➢ Curators need a variety of skills and knowledge to do their job.
➢ Curators are responsible for preserving artwork and artifacts.
➢ People interpret artwork differently.
➢ Artists interpret art by analyzing its characteristics.
➢ Visual communication through art crosses cultural and language barriers throughout time.
➢ Emotions can be portrayed in a variety of ways through cultural interpretations.
➢ Ideas can be communicated visually.

Rational/Narrative Summary

Throughout history art has been an outlet for people to express their ideas and emotions. In studying how art can communicate meaning
throughout cultures and time, students will develop the skills necessary to understand and communicate successfully in our image-
saturated world. By analyzing artwork from a variety of cultures, students will learn to identify the artistic techniques used to communicate
a message or invoke a desired response. After analyzing these methods, students will realize how artists can portray different views,
opinions, emotions and interpretations through art. By understanding how artists communicate through art, students will begin to
implement, as well as experiment and create new methods of communication within own art. The study of ancient art in this way allows
students to understand that art provides insights about ourselves, our culture and the culture of others. This understanding of self and
others transfers to all other subjects and will provide meaning in non-academic endeavors as well.
 INTERDISCIPLINARY
TEACHING

CONNECTIONS
STANDARDS
LESSON TITLE CLOSURE

NATIONAL
LESSON MOTIVATING INSTRUCTIONAL
& DURATION ESSENTIAL LESSON OBJECTIVES ACTIVITIES/
OVERVIEW OBJECTIVES ASSESSMENT ACTIVITIES & GAMES RESOURCES
(1 class = 60 QUESTIONS (SKILLS) CRITIQUES/
minutes) (CONCEPTS) &
QUESTIONS
ART MATER
IALS, NEEDED

Respond CCSS.ELA-
1 Students will be
VA:Re7.1.5 LITERACY.
Why do we need Art can be open Interpreting and ▪ Discussion Learners will: ▪ computer Exit Ticket:
introduced to art? to various analyzing art. Rating Scale ▪ projector
SL.5.1.B
aesthetics. They interpretations. (Beattie, - Observe and take guided notes during a ▪ What is art? Tell me in your
WHAT IS ART? Respond
Why do people use Comparing one's 2005, pg. 36) presentation over the topic: What is art? SlideShare. words what is art?
will practice VA:Re8.1.51 CCSS.ELA-
LITERACY. images to tell There are rules own interpretation (W, H) ▪ guided notes
(1 class thinking and
period) Connect SL.5.1.C stories and to to be followed of a work of art with ▪ Informal - Work in a group to think through and handout What did you learn
posing aesthetic communicate? observations discuss aesthetic puzzles about art (H, E) ▪ Aesthetic today that you
VA:Co11.1.5 during the interpretation
questions. ▪ Interpret art puzzles handout didn’t know before?
discussions. of others.
How can we ▪ Exit Ticket ▪ Compare their interpretation of art (example of 1)
express ideas with the interpretations of others ▪ exit ticket
Art serves many Participating in
through art? ▪ Follow rules for discussions
purposes. discussions by
- Participate in whole class discussion
posing and
▪ Pose and answer questions about art (R)
responding to
questions.

Identify the purpose

of art.

Students will be Respond VA: CCSS.ELA- Why do people use ▪ Graphic Learners will: ▪ computer Journal/sketchbook
Art can be open Interpreting and
Re7.1.5 LITERACY.
2 learn about SL.5.1.B
images to tell to various analyzing art. Organizer ▪ projector entry:
ancient cave art. stories and to interpretations. See, wonder, - Briefly sketch the images of ancient cave ▪ sketchbooks
Respond VA:
CAVE communicate? Comparing one's think paintings (W, H) ▪ Images of cave What do the cave
They will Re8.1.51 CCSS.ELA-
PAINTINGS & LITERACY. Art serves many own interpretation - Analyze images from ancient cave paintings paintings paintings tell us
interpret what How can we ▪ Cave painting a See-Wonder-Think strategy graphic ▪ See-wonder- about prehistoric
VISUAL Create VA: SL.5.1C purposes. of a work of art with
the cave Cr1.1.5 express ideas (artwork organizer (H, E) think graphic people?
COMMU- paintings and the interpretation
through art? assessment ▪ Compare and contrast interpretations in organizer
NICATION There are rules of others.
discuss in groups. Create VA: form- group and class discussions ▪ chalk What would the
Cr2.1.5 to be followed
(2 class They will create What does art attached) - Students will brainstorm ways to visually ▪ sidewalk “cave paintings” we
during Identify the purpose
periods) their own “cave reveal about depict an aspect of their life (R) ▪ student copy of made today tell
Connect VA: discussions. of art.
painting” previous societies ▪ Informal - Experiment with chalk to create a “cave artwork people about our
Co11.1.5
depicting an and cultures? observation painting” about their life (H, E, R, E-2, T) assessment lives if they found
Artistic skill is Participating in form them in the future?
aspect of their developed discussions by ▪ Sketchbook/j
life. through practice. posing and ournal entry What was the most
responding to check challenging aspect
questions. of cave painting
project?
Combining ideas to
create new ideas.

Developing their
artistic skill through
experimentation
and practice.
 CCSS.ELA- Learners will:
3 Students will
Respond VA: LITERACY.
Art can be open Interpreting and ▪ Graphic ▪ computer Short reflection
learn about Why do people use to various analyzing art. organizer: ▪ projector after self-evaluation
Re7.1.5 SL.5.1.B - Briefly sketch the Funerary Stele of Tembu
EGYPTIAN ART ancient Egyptian images to tell interpretations. Becoming an ▪ sketchbooks of project using
stories and to art critic (W, H) ▪ images of Egyptian Clay Story
& PERSONAL art and briefly Respond VA: CCSS.ELA- Comparing one's - Practice analyzing and discussing ancient
STORIES Re8.1.51 LITERACY. communicate? Art serves many own interpretation Ancient rubric:
sketch the ▪ Informal Egyptian funerary stele (H, E, T) Egyptian Stele
SL.5.1.C purposes. of a work of art with
Funerary Stele of Create VA: How can we observation & ▪ Identify characteristics of ancient ▪ Becoming and According to the
(2-3 class Tembu. They will the interpretation Egyptian art
Cr1.1.5 express ideas Sketchbook art critic graphic rubric what are
periods) Artistic skill is of others. ▪ Infer and discuss the purpose of the
interpret and through art? check organizer some areas where
Create VA: developed artifact/artwork at the time the was
discuss the stele. ▪ air-dry clay you could improve?
Cr2.1.5 through practice. Identify the purpose created
Then, they will What does art ▪ Egyptian Clay ▪ clay tools guide What is your plan
of art. ▪ Pose and answer questions about
create their own reveal about Story sticks for improving before
previous societies There are rules (artwork ancient Egyptian art ▪ paper (6”x9”), the next project?
story in clay. Connect VA: to be followed Combining ideas to ▪ Describe ways that people have used to
Co11.1.5 and cultures? assessment ▪ color pencils
during create new ideas. form- communicate in the past and the ▪ tempera
discussions. attached) present ▪ rolling pins
Developing their ▪ Recognize how the elements and ▪ watercolor
artistic skill through principles of design are used in works of paints
experimentation art ▪ brushes
and practice. ▪ Make connections between ancient ▪ water
ways of life and modern life containers
Participating in - Problem solve by planning and sketching ▪ newspapers
discussions by ideas to create their family story in ancient ▪ student copy of
posing and Egyptian style (E, R) artwork
responding to - Experiment with clay to create relief assessment
questions. depicting a family story (R, E-2, T) form

Create VA: CCSS.ELA- Why do we need ▪ Graphic Learners will: ▪ computer Exit Ticket
Students will Artistic skill is Developing their
Cr2.1.5 LITERACY.
4 learn about SL.5.1.B
art? developed artistic skill through organizer:
- Briefly sketch scene on a Greek water jar
▪ projector 3-2-1:
ancient Greek through practice. experimentation See, wonder, ▪ sketchbooks 3 (things learned), 2
Respond VA: depicting Herakles and the Hydra (W, H)
Why do people use and practice. think ▪ images of (interesting
GREEK MYTHS art. They will Re7.1.5 CCSS.ELA- - Explore and discuss the narrative elements
LITERACY. images to tell Art can be open Caeretan Hydria findings), 1
ON EVERYDAY explore and of ancient Greek pottery using the see-
OBJECTS Respond VA: SL.5.1.C stories and to to various Interpreting and ▪ Journal entry and other (question)
discuss the communicate? wonder-think strategy (H, E) ancient Greek
Re8.1.51 interpretations. analyzing art.
narrative ▪ Exit Ticket ▪ Read the myth of Herakles and the black- figure
(2 class Hydra
elements of Connect VA: How can we vessels.
periods) Art serves many Comparing one's ▪ Compare and contrast the story on the
ancient Greek Co11.1.5 express ideas ▪ See-Wonder-
purposes. own interpretation vase with the myth using a Venn
pottery and through art? Think graphic
of a work of art with diagram in sketchbook
make organizer
There are rules the interpretation of - Examine another black-figure hydria and
comparisons What does art ▪ copies of the
to be followed others. interpret the scene on it. (E, R, H)
between visual reveal about Herakles and
previous societies during ▪ Write a journal entry to document the Hydra myth
story and literary discussions. Identify the findings with claim, support, and
and cultures? ▪ exit ticket
myth. purpose of art. question.
▪ Share findings with a neighbor and
Participating in discuss.
discussions by
posing and
responding to
questions.
 Connect VA: LITERACY.
5 Students will
Co11.1.5 SL.5.1.B
Why do people use Art serves many Identify the purpose ▪ Illustrated Learners will: ▪ computer Exit Ticket:
read four short images to tell purposes. of art. myth ▪ projector
ILLUSTRATING Greek myths and stories and to (artwork - Read four short Greek myths (W, H) ▪ sketchbooks What information
Create VA: CCSS.ELA-
GREEK MYTHS communicate? Artistic skill is Combining ideas to assessment - Select a scene from one of the myths they ▪ Caeretan Hydria from the myth
select one to Cr1.1.5 LITERACY.
SL.5.1.C developed create new ideas. form- have read (T) and other inspired you to
depict on a How can we attached) - Illustrate the myth on the side of a vase create scene?
(2-3 class Create VA: through practice. ancient Greek
scratchboard. Cr2.1.5 express ideas form on scratchboard, in the manner of the
periods) Developing their black- figure
Then, they will through art? ▪ Informal Eagle Painter (H, E, R) Compare your visual
Art can be open artistic skill through vessels
participate in a Respond VA: observations - Participate in a gallery walk and discussion story to the myth.
to various experimentation ▪ copies of four
gallery walk and Re7.1.5 What does art to match the scratchboard scenes with the Did you illustrate
interpretations. and practice. Greek myths
discussion to reveal about ▪ Exit Ticket appropriate myths (R, O) ▪ scratchboard the myth
Respond VA:
match the previous societies ▪ wooden successfully? Why or
Re8.1.51 There are rules Interpreting and
scratchboards and cultures? why not?
to be followed analyzing art. styluses
with the during ▪ student copy of
How do you think
appropriate discussions. Comparing one's
artwork
assessment your illustration
myths. own interpretation could be improved?
form
of a work of art with
▪ exit ticket
the interpretation of
others.

Participating in
discussions by
posing and
responding to
questions.

Connect VA: CCSS.ELA- Why do we need ▪ Clay Tile Learners will: ▪ computer Exit Ticket:
Students will Art can be open Interpreting and
Co11.1.5 LITERACY.
6 examine and SL.5.1.B
art? to various analyzing art. (artwork ▪ projector
analyze animal interpretations. assessment - Examine animal symbols in ancient Chinese ▪ images of Based on the
Respond VA:
Why do people use form- art (W, H) Beneficent Rain information about
ANIMALS AND symbols in Re7.1.5 CCSS.ELA- Comparing one's
LITERACY. images to tell Art serves many own interpretation attached) - Analyze the use of animal imagery in and Islamic animal symbolism
SYMBOLISM ancient Chinese
Respond VA: SL.5.1.C stories and to purposes. of a work of art with Chinese art (H, E) Wall Tile and you learned today,
and Islamic art. communicate? ▪ Exit Ticket - Select an animal (T) other examples which animal would
(3-4 class Re8.1.51 the interpretation of
They will select - Research the various qualities and traits of ancient art you choose to
periods) Artistic skill is others.
an animal and Create VA: How can we that communities around the world have with animal represent you?
developed
research it’s Cr1.1.5 express ideas associated with that animal (E) symbolism. Why?
through practice. Identify the purpose
symbolism. Then, through art? - Create a tile design featuring this animal ▪ sketchbook
Create VA: of art.
they will create a using line, shape, and color to emphasize ▪ student
Cr2.1.5 There are rules
tile design What does art key details and reinforce those qualities or computers
reveal about to be followed Combining ideas to traits (E, R) ▪ air dry clay
featuring this during create new ideas.
animal. Finished
previous societies - Share your research and tile design with ▪ Clay tools:
and cultures? discussions. gouges, picks,
your group. (H, E)
products will be Developing their plastic knives
shared with the artistic skill through and forks
class. experimentation ▪ acrylic paint
and practice. ▪ paint brushes
▪ student copy of
Participating in artwork
discussions by assessment
posing and form
responding to ▪ exit ticket
questions.
 Connect VA: CCSS.ELA-
7 Students will
Co11.1.5 LITERACY.
Why do we need Art can be open Interpreting and ▪ Mask Rubric Learners will: ▪ computer Exit ticket:
learn examine art? to various analyzing art. (artwork ▪ projector
SL.5.1.B
STORIES AND and analyze interpretation. assessment - Briefly sketch and examine three masks ▪ Images of How does your
Respond VA:
PURPOSES OF Why do people use Comparing one's form- from different cultures (W, H) masks from the mask represent your
images of masks Re7.1.5 CCSS.ELA-
MASKS LITERACY. images to tell Art serves many own interpretation attached) - Interpret and discuss the meaning of mask Benin, Kanak culture? Explain.
from the Benin, stories and to facial expressions (H, E) and Incan
Respond VA: SL.5.1C purposes. of a work of art with
Kanak and Incan Re8.1.51 communicate? ▪ Exit ticket - Sketch designs for a mask for an cultures How would you
cultures. They the interpretation of
appropriate occasion in their lives -- a ▪ newsprint improve your mask?
(3-4 class Artistic skill is others.
will interpret and Create VA: How can we holiday, a birthday, a personal milestone, a ▪ 36 gauge
periods) developed
discuss the what Cr1.1.5 express ideas family event (H, E, T) aluminum
through practice. Identify the purpose
messages the through art? - Practice making designs on strips of tooling tooling foil
Create VA: of art.
facial expressions foil (E, R) ▪ magazines
Cr2.1.5 There are rules
convey. Then, What does art - Make a foil tooled embossed mask (E, T) ▪ masking tape
reveal about to be followed Combining ideas to - Write a description of the mask that ▪ scissors
they will create a during create new ideas.
previous societies explains its purpose and cultural ▪ sharpie markers
foil tooled discussions.
and cultures? significance (R, T, O) ▪ pencils
embossed mask Developing their - Share mask and explanation with the class ▪ student copy of
inspired by a artistic skill through (H) artwork
personal holiday, experimentation assessment
a birthday, a and practice. form
personal ▪ exit ticket
milestone, or Participating in
family event. discussions by
posing and
responding to
questions.
 Connect VA: CCSS.ELA-
8 Students will
Co11.1.5 LITERACY.
Why do we need Art can be open Identify the purpose ▪ Self-Portrait Learners will: ▪ computer Exit Ticket:
explore the art? to various of art. Collage ▪ projector
USING SL.5.1.B
CULTURAL meaning of interpretations. Rubric - Explore the use and meaning of symbols ▪ images of Does your collage
Respond VA:
SYMBOLS TO Why do people use Interpreting and (attached) today (W, H) collage self- self-portrait
symbols in Re7.1.5 CCSS.ELA-
TELL YOUR LITERACY. images to tell Art serves many analyzing art. - Identify the meanings that are associated portrait successfully capture
today’s world. stories and to ▪ Artist with projected symbols (H, E) examples how your culture
STORY Respond VA: SL.5.1C purposes.
Then, they will Re8.1.51 communicate? statement - Discuss the values or beliefs that each symbol ▪ student has influenced you?
create self- Comparing one's
represents. (H, E) computers
(4-5 class There are rules own interpretation
portrait collages Create VA: How can we ▪ Exit Ticket - Think about and write a journal entry to ▪ drawing paper If you could do this
periods) to be followed of a work of art with
with symbols Cr1.1.5 express ideas answer the following questions: (R, T) ▪ pencils project again, what
during the interpretation of
that are through art? ▪ What symbols are important to you and ▪ erasers would you do
Create VA: discussions. others.
representative of your family? ▪ magazines differently?
Cr2.1.5
their culture. What does art ▪ Why are these symbols important? ▪ scissors
reveal about Artistic skill is Combining ideas to ▪ What beliefs, values, interests, and/or ▪ glue sticks
Finished developed create new ideas.
previous societies traditions do these symbols communicate? ▪ paintbrushes
products will be through practice.
and cultures? - Generate a list of these symbols and discuss ▪ acrylic matte
shared with the Developing their their meaning (E, T) ▪ varnish
class. artistic skill through - Journal about an event they believe has ▪ student copy of
experimentation shaped their cultural identity and/or their rubric
and practice. opportunities (R, T) ▪ exit ticket
- Create self-portrait collages that represent
Participating in their culture (R, T, O)
discussions by ▪ Draw and color images of the symbols they
posing and listed
responding to ▪ Cut them out and put them to the side.
questions. ▪ On a second sheet of paper, students
should draw a background for their self-
portrait using a pencil
▪ Once the background is completed, they
should draw their portrait in the center of
the paper.
▪ Arrange their cut-out symbols around the
self-portrait, gluing them to the paper.
▪ Add color and any additional cutouts to
complete their self-portrait collages.
 Connect VA: CCSS.ELA-
9 Students will
Co11.1.5 LITERACY.
Why do we need Artistic skill is Participating in ▪ Brochure Learners will: ▪ computer Exit Ticket:
interview a local art? developed discussions by rubric ▪ projector
BEING A SL.5.1.B
CURATOR & curator as a class. through practice. posing and (attached) - Listen to a presentation by a local curator ▪ images of What was the most
Create VA:
PRESERVING Why do people use responding to (W, H) brochures challenging part of
They will apply Cr1.1.5 CCSS.ELA-
OUR STORIES LITERACY. images to tell Art serves many questions. ▪ Exit Ticket - As a class interview the curator (H, E) ▪ sketchbooks about thinking like a
the information stories and to - Apply information about curating and ▪ drawing paper curator?
Present VA: SL.5.1.C purposes.
they’ve learned Pr4.1.5a communicate? ancient art to design a brochure for a ▪ color
(3-4 class about curating Identify the purpose
museum exhibit based on the artifacts and construction Would you purse a
periods) There are rules of art.
and ancient art What does art art they have studied in class (R, E-2, T, O) paper career as a curator?
to be followed
to design a reveal about ▪ color pencils Why or why not?
during Combining ideas to
brochure for a previous societies ▪ markers
discussions. create new ideas.
museum exhibit and cultures? ▪ rulers
based on the ▪ erasers
Why does Curators serve Developing their ▪ student copy of
artifacts and art an important artistic skill through
preserving art rubric
they have role in preserving experimentation
matter? How does ▪ exit ticket
studied in class. it relate to you? art. and practice.

Defining the roles

and responsibilities
of a curator.

Explaining the skills

and knowledge
needed in
preserving artwork.
Rubric for: Cave painting (lesson 2), Egyptian clay story (lesson3), Illustrated myth (lesson 5), Clay Tile (lesson 6),
and Mask making project (lesson 7)

Artwork Assessment Form

Category Description Excellent (4) Good (3) Average (2) Needs Work

How original and

Creativity innovative is the
work?
How well does the
work solve the
Fulfills Assignment problems outlined in
this assignment?
Objectives?
Did the student use
the principles of
design and
Composition a Design
compositions to make
the visual elements
work well?
Is the making of the
work in the
Care & Effort appropriate style of
the art being made?
Craftsmanship?
Didn’t rush to get it
done, but paid
attention to
consistency in the
work. Conscientious?
Self-Portrait Collage
Brochure Rubric: My Curated Museum Exhibit