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Why We Create

Why We Create. David Fatica Unit Portfolio Presentation. Unit Summary.

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Why We Create

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  1. Why We Create David Fatica Unit Portfolio Presentation

  2. Unit Summary Humans have created things: machines, tools, art, etc. for thousands of years. Even cavemen created art on the walls of their caves and tools for hunting. Why do we make these objects? In this unit you are going to create a self-portrait and create a storybook that will let everyone know a little bit more about you and your view of the world. Your storybook will also include a picture of an artist that you like and information about that artist including why you like that artist. You will also be learning about different types of media, the principles and elements of art and how to work with tools appropriately.

  3. Cave Drawings Lascaux-aurochs

  4. Curriculum Framing Questions • Essential Question Why do humans create? • Unit Questions • How have artists expressed their views of the world? • How do I express my of the world through art?

  5. Curriculum Framing Questions Content Questions What are different types of media? What are the principles and elements of design? What is important about working with tools? Who are you interested in as an artist and why?

  6. Why We Create Project This project will help you develop 21st century skills through: • Collaboration with peers. • Research on the Internet to find information • Evaluation of the accuracy and relevance of the information. • Evaluation of the relevance of music/pictures to their topic. • Composition/creation of a “digital story” to communicate their learning.

  7. Gauging Student Needs Assessment • Purpose of the Anticipation Guide Pre-Assessment • To gather information about what students think about the Essential and Unit questions related to the content—to activate their prior knowledge and stimulate interest in the topic. • Purpose of the K-W-L Pre-Assessment • To determine student prior knowledge regarding unit content • What I want to learn from my students? • What they know about a particular artist and why they like them. I also want to learn about them as people and what they know about types of media, principles and elements of art and working with tools. • How I have tried to promote higher-order thinking? • The anticipation guide asks students to evaluate, apply, and judge based on their own opinions and experiences. The K-W-L chart will be used to help students determine what they need to research about their topics.

  8. Gauging Student Needs Assessment How the assessment information helps me and my students plan for upcoming activities in the unit? • If students do not have any knowledge of the topic, I will know if I need to direct them to specific websites rather than allow them to search for information without guidance. • Students will be able to use the K-W-L to create questions for research and to gauge their own learning.

  9. My Goals for the Course • Help students understand that people react different ways to the injustice in their lives. • Help students evaluate others’ reactions to injustice/think about how they react to injustice and evaluate the effectiveness of choices people make. • Learn about digital storytelling and how it can help students become aware of how media can be used easily to create bias/show one side of an issue.

  10. Goals for My Students • To think like historians by: • Exploring multiple causes of events • Looking at multiple perspectives of events • Identifying the immediate effects of events • Identifying long-term implications of events • To improve their technology and research skills by: • Asking questions about reliability and accuracy of websites and information sources • Learning to download video, pictures, and music • Use a “digital storytelling” program to create a multimedia presentation that is content-rich yet emotionally moving

  11. Request for Feedback • How do I fit in a component where students can write about or do something related to perceived injustice in their lives or in society today? How do they think they would react—violently or nonviolently? Why? What type of activity would fit?

  12. Works Cited Slide one picture: Michelangelo’s Creation of Adam, Sistine Chapel, 6/21/10 • http://en.wikipedia.org/wiki/File:God2-Sistine_Chapel.png Slide three: Cave drawings at Lascaux-auroch, 6/22/10 • http://en.wikipedia.org/wiki/File:Lascaux-aurochs.jpg • Unit Summary slide: • “

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