Why We Create

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 a presentation 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 view 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. • What I want to learn from my students? • What they know about a particular artist and why they like him/her. 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.

8. Gauging Your Needs Assessment How the assessment information helps my students and I plan for upcoming activities in the unit: • If students lack knowledge of the principles and elements of art, types of media and/or proper care and handling of tools and materials, we will know areas of weakness that need reinforcement. • You will be able to use the student biography guide to gauge your own learning and progress.

9. My Goals for the Course • Help you understand why people create art. • Help you evaluate others’ art work as well as your own. This includes understanding the principles and elements of art and applying them when critiquing art. • Have you learn about digital storytelling and create two of and how it can be used to present information to others. • Promote safety and the proper care of the tools and other materials in the art room.

10. Goals for My Students • To think like artists by: • Exploring different ways (mediums) to express themselves • Looking at multiple resources • To improve their technology and research skills by: • Learning to download video, pictures, and music • Use a “digital storytelling” program to create a multimedia presentation that is content-rich

11. Request for Feedback • ?

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: