IDEAS BRYCE DAVIDSON

Moebius, 40 Days in the dessert, 1999

ADVANCED 2-D CURRICULUM

VISION
STATEMENT

René Magritte, L’Ellipse (The Ellipsis), 1948 Windsor Mccay, Political Cartoon for the New York Herald, 1903

Ideas are the cornerstones of our reality. Forged on the anvils of our imagination. As humans, we use hypothesis
and abstract thinking to create sets of ideas and symbols which shape the world around us. Where do our ideas come
from? How and why do people impose their will one one another? How do ideas spread from person to person? Can
these things be controlled? Manipulated? These are questions which have intrigued human kind since time immemorial.
This curriculum is intended to help guide students in these questions as well as teach them idea building skills
which will help them in every facet of their lives. In this curriculum students will explore their own identities as well as
larger cultural and societal identities at play. Students will research, generate, translate, and propagate their ideas in the
form of many projects that will span over the course of the semester. By the end of the semester, the student will have
body of work that illustrates their understanding of how their ideas and the ideas of the world around them are
created and distributed.
 ART PROGRAM/ COURSE GOALS

Andre Masson, Automatic Drawing, 1924 , Remedios Varo, Simpatía (La Rabia del gato), Date Unknown Renne Magritte, La flecha de Zenón, 1964

Course Goals:

• Top equip students with the strategies to develop their ideas form a concept to a finished product

• To equip student with the skills to express their own ideas with intent

• To produce active and engaged citizens that utilize critical thinking in everyday life.

• To educate students about the nature of ideas and how they spread from one to another.

• To support and encourage students to develop their own personal voice.

• To teach students to be resourceful and inventive in the problem solving process.

• To promote supportive and positive communication skills when assessing peer work during critiques.

• To instill the students with empathy for the world around them and people other than themselves.
GRADE LEVEL/ COURSE EU’S
+EQ’S
Grade Level: 9-12
Essential Questions:

Where do people get their ideas?

How do we make ideas?

Windsor Mccay, Political Cartoon for the New York Herald, 1905
What are some ways that ideas spread throughout the world?

How do our ideas foster ones’ sense of self?


Enduring Understandings:

Ideas can be created in many different ways and often

unintentionally.

The world around us is made up of ideas in many

different mediums and languages. It is important for us to
understand how to decipher them.

Individuals create ideas and individuals propagate them.

Understanding ideas from those other than yourself helps

build empathy between people.
Peter Fischei, David Weiss, Sonne, Mond Und Sterne, 2008
CURRICULUM Automatic

Collage

Painting
Alternate

MAP
Receipt
Methods

Box

Stations

Unit 1

Generation

Ideas
Political
Music

Cartoon Painting

Unit 2
Unit 3

Translation Stuck

8-Page
Propagation In The

Zine
Middle

New

Advertisement Symbol

Sets
 UNIT 1 OVERVIEW/ OBJECTIVES
Stage 2 - Assessment Evidence Performance Tasks/Products as
Stage 1- Acquisition/Unit Objectives
Evidence
Lesson 1: Automatic Receipt Drawing- Students will study a handful of artists
Lesson 1: Automatic Receipt Drawing- Completed automatic drawing on a receipt paper roll
and explore a few resources that will emphasize the importance of the subconscious in
exhibiting multiple drawing techniques, with an array of shades and color. The student should not have
art through automatic drawing and idea generation. The students will learn to trust
used any reference and very little direction in concept. The student should be able to write about how
their instincts and to embrace spontaneous, intuitive mark-making. Students will
they felt about the process in clear and concise manner.
experiment with mark-making: variety of line weight, texture, organic versus
Lesson 2: Surrealist Collage Painting- A collage combining multiple sources of imagery and
geometric, positive and negative shapes. The students will be proficient at trusting
subject matter. The collage should display a consideration for design and composition. This collage will
their instincts to work through the problem solving procedures. Students will
be accompanied with a final painting based off of the previous collaged composition. The student
demonstrate having a relaxed, open-minded methodology when approaching the
should be able to communicate verbally what choices were made in the decision making process and
creative process.
why.
Lesson 3: Box Stations- A handful of finished compositions which combine, highlight, or refine all
Lesson 2: Surrealist Collage Painting- Students will synthesize new ideas
of the various mark making and idea generating techniques they explored in the box stations. The
from recycled imagery. Students will combine various disparate elements into one
student should be able to verbally identify what they liked and disliked about each of the stations and
cohesive image. Students will create a detailed detailed collage from magazines,
processes.
printed images, photos, and any other found object. Accompanying this, the students
will design a surreal painting using ideas generated from their previously created
collaged image. Students will interoperate meaning and intent from their image Stage 3 - Learning Plan Scope and Sequence of Lessons
based off of their design choices in both the collage and final painting.
Lesson 1: Automatic Drawing - Students will display knowledge of intuitive mark making while
considering elements such as line weight, organic versus geometric shapes, patterning, and positive
Lesson 3: Box Stations- Students will experiment with multiple alternate ways
and negative space. The students will access their prior-knowledge by using their creative intuition
of creating marks and generating ideas. Students will critique the notions of what
to work from their own memories and subconscious to create a final product that is dynamic and
drawing is and can be. The students will create a handful of images based on the
shows progression in thought process.
various methods they learned. They will analyze all of the images that they made and
Lesson 2: Surrealist Collage Painting - Students will display their self knowledge by
refine unused or wanted ones into a new piece.
illustrating their use of design, instinct and problem solving skills to create their final collage and
surreal painting. The final products will display and understanding for composition, technique, idea
progression, intuition and inventiveness. Students will access their prior knowledge by designing and
discussing why they chose the imagery they did for their collages.
Lesson 3: Box Stations- Students will display self-knowledge by using their open mindedness
and creativity to explore each station and experiment. They will show their knowledge of reflection
snd editing by reviewing and refining their experiments for display. Students will create a variety of
mixed-media drawings from the various stations that will illustrate their resourcefulness, vision,
design and problem solving skills.
UNIT 1
Sometime
Create great
automatic things
drawings come from How can we be
trusting of

MAP
along a roll of spontaneity
ourselves and
receipt paper.
our own ideas?

Lesson 1

Automatic
Drawing

Exhibit qualities Ideas:

Generatio What is the
necessary for importance of
being open- n
process when
minded and generating ideas?
creative when

Lesson 2
Lesson 3

Create a surreal Create 4 final

collage and a Box pieces of art
Collage

finished painting Painting Stations

using the
box- station
activities

How can
changing the
way we think
Having an open about process
mind allows for effect our final
possibilities products?
UNIT 1 Box Stations
Assessment
5

91-100%
4

81-90%
3

71-80%
2

61-70%
1

0-60%

LESSON 3
Experimentation- Did The student has used The student used most The student used many The student used a few The student one or
the students every station and all the of the stations and of the stations and of the stations and a none of the station
experiment with the different combinations most of the techniques some of the techniques couple of the activities and has only
materials and of techniques that were that were presented in that were presented in techniques that were utilized one technique
techniques that were presented at all the the box stations for the box stations for presented in the box which were presented i

RUBRIC
available to them? Did stations for their final their final pieces. their final pieces. stations for their final the bus stations for
they utilize the pieces. pieces. their final pieces.
materials in interesting
ways?

Curation- Did the The student has The student has The student has The student has The student has
student select and selected their favorite selected their favorite selected pieces at selected pieces at selected pieces at
refine works from the pieces for display and pieces for display and random for display but random for display but random from their
stations in a meaningful has refined ones which has refined ones which has their drawings and has refined ones which drawings and has not
and reflective way? Did they thought could use they thought could use has refined ones which they thought could use refined any. The
they display their works improvement. The improvement. The they thought could use improvement. The student has displayed
with purpose and student has displayed student has displayed improvement. The student has displayed the works in a manner
composition in mind? the works in a manner the works in a manner student has displayed the works in a manner which displays little
which is aesthetically which aesthetically the works in a manner which displays little considerations for
pleasing with pleasing but provides which aesthetically considerations for being aesthetically
conceptual intent. no concept. pleasing but provides being aesthetically pleasing and provides
no concept. pleasing and provides no concept.
no concept.

Articulation- The student has The student has The student can The student used The student has not
Can the student communicated their communicated their communicate their design elements and developed any ideas
communicate their ideas and concept in a concepts in a ideas in a thoughtful had an intention but and therefor cannot
ideas and methods thoughtful, intelligent thoughtful, intelligent manner but cannot cannot explain them in communicate them.
when questioned in an and convincing manner. manner and can explain most design any concrete way. They cannot explain
articulate and They can explain every explain almost all of decisions. any design decisions or
convincing manner? design decision made design decisions. elements.
within their
composition.

Total:
 UNIT 1 LESSONS/ FINAL
PRODUCTS Lesson 2- Surrealist Collage Paintings
Lesson Summary:
In this lesson, students will create a collage that should display a consideration for
design, composition, and intuition. This collage will be accompanied with a final surrealist
Lesson 1- Automatic Receipt Drawings
painting based off of the previous collaged composition. The teacher will begin the
Lesson Summary:
lesson by giving students presentation on the origin of surrealism as an art movement
In this lesson, students will be introduced to a handful of artists that created and worked in the
as well as showing them some key works and talking about the nature of using the
automatic drawing style. The will be given a long roll of receipt paper and a ballpoint pen.
subconscious to create imagery. The teacher will provide students with a variety of
Students will use this format to complete their own automatic drawings. As students work
collage materials and allow the students to use whatever found material they can find
through the roll they should try keeping in mind a variety of line weight, different types of mark-

as well. The students will participate in a brief group discussion about their collages. The
making, organic versus geometric shapes, movement and positive and negative space. Halfway
teacher will encourage the students to communicate verbally in writing what choices
through the project, students should unroll their receipts and participate in a peer review about
were made in the decision making process and why. After the discussion, the students
their feelings so far in regards to the process. The teacher should encourage students to display
will continue the project by transferring and building upon their previous collage. The
what they have so far and let other students use sticky notes to make comments about what
teacher may want to give a demonstration on how to transfer their ideas from one
they are seeing on each roll. Have students focus on descriptive words and emotional responses.
canvas to another or demonstrate some techniques with various materials the students
After this, the students will continue their automatic drawings, incorporating more drawing tools
can use for their final image. At the end of this stage, the lesson can conclude with one
such as markers, colored pencils, or pastels. The lesson should conclude with another group
last critique about their impressions using recycled imagery to create something new.
critique. At this point, each student should have a fairly long drawing and it can be fun to find
creative ways to display their work such as along the length of a wall, hanging from the ceiling or
Materials: Magazines, photos, glue, scissors, x-acto knives, white Bristol board, Water
along the floors. The teacher should encourage students to walk around the room, visiting
cups, paper towels, acrylic brushes, acrylic paint, paint palettes, palette paper, palette
multiple rolls from multiple directions.
knives, canvases

Materials: Receipt roll paper, ballpoint pens, charcoal, microns, markers, chalk pastels, crayons,
oil pastels, any other drawing material that will work on the receipt paper.
UNIT 1 LESSONS/ FINAL
PRODUCTS CONT.
Lesson 3: Box Station Drawing
Lesson Summary:
In this lesson, students will explore various stations containing alternate drawing activities to build a wide portfolio of
creative methods and problem solving strategies. The teacher should set up six different stations with desks and
furniture so each activity can be done by a few students at once. Students should spend a good amount of time
exploring each station. The teacher should walk around and check in on student activity, encouraging students to try
different techniques and strategies. The teacher should also instruct students to save whatever experiments they are
working on for the end of the lesson. After the students have experimented with the boxes for a few class sessions the
teacher should regroup with the class and revisit some of the techniques and the students thoughts about the various
stations. The teacher should instruct the students to look at all the work they have done up till now and revisit, refine,
and combine some of the works to crate 4 final images which illustrate their experimentation. Once all the students
have finished their final 4 images, they can arrange them as if they were curating their own show on the display wall. The
class can then have a final critique about all the work as a group to conclude the lesson.

Materials:

Box 1: (Sticker Drawing)- Black drawing paper, white drawing paper, sticker sheets, packing label sheets, printed sticker
sheets.

Box 2: (Print making)- Brairs, stamps, ink, paint, sponges, butcher trays, stencils, wooden shapes, dot markers.

Andre Masson, Automatic Drawing 1920

Box 3: (Alternate Drawing tools)- Sticks, brushes, pipe cleaners, coat hangers, string, packing peanuts, wood chips, tooth
brushes,
forks, spoons, rags, sponges, black inks, colored inks.

Box 4: (Scratchboard)- scratchboards, styluses, forks, twigs, nails, coins, black ink, briars, scratchboard paper

Box 5: (Shadow Drawing)- Lamps, graphite sticks, dark graphite pencils, ebony pencils, powdered graphite, brushes, water
cups, water, translucent glass objects, interesting opaque objects.
 UNIT 2 OVERVIEW/ OBJECTIVES
Stage 1: Acquisition/Unit Objectives Stage 2 - Assessment Evidence Performance Tasks/Products as
Lesson 1: Political Cartoon- Students will study a selection of artists and examples Evidence
of political cartoons that they will research. This will allow the students to engage Lesson 1- Political Cartoon: A completed political cartoon which successfully
further with their own beliefs. They students will select a topic that they are close are communicates the artist’s message. The student should have thoroughly researched and
passionate about in order to create their final political cartoon. The student will developed their political message. The student should be able to defend and converse about their
demonstrate an understanding of their topic through writing and review. The student topic in a clear and concise manner. The student should use sketches, thumbnails, writing and
will illustrate their ideals into a fully realized image that conveys their political message. research to develop their ideas into a fully realized image.
Lesson 2- Zine: An 8 page zine which combines multiple images into a comprehensive
Lesson 2: Zine- Students will explore the history of publishing and it’s importance in booklet. The zine should The zine should display a consideration for design and composition. It
our world. Students will generate ideas in their sketchbook in order to design a should demonstrate that the student has utilized their understanding of the format and their
small zine that will communicate a message or ideal about their own narrative and ideas about personal narrative and self identity. They should be able to explain their design
personal identity. The students will publish their zines on a xerox machine and display choices and concepts in an intelligent and meaningful manner either in conversation or in writing.
them with the rest of the class. The students will exhibit and trade their zines with each Lesson 3- Advertisement: A finalized advertisement designed for a specific outlet which
other to experience and review others ideas. demonstrates a clear message to the viewer. The Advertisement should exhibit an understanding
of the desired product, message or organization. The view of the piece should be able to
Lesson 3: Advertisement- Students will study and critique the book, Sonne, understand it’s message with ease. The student should be able to discuss their ideas and process
Mond und Sterne by Peter Fischli and David Weisss as well as a variety of additional with others when questioned about their intent.
famous advertisement campaigns in order to understand how advertising is used to
manipulate people into developing certain belief sets. Students will design their own Stage 3 - Learning Plan/ Scope and Sequence of Lessons
advertisement according to their own opinions and beliefs. The advertisement can be for a Lesson 1: Political Cartoon- Students will display their self knowledge by researching a political
product, campaign, or organization. This will formulate their ideas and beliefs into topic that they are drawn towards. The final product will show their knowledge of the topic by
dynamic and comprehensive view points which they can communicate through imagery illustrating a concise political cartoon which displays their understandings and opinions about their
and writing. chosen subject. Students will also display their knowledge of design by working within the confines
of the cartoon format to display their messages to the audience. This will allow students to show
how they can utilize their communication skills in a versatile manner.
Lesson 2: 8 Page Zine - Students will display their self knowledge by designing their zine based
on their own personal narrative and self identity. This will show that the student is thinking critically
about themselves and their history. It will allow the students to use their identity as an outlet for
creative expression. They will show knowledge of using format to explore content and will be able
to take their work from a series of design sketches and writings into a fully published booklet.
Lesson 3: Advertisement- Students will display their self knowledge by researching, designing,
and executing an advertising which illustrates an ideal, organization, or moment that they research.
This project will show the students ability to think critically and analytically about the kinds of media
that they are exposed to on a daily basis. It will allow the students to show their knowledge of how
Aaron McGruder,The Boondocks, 1996
these kinds of media become produced and the thought processes behind them.
UNIT 2 Art is the

What are
ideals that you
A completed
political cartoon

MAP
process of
care about? which
communication
successfully
and expression.
communicates
the artist’s
message.

Lesson 1

Political
Cartoon

Ideas:

An 8 page zine Propagatio

Propagation
which combines
multiple images into Where do we
a comprehensive get our beliefs?
booklet.


Explore their Lesson 3

Lesson 2
A finalized
own ideas and
beliefs, in Advertise-
advertisement
8 Page
ment
which

order to Zine
communicate demonstrates a
them better.
message to the
viewer.

How can
changing the
way we think
How do people about process
propagate effect our final
ideas? products?
UNIT 2:
Political Cartoon 5
4
3
2
1

Assessment 91-100% 81-90% 71-80% 61-70% 0-60%

Research- The student has The student has The student has The student has not The student has
Did the student thoroughly researched thoroughly researched researched their topic researched their topic researched their topic at

LESSON 2
thoroughly research their topic and can their topic but has but has trouble very much and cannot all and cannot explain it
their topic? Can the explain it by using trouble explain it with explaining it with explain it using evidence using evidence when
student explain heir evidence when when evidence when evidence when when questioned. The questioned. They have
topic and connection to questioned and has questioned. The student questioned. The student student has not also not completed a
it using examples and reflected on their has reflected on their has not reflected on considered their cartoon.

RUBRIC
resources?
personal stance on the personal stance on the their personal stance personal stance to the
Has the student taken a topic it which they utilize topic which they utilize about the topic but has topic but has completed
stance on their topic to for their final cartoon. for their final cartoon. made a final cartoon a cartoon with what they
use in their final nonetheless. have.
cartoon?

Clarity- The Student’s cartoon is The Student’s cartoon is The Student’s cartoon is The student’s
The student has not
Is the students final clear and communicative but not communicative but not cartoon is not clear or completed a cartoon
cartoon clear? Is their communicative. The clear. The visuals and clear. The visuals and communicative. The and what they were able
topic and stance visuals and text support text support the stance text fail to support the visuals and text fail to to finish was unclear
illustrated in a the stance and topic of and topic of the student. stance and topic of the support the stance or and uncommunicative,
communicative manner the student. The The message is easy to student. The message is topic of the student. The with little to no stance.
that is supported by the message is easy to grasp but the viewer has easy to grasp and but message is difficult to
visuals? Is the message grasp and the viewer trouble discerning what the viewer has trouble grasp and the viewer
easy to understand by has no problem it is. discerning what it is. cannot discern what it
the viewer? understanding it. is.

Composition- The student has used The student has utilized The student has utilized The student has used The student has not
Did the student use every inch of the image most of their image most of the image some of the design utilized any design
negative space, format to illustrate their space to convey their space in their space but much of it is space, and has not
and relative size of their concepts, topics, and concepts, topic and composition to illustrate empty and have not illustrated their topic,
design elements in their stance using all design stance using nearly all their topics, stance and successfully used it to concepts, and stance in
images? elements available to of the design elements concepts but is missing support their topic, any way. They have also
them. available to them. a few of the possible stance, or concepts. failed to incorporate any
design elements in their They have also only design elements.
image. utilized one or two
design elements as well.

Total:
POLITICAL CARTOON RESEARCH
QUESTIONNAIRE
Name______________________________

Date_______________________________

Directions: In at least 3 sentences, answer the questions about your research topic.
These questions will help to guide you when you create your final cartoon.

Topic

What is your topic/ movement?

What draws you to this topic over others?

Do you feel personally connected to your topic and why?

Research

Who are some of the key players in your topic? Famous names? Organizations?

Are their any important dates or events that you researched about your topic?

What are some visual elements of your topic that stuck out to you when you were
researching?

List a few resources you checked out while researching:

UNIT 2 LESSONS/ FINAL

PRODUCTS Lesson 2- 8 Page Zine
Lesson Summary:
In this lesson, students will be creating an 8 page zine based on their personal narrative and
self identity. This zine should focus on visuals but can incorporate writing as well. The lesson
Lesson 1- Political Cartoon
should begin with the teacher displaying some examples of zines across a large table or
Lesson Summary:
series of desks. The students should be encouraged to walk around and interact with some
In this lesson, students will be researching, and designing a political cartoon that communicates a
of the zines. If the teacher is unable to acquire zines to show the students then this part
political movement that they feel connected with or care about. The teacher should present the
can be done in a slide show presentation format too. The teacher should go over a brief
lesson initially by showing some examples of famous political cartoons and how cartoons have
history of the zine and some exemplar examples of them through history. At this point the
been used during times of upheaval. The teacher should then allow students to break up
teacher should hand out the assignment sheet with the zine formatting template. The
individually and begin their research about what topic they want to use fo their cartoon. This
teacher should give a demonstration as to how the template will end up folding into an
process should also include creating thumbnails and rough drafts of their final images. The
eight page booklet. After this presentation is over and the teacher has answered any
teacher should spend time with each student one-on-one in order to guide the students in their
remaining questions the the students may have, they can begin to sketch out their concepts
research and topics as well as providing them with supplemental material and tips on their
in their sketchbooks and their templates. The teacher should meet one on one with each
compositions and techniques while they work out their thumbnails. Once the teacher has met
student during this period in order to help guide them towards their finished product. the
with each student and reviewed their topic and sketches, they should give the ok for the student
teacher should review the students concepts and sketches to make sure that the
to begin work on the final piece. Between planning and working on the final piece this should
formatting is correct and that the ideas are coherent. After this the teacher should allow
take up the majority of the lesson time. Once all the students have completed their lessons, the
the students the rest of the time in class to work on their zines. As the students finish, the
teacher should regroup with the entire class to have a group discussion about the projects and
teacher should be xerox their zines and provide 5 to 10 copies per student depending on
their topics. The teacher should lead the class in a group discussion where each student should
paper limits and xerox access. If a student finishes early and there is enough time, the
spend some time explaining the research they did and the message of their cartoon. They class
teacher can show a few students how to xerox their own if they are interested. One all
should be encouraged to go around and look at everyones cartoons. The students should be
students have xeroxed their zines and feel that they have a final product that they are
able to tell what each students focused on for their cartoon and provide feedback to the rest of
proud of, the teacher can lead them in a walk-around critique where student can display
the class.
they zines and trade their extra copies if they want. They discussion should focus around
their ideas and personal narratives and their big takeaways from the process of making the
Materials:
zine as well as their own self-exploration.
Micron Pens, Sharpie Markers, White drawing paper, Sketchbooks, Pencils, Rulers, White Bristol
paper, Brush, Quill pens, Black India Ink
Materials:
11x17 white printer paper, Micron Pens, Sharpie Markers, White drawing paper,
Sketchbooks, Pencils, Rulers, Brush, Quill pens, Black India Ink, Xerox machine, Crayons,
Charcoal, Markers, Collage, and any other 2-d drawing materials.
UNIT 2 LESSONS/ FINAL
PRODUCTS CONT.
Lesson 3- Advertisement
Lesson Summary:
The teacher should begin the lesson by having a brief discussion about advertisements and their opinions and
knowledge of the subject. The teacher should then show the class the book by Peter Fischli & David Weiss:
Sonne, Mond und Sterne, and talk with the class about how advertising creates a societal narrative for us to
follow. The teacher should do some research before hand and find a few examples of other famous advertising
campaigns and have a brief VTS discussion with the class based on their opinions about the images that they
are seeing. Once this is finished, the teacher should go over the lesson with the students. They are instructed
to make their own advertisement for their own shoes media that advertises a product, organization, cause, or
something else that they care about. The advertisements can be in a variety of media, not limited to 2-d so the
students should get adventurous when thinking about the possibilities. Once the students begin to work, the
teacher should meet with then individually to go over their initial thoughts and plans. The teacher should
encourage student to dig deep into their own ideals and histories when coming up with their campaign. The
students should create thumbnails and works in their sketchbooks. They should also be encouraged to scrap
book, finding inspiration from ads and other things they see around them at this point to create a “mood
board” of sorts. The teacher can even explain to students how an art director might choose different
inspirations and example images in order to form a cohesive ad campaign. Once the teacher has met with all
students and they have found a direction for their ads, they can begin to work on their final pieces. This
process will take up the rest of the time for the lesson before the teacher concludes with a wrap up discussion
and critique. The wrap up activities should revisit some of the enduring understandings and big ideas. The
teacher should ask the students what their take-aways were form the lesson as well as to share a little bit
about the work they were able to produce.

Materials:
Sketchbooks, White Paper, pen, pencils, any other 2-d drawing or painting equipment, Photography, any 3-d
materials students may desire.

Resources: https://www.amazon.com/Peter-Fischli-David-Weiss-Sterne/dp/390582941X/
ref=sr_1_19?dchild=1&keywords=fischli+weiss&qid=1586722889&sr=8-19
Peter Fischei, David Weiss, Sonne, Mond Und Sterne, 2008
 UNIT 3 OVERVIEW/ OBJECTIVES
Stage 1- Acquisition/Unit Objectives Stage 3 - Learning Plan/ Scope and Sequence of Lessons
Lesson 1: Students will display self knowledge by acquiring inspiration from the music
Lesson 1: Music Painting- Students will select a song that they are passionate about and use it as piece that they have selected and translate it to a finished painting. The final product will
the basis for a visual painting. The student will intemperate the song in purely visual terms. This show the students ability to analyze other subjects and media and tie them into a new
student will analyze the various sounds, parts, and tempos in the song. The student will relate these cohesive image. The final pieces should also show the students knowledge of the elements
elements of music with the elements and principles of design. The student will develop their ideas and principles of design while working within the confines of the assignment. The painting
from a concept into a final image. should illustrate exploration, critical thinking, and a translation of subject matter from one
Lesson 2: Stuck in the Middle- Students will design a visual story in order merge the two comic format to the other.
panels that they selected into a coherent narrative. The student will compare the two comic panels Lesson 2: Students will display their self knowledge by creating a comic strip which
that they have selected. Students will arrange their selected panels into a logical beginning and end. creates a singular story using panels of other unrelated comics. This will display the
Students will illustrate the rest of the story in order to bridge their first panel with their last. students ability to problem solve and use creative thinking when working within defined
Lesson 3: A new set of symbols- Students will design a new symbol based on their limits. The final product will also show an aptitude to think outside the box, and non-
understanding of their personal cultural identity. The student will analyze symbols that are a part of linearly. The final comic strip should demonstrate the students knowledge of the basic
their life and reflect on their meaning. The student will synthesize a new symbol by merging their elements and principles of design, plus an attempt to manipulate the tools and materials
chosen existing ones. The students will render their symbol into a final image or sculpture, using it as that they have access to.
the focal point. Lesson 3: Students will display their self knowledge by reflecting on their personal
history and cultural identities as part of a process to create a personalized symbol for
Stage 2 - Assessment Evidence Performance Tasks/Products as Evidence themselves. The student will study their cultural identity so they can pick two symbols
that they are attracted to from their background. They will synthesis a new symbol using
the old ones by designing with intent a new symbol that will display their understanding of
Lesson 1-Music Painting: A completed painting that is directly inspired by the piece of music that
self identity.
they chose. The painting should demonstrate that the student has analyzed their piece of music and the
various sounds, instruments, parts, tempos and rhythms within the piece and has translated them into a
visual symbol. The final piece should also display that the student has manipulated the principles and
elements of design in order to achieve their desired effect.
Lesson 2-Stuck in the Middle: A completed comic strip that incorporates both of their chosen
comic panels. The final strip should provide an explanation through the narrative as to how the story
unfolds through the two unrelated comic panels. The final comic strip should illustrate the students the
students ability to problem solve within the confines of the assignment. The final product should show
their usage of the elements and principles of design as well as elements of story telling.
Lesson 3- A new set of symbols- A completed piece, either 2-d or 3-d, which uses the students
designed symbol as the focal point. The symbol itself should have been the result of the synthesis of other
symbols form their own personal history and cultural identity. The new symbol should show a reflection
and analysis on part of the student about themselves. The final image should display an intent for how the
symbol is incorporated into the new format. The symbol as well as the final image should also utilize the
elements and principles of design in an efficient way.
Brookline High School, Student Work, 2020
UNIT 3 Finding
connections in
various media and
formats allows us
Translate ideas
form one format
to another.
A completed
painting that is
directly inspired

MAP
to better by a piece of
understand our music the
reality.
student chose.

Lesson 1

Music
Painting

The process of
A completed Ideas:
translation is one that
comic strip that Translation goes beyond just
transitions a spoken and written
narrative from language but also
beginning to end ideas, symbols, and
culture.

How can
communication Lesson 2
Lesson 3
What is the
breakdown happen importance of
when ideas are being Stuck in New Symbol being able to
translated from one the Sets
understand
middle
media to another? and empathize
with someone
else?

Students will
design a new
In order to symbol based on
understand one their
another it is understanding of
important to be able their personal
to translate our cultural identity.
ideas into multiple
formats and media.

UNIT 3: Music Painting

Assessment
5

91-100%
4

81-90%
3

71-80%
2

61-70%
1

0-60%

LESSON 1 Translation-
Did the student create
visual analogues for
the different parts of
The student has
selected a song and
has chosen visual
analogies to parts of
The student used most
of the stations and
most of the techniques
that were presented in
The student used many
of the stations and
some of the techniques
that were presented in
The student used a few
of the stations and a
couple of the
techniques that were
The student one or
none of the station
activities and has only
utilized one technique

RUBRIC
the music that they the song which they the box stations for the box stations for presented in the box which were presented i
have selected? Did the have incorporated into their final pieces. their final pieces. stations for their final the bus stations for
student use these their final painting in a pieces. their final pieces.
visual metaphors in a purposeful manner.
purposeful manner in
their painting?

Composition- The student has used The student has The student has The student has used The student has not
Did the student utilize every inch of the image utilized most of their utilized most of the some of the design utilized any design
their design space and to illustrate their music image space to convey image space in their space but much of it is space, and has not
understanding of the translation and using their music translation composition to empty and have not illustrated their music
elements and all design elements using nearly all of the illustrate their music successfully used it to translation. They have
principles of design? available to them. design elements translations but is illustrate their music also failed to
available to them. missing a few of the translation. They have incorporate any design
possible design also only utilized one or elements.
elements in their two design elements
image. as well.

Articulation- The student has The student has The student can The student used The student has not
Can the student communicated their communicated their communicate their design elements and developed any ideas
communicate their ideas and concept in a concepts in a ideas in a thoughtful had an intention but and therefor cannot
ideas and methods thoughtful, intelligent thoughtful, intelligent manner but cannot cannot explain them in communicate them.
when questioned in an and convincing manner and can explain most design any concrete way. They cannot explain
articulate and manner. They can explain almost all of decisions. any design decisions
convincing manner? explain every design design decisions. or elements.
decision made within
their composition.

Total:
UNIT 3 LESSONS/ FINAL
PRODUCTS Lesson 2- Stuck in the Middle
Lesson Summary:
Lesson 1- Music Painting Before the lesson starts, the teacher should print out and chop up panels from a large
Lesson Summary: variety of pages comic books and comic strips that should display a diverse selection of
The teacher should begin the lesson by showing the students a presentation on Kandinsky and styles and subject matter. The panels should be spread out over a table that the students can
his music paintings, in which he transcribed music into shapes, colors, lines and tones. The teacher easily access. Once the class period starts, the students should be called over for the teacher
should give the students a few examples as to how one might go about doing this. Explain the to present the lesson. The teacher should provide a pre-made example of the final project
idea that different parts of the song can have one kind of look while others can be rendered in for the students to look at and discuss. The teacher should go over the objectives and
different ways. For instance, a drum roll might be represented as a cluster of small dark dots on enduring understandings with the students. The teacher should then show the students the
the page, while a violin might be a hazy blue streak that stretches from edge to edge. Once the panels that they have pre cut and allow the students to choose two of them. One panel
teacher has gone over the demonstration. The students should pick a song that they want to should be selected for the beginning of the story, one for the ending. At this point the
translate into a a painting. Once each student has decided on a song, they should begin to teacher can also go over some techniques with pen and ink, such as cross hatching, stippling
transfer their ideas into their sketchbooks and thumbnails. The students can be encouraged to and spotting blacks. This should help the students render their comic panels. The teacher
work as abstractly or as representationally as they want. If the student and the teacher both feel should demonstrate these techniques on their example comic or on a white board so the
they have something that hey like then they can begin to transfer their sketches to the canvas for whole class can see. Once the students have all chosen their two panels they should begin to
their final painting. At this point, depending on the experience and abilities of the students, the glue them to their final paper and work on their transition panels. This part of the lesson
teacher may want to do a brief demo about how to use the water color paints and prep their should take up the majority of the rest of the time allotted. The teacher should make sure to
boards. The teacher should emphasize that the students should work light to dark and very thin. check in with every student one on one in order to gauge how the student is making
This part should take up most of the duration of the lesson. Students should work until they and progress on the assignment or if any adjustments needs to be made to practice based on the
the teacher feel that they have fully translated the musical piece to their final painting. Once the students individual needs. Once all students have completed their pages, the teacher should
students have finished, the teacher should lead the class in a group critique where they can take regroup with the class to debrief about the lesson and let students look at each others
turns talking about paintings their song selections and final pieces. The teacher should revisit pages. The teacher should briefly restate the enduring understandings and objectives of the
some of the big ideas and enduring understandings while the critique is in process. The students lesson. The teacher should lead a discussion about what the students took away from doing
should be encouraged to make comments about others work and things that stick out to them. the lesson and what they liked and disliked.

Materials: Materials:
11x17 Watercolor paper, water color palettes, watercolors, various sizes of water color brushes, Comic panels, 11x17 bristol board, sharpie makers, pencils, micron pens, ink well, black india
masking tape, sketchbook, pens and pencils, colored pencils, crayons, cups, water, paper towels. ink, sumi-e brushes, water color brushes, Quill pens
Resources:
Exemplars:
UNIT 3 LESSONS/ FINAL
PRODUCTS CONT.
Lesson 3- New Symbol Sets

Lesson Summary:
In this lesson, students will reflect on symbols in their own lives and how they relate to their personal history and
cultural identity. The students will be in charge or designing two final pieces: one symbol, and one final piece which
incorporates the symbol. The lesson should begin with the teacher presenting some symbols found in every day
life as well as symbols which have been used throughout history. The teacher should ask some of the students
about symbols that they are aware of and inquire how they feel that the symbols effect their lives. After this brief
discussion, the teacher should explain to the students that they are to pick two symbols in their lives which relate
to their personal history and cultural identity. The teacher should explain that they are to merge two of these
symbols together to create a new one which represents them. With this new one they are to make a final piece
which incorporates this new symbol as the focal point of the piece. The piece can be made in 2-D or 3-D, it is up
to the students. The teacher should then dismiss the group so that the students can begin to design their symbols
individually. At this point the teacher should meet one on one with each student to make sure that they are on
track and encourage them to inquire further about their own ideas. Once the students have finished up their Lesser Keys of Solomon, Mid 17th century
initial symbol designs, they should begin to work on their final pieces. The teacher should meet again one one one
with the students to guide them in their final pieces. The lesson should conclude with a critique and discussion of
all the work, where the students should be encouraged to comment on each others pieces.

Materials: Sketchbooks, Pens, Pencils, Colored pencils, Acrylic paint, palettes, palette knives, canvases, glue, water
cups, paper towels, masking tape, cardboard, x-acto knives, scissors, any other 2-d or 3-d materials.
Resources:

Jasper Johns ,Target and Figure Eight, 1961, 1959

 Art Room Differentiation Plan
Learning Challenge Classroom Strategies
• Utilizing an abundance of visuals and image based learning within the classroom. •
Incorporating transitions as well as using translators in and outside the classroom.
English Language Learners or students with limited English proficiency
• Learning about students’ individual cultures in order to close the culture gap within
the learning activities.
• Including alternate tools within lesson plans and adaptive tools for specific motor
needs.
Students struggling with motor skills
• Allowing students to work in a variety of scales.
• Allowing students a variety of application with mediums and techniques.
• Allowing students time to take a break or daydream.
• Allowing students tools and aids to help stay connected and focused.
Students struggling with attention disorders
• Refrain from using any judgmental language or attitudes based on external
interpretations of the student.
• Use a variety of visual aids and image based learning in the lessons.
Students struggling with reading and writing • Avoid reading and writing activities.
• Include discussion based questions and brainstorming.
• Use a variety of visual aids and image based learning.
• Consult guidance and administration about a sign language translator.
Students with hearing impairment or auditory processing disorders
• Stay away from discussion based learning and incorporate written responses into
the lessons.
• Allow students a time to take a break.
• Be flexible with the end result of projects.
Students struggling with behavior or emotional distress • Do not be judgmental about the students behaviors. Accept the student for who they
are and their own limitations.
• Address problem behaviors with guidance counselors and administrative staff.

• Consult with special ed department and aides. Understand the basics of whatever
program they are using with the student.
Students on the Autism spectrum • Allow students a time to take a break and be flexible with the students’ limitations.
• Provide a reward system if the student is really struggling.
• Use visual aids and simple language when communicating.
• Consult with the aide or paraprofessional about the students’ capabilities.
• Read the IEP provided by the school.
• Consult with the special ed department and administration about the students’
Students with severe learning impairment and have an aide or
history and behaviors.
paraprofessional with them in the art room.
• Keep lesson expectations flexible and fluid with student needs.
• Provide alternate learning techniques such as visual cues, simplified language and
adaptive tools and materials when preparing lessons.
STANDARDS
Unit 1- Unit 2- Unit 3-
Generation Propagation Translation
Less Less Less Less Less Less Less Less Less

BASED
on 1: on 2: on 3: on 1: on 2: on 3: on 1: on 2: on 3:

A C B P 8 A M S N
U O O O D U T E

SCOPE
T L X L P V S U W
O L I A E I C
M A S T G R C K S
A G T I E T Y

AND
T E A C I P I M
Massachusetts I T A Z S A N B
Frameworks C P I L I E I 
 O
A O N M N T L

SEQUENCE
R I N C E E T H
E N S A N I E S
C T R T N E
I I T G M T
E N O I S

CHART P
T
G O
N
D

Practice 1 X X X X

Practice 2 X X X X X

Practice 3 X X

Practice 4 X X

Practice 5 X X X

Practice 6 X X X

Practice 7 X X X X
Practice 8 X X X X X X
Practice 10 X X X X

Practice 11 X X X
Curriculum Assessment Assessment Tools and Strategies: 


Purpose of the Assessment: • Teacher designed rubrics

The assessment plan is to check for student learning, progress, imaginative ideation, • Class critiques
communication skills, and reflection. Firstly, the students will be assessed based on • Peer critiques/review
their ability to be open-minded in their approaches to problem solving, engagement • Gallery walk
with the overarching concepts, and effort during class time. Students must improve • Teacher meetings
upon both their skills and inventive solutions for their final concepts. • Portfolio final self-assessment questionnaire

Content and Skills to be Assessed: Accommodations for Students on IEPs: Students

• Understanding concepts learned with IEPs will be accommodated for in relation the the
• Inventive problem-solving skills required needs of the individuals IEP. The teacher should check
• Personal reflection on projects up with these individuals frequently during class time to asses
• Developing technical skills if there is any adjustment to practice that needs to happen. The
• Being open-minded to trying new things teacher should be open to allowing students extra time on
• Participation in class critiques and 
 writings or projects, altered critique assessment or any
discussions material accommodations and motor needs that needs to be
• Overall effort/ time management addressed. These students may also be given rubrics, and self-
• Exhibiting care towards materials assessment questionnaires that have been altered, simplified, or
• Exhibiting respect for others and their ideas 
 more specific to their needs.

Grading: Reporting Out Plan: Families of students should be

Student grades will be determined from teacher created rubrics, invited to view the class’ online platform, where they can keep
which the teacher should share with classes before each project so track of their child’s assignments and academic progress.
students know what is expected of them. Student’s final grades will Progress reports will be issued every six weeks, and the
be a culmination of self-assessments which should be issued at the teacher should meet twice a year with parents. If a parent has
end of the semester, finished projects, participation in class important concerns they would like addressed, the teacher
critiques and discussions, showing respect for others and materials, should be available by e-mail or phone, and can make special
and exhibiting effort in terms of ideation, translation, and appointments with these families.
propagation as well as improving technical skills.
SELF ASSESSMENT
Final Portfolio Self-Assessment Directions: Please answer each question in-depth in a
Name: ________________________________________ minimum of three sentences.
Date:_________________________ 1). What project do you feel was the most successful? Why do you say that?
Block:________________________ 2). Which project challenged your concept of what art is? Why?
Portfolio Pieces: 3). What materials were your favorite you to work with? Why?
1.Automatic drawing on receipt paper 4). What materials did you have the hardest time working with? Why?
2.Collage 5). If you could learn more about one of the artist or artistic movements we
3.Collage painting learned about which one would it be and why?
4.Station drawings 1-4 6). Which artwork do you feel exhibits your personal style the most? Why?
5.Political Cartoon 7). Do you think that planning through sketching was beneficial for your final
6.Zine products? Why or why not?
7.Advertisement 8). Do you feel more comfortable researching art ideas now than at the
8.Music Painting beginning of the year? Why or why not?
9.Comic Page 9).If you could revisit a project from the semester which one would it be and
10.Symbol Design why?
11.Symbol painting/ drawing 10). Are there any materials we did not cover that you would like to learn
12. Sketches, thumbnails, writing, plans more about? If so, which ones and why?
11). Do you feel that the class discussions, activities, and critiques were
helpful to you? Why or why not?
12). Would you recommend this class to a friend? Why or why not?
BIBLIOGRAPHY
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www.instagram.com/p/B5zDWfegyA-/?igshid=19uulcfpmcta6

Dewey, D. (2008). The art of ill will: the story of American political cartoons. New York: New York University Press.

Gluszek, B. A. (2019, May 16). Painting of the Week: Simpatía (La Rabia del gato), Remedios Varo. Retrieved from https://
www.dailyartmagazine.com/simpatia-la-rabia-del-gato-remedios-varo/

Mullin, J. (2009). Drawing autism. New York City: Mark Batty Publisher.

Nimmer, D. (2008). Art from intuition. Watson-guptill Publications.

Nimmer, D., Amenoff, G., & Baker, J. (2005). Intuition painting. Dean Nimmer

Pereira, L. (2014). Astonishing Examples of Automatic Drawing. (n.d.). Retrieved from https://www.widewalls.ch/automatic-
drawing/

Prokopenko, S. (2018, December, 16). Meditation for Artists - The Automatic Drawing Technique. Retrieved from https://
www.youtube.com/watch?v=MJYGFwGhHnA

Ruf, B., Fischli, P., & Weiss, D. (2008). Peter Fischli & David Weiss: Sonne, Mond und Sterne. Zürich: JRP/Ringier.

Stewart, M. G., & Walker, S. R. (2005). Rethinking curriculum in art. Worcester, MA: Davis Publications.