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Planned
Instruction Humanities Thematic Unit
Modeled
after the design approved for use at
the
2003
PA Governor's Institute for Humanities
Educators
Teacher
Name: David Berlin, D.M.A.
E-Mail
Address: Teacher55@excite.com
School:
Richland Elementary
Grade
Level: Primary Designed for and piloted with
second grade. With minor adjustments and
adaptations it can be used at other grade
levels.
Content
areas and Standards Categories Addressed:
Many
content areas and standards categories are touched
upon. Only those that are assessed can be
considered "official" for the purposes of this
planned instruction.
Arts
and Humanities: (Visual Arts and Music)
Reading,
Writing, Speaking and Listening,
Math,
History,
Science and Technology
Planned
Instruction; Humanities Unit Theme:
The
Old King by Georges Roualt
Standard
Statement: Write out the standards statements
addressed in this unit. (Example: 9.1.3.J. -- Know
and use traditional and contemporary technologies
for producing, performing and exhibiting works in
the arts or the works of others)
Pennsylvania's
public schools shall teach, challenge and support
every student to realize his or her maximum
potential and to acquire the knowledge and skills
needed to:
9.1.3A.
Know and use the elements and principles of each
art form to create works in the arts and
humanities.
C.
Recognize and use fundamental vocabulary within
each of the arts forms.
D.
Use knowledge of varied styles within each art form
through a performance or exhibition of unique
work.
E.
Demonstrate the ability to define objects, express
emotions, illustrate an action or relate an
experience through creation of works in the
arts.
F.
Identify works of others through a performance or
exhibition
9.2.3
Pennsylvania's public schools shall teach,
challenge and support every student to realize his
or her maximum potential and to acquire the
knowledge and skills needed to identify, compare,
contrast and analyze works in the arts in their
historical and cultural context appropriate for
each grade level in concert with districts' social
studies, literature and language
standards.
A.
Explain the historical, cultural and social context
of an individual work in the arts.
B.
Relate works in the arts chronologically to
historical events (e.g., 10,000 B.C. to
present).
C.
Relate works in the arts to varying styles and
genre and to the periods in which they were created
(e.g., Bronze Age, Ming Dynasty, Renaissance,
Classical, Modern, Post-Modern, Contemporary,
Futuristic, others).
D.
Analyze a work of art from its historical and
cultural perspective.
E.
Analyze how historical events and culture impact
forms, techniques and purposes of works in the arts
(e.g., Gilbert and Sullivan operettas)
F.
Know and apply appropriate vocabulary used between
social studies and the arts and
humanities.
I.
Identify, explain and analyze philosophical beliefs
as they relate to works in the arts (e.g.,
classical architecture, rock music, Native American
dance, contemporary American musical
theatre).
L.
Identify, explain and analyze common themes, forms
and techniques from works in the arts (e.g.,
Copland and Graham's Appalachian Spring and
Millet's The Gleaners).
9.3.3Pennsylvania's
public schools shall teach, challenge and support
every student to realize his or her maximum
potential and to acquire the knowledge and skills
needed to:
A.
Recognize critical processes used in the
examination of works in the arts and
humanities.
Compare
and contrast
Analyze
Interpret
Form
and test hypotheses
Evaluate/form
judgments
B.
Know that works in the arts can be described by
using the arts elements, principles and concepts
(e.g., use of color, shape and pattern in
Mondrian's Broadway Boogie-Woogie; use of dynamics,
tempo, texture in Ravel's Bolero).
C.
Know classification skills with materials and
processes used to create works in the arts (e.g.,
sorting and matching textiles, musical chants,
television comedies).
D.
Explain meanings in the arts and humanities through
individual works and the works of others using a
fundamental vocabulary of critical
response.
E.
Recognize and identify types of critical analysis
in the arts and humanities
.Contextual
criticism
.
Formal criticism
.Intuitive
criticism
F.
Know how to recognize and identify similar and
different characteristics among works in the arts
(e.g., Amish and Hawaiian quilts, Navaho weavings
and Kente cloth from West Africa).
9.4.3
Pennsylvania's public schools shall teach,
challenge and support every student to realize his
or her maximum potential and to acquire the
knowledge
and skills needed to:
A.
Know how to respond to a philosophical statement
about works in the arts and humanities (e.g., "Can
artworks that depict or are about ugly or
unpleasant things ever be
beautiful?").
B.
Know how to communicate an informed individual
opinion about the meaning of works in the arts
(e.g., works of an artist of the
month).
C.
Recognize that the environment of the observer
influences individual aesthetic responses to works
in the arts (e.g., the effect of live music as
opposed to listening to the same piece on a car
radio)
D.
Recognize that choices made by artists regarding
subject matter and themes communicate ideas through
works in the arts and humanities (e.g., artist's
interpretation through the use of classical ballet
of the American West Agnes De Mille's
Rodeo).
8.1.3
Pennsylvania's public schools shall teach,
challenge and support every student to realize his
or her maximum potential and to acquire the
knowledge and skills needed to. . .
8.1.3B.
Develop an understanding of historical
sources.
8.1.3C.
Understand fundamentals of historical
interpretation.
2.1.3
Pennsylvania's public schools shall teach,
challenge and support every student to realize his
or her maximum potential and to acquire the
knowledge and skills needed to:
2.1.3A.
Count using whole numbers (to 10,000) and by 2's,
3's, 5's, 10's, 25's and 100's.
2.3.3C.
Represent equivalent forms of the same number
through the use of concrete objects, drawings, word
names and symbols.
C.
Determine and compare elapsed
times.
Pennsylvania's
public schools shall teach, challenge and support
every student to realize his or her maximum
potential and to acquire the knowledge and skills
needed to:
1.1.3
B. Preview the text formats (e.g., title, headings,
chapters and table of contents).
1.1.3F.
Understand the meaning of and use correctly new
vocabulary learned in various subject
areas.
1.1.3G.
Demonstrate after reading understanding and
interpretation of both fiction and nonfiction text.
Retell
or summarize the major ideas, themes or procedures
of the text.
Connect
the new information or ideas in the text to known
information.
Clarify
ideas and understandings through rereading
Civics
and Government
Pennsylvania's
public schools shall teach, challenge and support
every student to realize his or her maximum
potential and to acquire the knowledge and skills
needed to . . .
5.3.3E.
Identify positions of authority at school and in
local, state and national governments.
Essential
/Guiding Questions: Write this Units Essential
/Guiding Questions.
How
can a work of art, music, dance or theater inform
our understanding of an historical period and/or
the values of that period.
How
can a human artifact such as a work of visual art,
music, theater, dance or literature serve as a
thematic locus or springboard to embrace standards
and topics in many subject areas.
How
can simultaneous investigation of art examples in
different content areas enhanse learning through
generalization and transfer. How can they be used
to connect to other content areas.
What
will students know and be able to do to demonstrate
they have reached the level of proficiency of the
identified standards? List content and performance
competencies in clear, measurable
terms.
Content
Indicators: (Specific content the students will
know)
Aspects
of: Visual art techniques eg. impasto and glazing,
Sociocultural influences on the arts, Historical
style/time periods, Expressionism, Portraiture,
Nusic notation, Triple meter, Conducting patterns,
instrument families, Governments
Process
Indicators (What the student will
do)
Perceiving
by hearing, seeing, and/or reading and
responding
Analyzing
by percieving and describing,
labeling
recreating/performing
by moving and conducting
creating
Connecting to cultural/historical contexts
Interpreting two ways. 1.objective (e.g.
reading charts, conducting patterns and
musical notation) 2. subjective (hearing or
seeing and responding through personalization
and internalization).
Evaluating
determining
Sequencing
chronological order
Estimating
Charting
(What
the students will do to demonstrate their
understanding of the content)
1.
Create a new and original visual work of art that
exhibits specified style
characteristics.
2.
Conduct metric patterns according to standard
patterns used by an orchestra conductor.
3.
Discuss The role and responsibilities of authority
figure and their responsibilities
4.
Discuss how power changes and how elections serve
this function
5.Estimate
and calculate spatial and temporal
parameters.
Assessment
Task and Criteria
What
is the student performance that demonstrates they
have met each objective? Include actual assessment
and scoring tool(s):
Summative:
10
selected response items These can be seen
at:
Selected
Response items: files
sr1.htm-sr10.htm
Authentic
Performance Task 1
Create
a portrait of your own in the style known as
expressionism.
Authentic
Performance Task 2
Demonstrate
your conducting abilities. Do this for your
teacher, or video record your
demonstration.
Demonstrate
your ability to conduct in triple meter in
connection with audible music.
I am
the music supervisor for a television production
company. We are making a program about "The Old
King" for a history channel. The director tells me
that she needs one minute of slow music for one of
the scenes. She wants a tempo of about one beat per
second. The composer wants to know how many
measures of music he needs to write and he wants to
use triple meter.
Step
1. Separate the relevant statements from the ones
that are not useful.
Setp
2. Put the useful statements in the best sequence
in order to find the answer.
Step
3. Create a chart that shows the best process for
solving this problem and also show the correct
answer,
Here
are the statements:
How
can I figure out the answer?
Tomorrow
there may be pizza for lunch.
Divide
60 by 3 to get the answer
Tempo
in music means how fast or slow the pulse or beat
moves through time.
There
are sixty seconds in one minute.
There
are thirty seconds in one half of a
minute.
The
old king is holding a flower that is
white.
Triple
meter means there is a strong beat every set of
three counts.
The
answer is 3 measures.
The
answer is 20 measures.
This
is too easy.
This
is too hard.
The
answer is 60 measures.
Triple
meter means there are 3 beats in a
measure
One
beat per second means there are _____ beats in one
minute.
What
are the steps to solve the problem?
What
do I do first, second, third, etc.?
What
is the answer?
Reflection
Items:
(How
will you judge "below basic," "basic," "proficient"
and "advanced"?
Criteria
Advanced
Proficient
Basic
Below
Basic
Constructed
Response Items:
On a separate paper(s) answer these constructed
response tasks.
1. Write a paragraph. Discuss why and how an
expressionist portrait is different than a portrait
from an earlier artist.
2. Write a short paragraph in which you discuss
the basic geometric shapes that are in "The Old
King" and the basic geometric shape used to conduct
triple meter in music.
3. Write a short paragraph about the problems
ruler's face, how power changes in some governments
and how power changes hands in the United
States.
4. Discuss historical time periods and the time
period when when Rauault lived.
Constructed
Response Assessment Rubric.
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Below
Basic
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Basic
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Proficient
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Advanced
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Content
area
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Arts
and Humanities
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The
essay(s) give evidence of application of
critical processes and it/they describe(s)
and classifiy(ies) elements principles and
concepts of expressionism to a minimal
degree.
The
constructed response items reflect the
understanding that choices made by artists
regarding subject matter and themes
communicate ideas through works in the
arts/humanities to a marginal
degree.
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The
essay(s) give evidence of application of
critical processes and it/they describe(s)
and classifiy(ies) elements principles and
concepts of expressionism to a some
degree.
The
constructed response items reflect the
understanding that choices made by artists
regarding subject matter and themes
communicate ideas through works in the
arts/humanities to some degree.
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The
essay(s) give evidence of application of
critical processes and it/they describe(s)
and classifiy(ies) elements principles and
concepts of expressionism to an adequate
degree.
The
constructed response items reflect the
understanding that choices made by artists
regarding subject matter and themes
communicate ideas through works in the
arts/humanities to an adequate
degree.
|
The
essay(s) give evidence of application of
critical processes and it/they describe(s)
and classifiy(ies) elements principles and
concepts of expressionism to a substantial
degree.
The
constructed response items reflect the
understanding that choices made by artists
regarding subject matter and themes
communicate ideas through works in the
arts/humanities to a a substantial
degree.
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Mathematica
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The
constructed response items reflect the
ability to recognize, describe, extend,
create and replicate a variety of patterns
including attribute, activity, number and
geometric patterns to a marginal
degree.
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The
constructed response items reflect the
ability to recognize, describe, extend,
create and replicate a variety of patterns
including attribute, activity, number and
geometric patterns to a limited
degree
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The
constructed response items reflect the
ability to recognize, describe, extend,
create and replicate a variety of patterns
including attribute, activity, number and
geometric patterns to a adequate
degree
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The
constructed response items reflect the
ability to recognize, describe, extend,
create and replicate a variety of patterns
including attribute, activity, number and
geometric patterns to a substantial
degree
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Reading,
Writing Speaking Listening
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The
constructed response items reflect the
ability to retell or summerize the major
ideas, themes or procedures of the text to
a marginal degree.
The
constructed response items reflect the
ability to read and understand essential
content of informational texts to a
minimal degree.
The
constructed response items reflect the
ability to produce short essays that
follow the conventions of the genre to a
marginal degree.
The
constructed response items reflect the
ability to write-well developed content
appropriate for the topic to a marginal
degree.
The
constructed response items reflect the
ability to spell, use capital letters,
punctuate, use nouns, pronouns, verbs,
adjectives, and conjunctions, and use
complete sentences correctly to a marginal
degree.
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The
constructed response items reflect the
ability to retell or summerize the major
ideas, themes or procedures of the text to
a limited degree.
The
constructed response items reflect the
ability to read and understand essential
content of informational texts to a
limited degree.
The
constructed response items reflect the
ability to produce short essays that
follow the conventions of the genre to a
limited degree.
The
constructed response items reflect the
ability to write-well developed content
appropriate for the topic to a limited
degree.
The
constructed response items reflect the
ability to spell, use capital letters,
punctuate, use nouns, pronouns, verbs,
adjectives, and conjunctions, and use
complete sentences correctly to a limited
degree.
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The
constructed response items reflect the
ability to retell or summerize the major
ideas, themes or procedures of the text to
a adequate degree.
The
constructed response items reflect the
ability to read and understand essential
content of informational texts to an
adequate degree.
The
constructed response items reflect the
ability to produce short essays that
follow the conventions of the genre to an
adequate degree.
The
constructed response items reflect the
ability to write-well developed content
appropriate for the topic to an adequate
degree.
The
constructed response items reflect the
ability to spell, use capital letters,
punctuate, use nouns, pronouns, verbs,
adjectives, and conjunctions, and use
complete sentences correctly to an
adequate degree.
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The
constructed response items reflect the
ability to retell or summerize the major
ideas, themes or procedures of the text to
a substantial degree.
The
constructed response items reflect the
ability to read and understand essential
content of informational texts to a
substantial degree.
The
constructed response items reflect the
ability to produce short essays that
follow the conventions of the genre to a
substantial degree.
The
constructed response items reflect the
ability to write-well developed content
appropriate for the topic to a substantial
degree.
The
constructed response items reflect the
ability to spell, use capital letters,
punctuate, use nouns, pronouns, verbs,
adjectives, and conjunctions, and use
complete sentences correctly to a
substantial degree.
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History
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The
constructed response items reflect the
understanding of fundamentals of
historical interpretation in terms of
causes and results to a marginal
degree.
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The
constructed response items reflect the
understanding of fundamentals of
historical interpretation in terms of
causes and results to a limited
degree.
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The
constructed response items reflect the
understanding of fundamentals of
historical interpretation in terms of
causes and results to an adequate
degree.
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The
constructed response items reflect the
understanding of fundamentals of
historical interpretation in terms of
causes and results to a substantial
degree.
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Civics
and Government
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The
constructed response items reflect the
ability to explain what an election is to
a marginal degree.
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The
constructed response items reflect the
ability to explain what an election is to
a limited degree.
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The
constructed response items reflect the
ability to explain what an election is to
an adequate degree.
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The
constructed response items reflect the
ability to explain what an election is to
a substantial degree.
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Click
here for the constructed response
items.
Authentic
Performance Task 1
Create
a portrait of your own in the style known as
expressionism. Here is how the picture will be
judged.
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Below
Basic
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Basic
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Proficient
|
Advanced
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The
picture conforms to the definition of a
portrait to a marginal degree.
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The
picture conforms to the definition of a
portrait to a limited degree.
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The
picture conforms to the definition of a
portrait to an adequate degree.
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The
picture conforms to the definition of a
portrait to a substantial
degree.
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The
picture exhibits style characteristics of
expressionist art to a marginal
degree.
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The
picture exhibits style characteristics of
expressionist art to a limited
degree.
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The
picture exhibits style characteristics of
expressionist art to a n adequate
degree.
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The
picture exhibits style characteristics of
expressionist art to a substantial degree
and shows use of impasto/glazing or other
sophisticated techniques.
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After
you have completed your picture go
to task 2
Authentic
Performance Task 2
Demonstrate
your conducting abilities. Do this for your
teacher, or video record your
demonstration.
Demonstrate
your ability to conduct in triple meter in
connection with audible music.
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Below
Basic
|
Basic
|
Proficient
|
Advanced
|
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The
conducting pattern is occasionally correct
and the pulse is rarely steady and
accurate.
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The
conducting pattern is correct some of the
time and the pulse is occasionally steady
and accurate.
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The
conducting pattern is consistently correct
and the pulse is always steady and
accurate.
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The
conducting pattern is correct, the pulse
is steady and accurate and the left hand
indicates shaping elements such as
dynamics, phrasing, entrance
cues.
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Authentic
performance task 3
|
Below
Basic
|
Basic
|
Proficient
|
Advanced
|
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The
chart has a number of useless
statements.
The
chart has a flawed process and the answer
is incorrect.
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The
chart includes a few statements that are
not useful.
The
chart has a questionable process and may
or may not have a correct
answer.
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The
chart has only useful
statements.
Thechart
has a workable process sequence and the
correct answer.
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The
chart has useful statements
only.
The
chart has a clear, concise sequence and
the correct answer.
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The
chart is margainally readable and clear.
i
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The
chart is limited in clarity and
readability.
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The
chart is clear, easy to read and pleasing
to see.
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The
chart is clear, easy to read and
aesthetically beautiful.
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Reflection
Items
Throughout
this assessment you were asked to do several tasks.
In this part of the assessment you are to reflect
upon your work. Select one of these tasks
and discuss your work.
Your
discussion should include all of these:
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a.
Talk about what you did and why you made
the choices you made.
b.
Discuss what you think was the strongest
aspect of your work.
c.
Discuss what you think was the weakest
aspect of your work.
d.
Describe what you would keep the same if
you were to do the task again.
e.
Describe what you would change if you were
to do the task again.
f.
Discuss what you discovered or learned by
doing the task.
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Here
are the tasks from which to choose. Pick ONE of
these to talk about.
1.
The portrait you created in expressionist
style
2.
The conducting you performed in triple
meter.
3.
The problem about figuring out how many measures of
music to write.
Here
is how your work is to be judged:
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Below
Basic
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Below
Basic
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Proficient
|
Advanced
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The
statements reflect limited personalization
and analysis.
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The
statements reflect some personalization
and analysis.
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The
statements reflect adequate
personalization and analysis.
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The
statements reflect substantial
personalization and analysis.
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Materials
(Resources, URL's, videoconference information,
books, works of art, audio recordings, CD's,
videotapes)
Teacher
Materials:
1
of 121 portraits matching '315' in National
Portrait Gallery. http://www.npg.org.uk/live/search/portrait.asp?search=sp&sText=315&rNo=0
2004
1
of 16 portraits matching '1573' in National
Portrait Gallery. http://www.npg.org.uk/live/search/portrait.asp?search=sp&sText=1573&rNo=0
2004
Beatrix
Potter to Harry Potter in National Portrait
Gallery http://www.npg.org.uk/live/tronce.asp
2004
David
Berlin Music by David Berlin
http://209.195.186.240/dberlin/website/free.htm
2004
Georges
Roualt. The Old King . Carnegie
Museum of Art, Pittsburgh. Image digitally captured
from a poster produced by the PA Dept of Education
.
Gogh,
Vincent van: Portraits in WebmuseumParis.
http://www.ibiblio.org/wm/paint/auth/gogh/portraits/
2004
Produced
through the generosity of the Scaife Family
Foundation Fund for Children's Publications, 1993.
Carnegie Museum of Art Patrons Art Fund 40.1.
Royault
in "Artloft Fine Art" http://www.artloft.com/rouault.htm
2004
Royault
Posters in "Buy Posters on Line"
http://www.buy-posters-online.com/Buy_Posters_Rouault.html
2004
Metropolitan
Museum of Art, Timeline of Art History.
http://www.metmuseum.org/toah/splash.htm 2004
Chris
Whitcom, Art History Resources on the Web .
http://witcombe.sbc.edu/ARTHLinks.html
2004
Art
History Network. http://www.arthistory.net/
2004
A
minimum of one computer, connected to a projector
plus a screen. Internet connection .
One
computer per pupil is recommended.
Student
Materials:
For
individualized setting each student
needs:
Computer
system equipped with high speed Internet access
with permissions to play all
audio
file formats. This computer should be able to play
audio files with excellent audio
fidelity
preferably through earphones. One system per
student.
(n.b.
all students do not necessarily have to do this
planned instruction at the same time.)
Paper
Pencil
or pen
Art
supplies including paint, glaze, canvas, brushes,
gesso (or equivalent).
For a group setting
A
minimum of one computer, connected to a projector
plus a screen and high speed Internet connection
.
This
computer should be able to play audio files with
excellent audio
fidelity
preferably through a high quality speaker
system.
Paper
Pencil
or pen
Art
supplies including paint, glaze, canvas, brushes,
gesso (or equivalent).
Vocabulary
Words:
Warm-Up/Assessing
Prior Knowledge:
Lesson
# 1
Lesson
Goal
Complete
an interactive integrated planned instruction using
interactive programmed instruction through use of
computer and internet.
Instruction:
(What will you teach to prepare students to
demonstrate proficiency in mastery of the
standard(s) identified?)
After
launching the program:
1.
Students click on the "Students enter here"
prompt.
2.
Students read the prompts for each frame in
sequence and respond according to instructions
contained therein.
3.
Students complete the formative assessments as they
are encountered.
4.
Students reflect and self-assess their
work.
5.
Students undertake and complete corrective loops
and/or corrective activities if
necessary.
6.
Some students may complete the optional
extensions.
7.
Students complete the summative assessment tasks;
10 selected response tasks,
constructed
response tasks, three authentic performance tasks
and a reflection task.
Instruction/Content
see
files 14.htm through 20.htm
Formative
Assessment
click
here
Correctives/Remediation
Provisional
tries on an individual basis (individual
practice).
Assisted
provisional tries ( practice with a peer/ help from
the teacher).
Extensions/Enrichment
Exploration
of the web sitehttp://www.mso.com.au/edu/conductor/conductor.asp
Unit
Correctives/Remediation: (Activities for students
who have not met the objectives at proficient or
advanced level)
Unit
Extensions/Enrichment: (Enrichment activities for
students who have met the objectives at a
proficient or advanced level)
At
8d
have students create a graphic representation of
the findings (e.g.bar graph).
Number
of sessions and length of classes needed complete
this unit:
Indeterminate.
This depends upon the setting and mode of
delivery.
Keywords:
(Keywords are search terms that enable other
teachers to locate your plan on the Web.)
Art
Humanities, Music, Standards, Pennsylvania,
integrated, curriculum, assessment,
Overview:
(Provide a brief description of your instructional
plan.)
Using
the visual image of "The old King" by Georges
Rouault as a locus and point of departure,examples
of visual art and music are perceived, analyzed,
and responded to in ways that also connect to
History, Math, Civics and Government, Reading,
Writing, Speaking, Listening and technology.
Instructional input can be delivered in a large
group, small group or individual setting using the
Internet. Teacher directed guidance or individual,
independent work are both easily accommodated.
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