| Curriculum Map 2006-2007 |  |
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Medieval Art: Architecture : | Students explore the form and function of architecture. They create their own clay models of arches and other architectural elements. |
By creating their own architectural elements, students understand the impact of Medieval architecture on subsequent historical periods and the present. Students discover through hands-on practice. |
Slides are shown of Romanesque to Gothic cathedrals and castles. Students build their own Roman arch to discover how to create structural supports based on the concept of weight distribution. Then students select another significant architectural element to create and share with the class. This process is in conjunction with the students' History unit that includes castle building. |
How did the functional needs of Medieval times influence their architecture? (Environment, Homo faber) What does the architecture reveal about the social structures and hierarchy of class in the Middle Ages? (Health and Social Education) |
Students' work should reflect an understanding of the principals behind Medieval architecture. Students are graded on their focus, effort, and ability to problem solve. Students must work independently and share their discoveries with others. |
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| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students are encouraged to experiment with different media and subject matter. The art studio and supplies available during lunch periods and after school. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Medieval Art: Family Crest in Stained Glass : | Students create a family emblem in faux stained glass. |
Learn images and symbolism as they can express oneself. Explore the history of Medieval crests and emblems within different cultures. Explore symbols for family members. Technical process of tissue collage on plexiglass. Create a final artwork (homo-faber). |
Reading and lecture of history of stained glass. Interview family members. Sketchbook process documentation and thumbnail sketches. Create a cartoon (actual-scale drawing). Create stained glass artwork. One-on-one critique. Written self-reflection. Presentation |
How does our family help make us who we are? (Health and Social Education) What does stained glass contribute to the art world? (Homo faber) |
Assessment is based on process, effort, craftsmanship, understanding and implementation of concepts. |
|
| Written Exhibition Review : | Students must select and view a current exnibition and write a critical analysis. |
Process visual information into words. Impliment vocabulary learned through reading assignments and in-class discussion. Practice essay writing. Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. Write an analysis that translates visual information into words. |
How does one evaluate a work of art? (Health and Social Education, Approaches to Learning) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Medieval Art: Illuminated Letters : | Students will examine the ornate qualities of illuminated manuscripts and discover why this was a dominant art form at this time in history. Students will translate this knowledge into their own illuminated drawing. |
Students will discover a time period through the investigative process in observing art. Students will create their own design and practice a careful application of materials. |
Students will read about Medieval art in Discovering Art History and in Scholastic Magazine. The Metropolitan Museum and The Cloisters will be utilized. Students will also study Iranian illuminated manuscripts to increase the multicultural investigation through comparison. |
What do illuminated manuscripts reveal about their time and culture? (HomoFaber) |
Students should demonstrate an understanding of concepts through their project and class participation. Students will also be graded on their effort, focus, and attitude. |
|
| Medieval Art: Architecture : | Students explore the form and function of architecture. They create their own clay models of arches and other architectural elements. |
By creating their own architectural elements, students understand the impact of Medieval architecture on subsequent historical periods and the present. Students discover through hands-on practice. |
Slides are shown of Romanesque to Gothic cathedrals and castles. Students build their own Roman arch to discover how to create structural supports based on the concept of weight distribution. Then students select another significant architectural element to create and share with the class. This process is in conjunction with the students' History unit that includes castle building. |
How did the functional needs of Medieval times influence their architecture? (Environment, Homo faber) What does the architecture reveal about the social structures and hierarchy of class in the middle ages? (Health and Social Education) |
Students' work should reflect an understanding of the principals behind Medieval architecture. Students are graded on their focus, effort, and ability to problem solve. Students must work independently and share their discoveries with others. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal ). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students are encouraged to experiment with different media and subject matter. The art studio and supplies available during lunch periods and after school. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Medieval Art: Family Crest in Stained Glass : | Students create a family emblem in faux stained glass. |
Learn images and symbolism as they can express oneself. Explore the history of Medieval crests and emblems within different cultures. Explore symbols for family members. Technical process of tissue collage. Create a final artwork (homo-faber). |
Reading and lecture of history of stained glass. Interview family members. Sketchbook process documentation and thumbnail sketches. Create a cartoon (actual-scale drawing). Create stained glass artwork. One-on-one critique. Written self-reflection. Presentation |
How does our family help make us who we are? (Health and Social Education) What does stained glass contribute to the art world? (Homo faber) |
Assessment is based on process, effort, craftsmanship, understanding and implementation of concepts.  Stained Glass Rubric |
|
| Written Exhibition Review : | Students must select and view a current exnibition and write a critical analysis. |
Process visual information into words. Impliment vocabulary learned through reading assignments and in-class discussion. Practice essay writing. Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. Develop an artistic preference. |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. Write an analysis that translates visual information into words. |
How does one evaluate a work of art? (Health and Social Education, Approaches to Learning) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Medieval Art: Illuminated Letters : | Students will examine the ornate qualities of illuminated manuscripts and discover why this was a dominant art form at this time in history. Students will translate this knowledge into their own illuminated drawing. |
Students will discover a time period through the investigative process in observing art. Students will create their own design and practice a careful application of materials. |
Students will read about Medieval art in Discovering Art History and in Scholastic Magazine. The Metropolitan Museum and The Cloisters will be utilized. Students will also study Iranian illuminated manuscripts to increase the multicultural investigation through comparison. |
What do illuminated manuscripts reveal about their time and culture? (HomoFaber) |
Students should demonstrate an understanding of concepts through their project and class participation. Students will also be graded on their effort, focus, and attitude. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education, Homo Faber) How can an image say something that words can not express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
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