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INTRODUCTION

This integrated activity was created for Art, Language Arts and Social Studies. It includes activities designed to allow students to investigate an Art movement in historical context and to apply their research to a situation where they must judge whether another artist's work and philosophy would be compatible with the movement.

Students will have a choice of product. They will create an interview with drama, art work, letter or WebPages based on their understanding of the tenets or manifesto of the "ism". It is designed to engage learners with different learning styles and exploit their multiple intelligences.

OBJECTIVES/CURRICULUM OUTCOMES

Building skills in:

collaborating effectively with peers
information literacy
self-expression
effective presentation
as well as addressing many of the curriculum outcomes in the following list. (Depending on student choice)

Art
• expose students to a variety of styles and examples of art forms
• provide opportunities that show how art affects and reflects the environment both historically and culturally
• develop an understanding of the application of art fundamentals
• combine the elements and principles of art into visual images
• analyze works of art and develop an understanding of personal preference and opinions
• interpret a visual experience orally, visually or in written form
• recognize how art can offer an enriching and enjoyable experience throughout one's life
• promote aesthetic awareness of the historical and cultural environment through observation and analytical study
• provide a variety of art experiences so that art becomes one of the options for the individual's continuing exploration and enrichment

Language Arts

ELA 1.1.2 Consider Others' Ideas
• integrate new understanding with previous viewpoints and interpretations

ELA 1.2.2 Explain Opinions
• articulate, represent, and explain personal viewpoints clearly

ELA 1.2.3 Combine Ideas
• structure and restructure ideas and information in personally meaningful ways to clarify and extend understanding

ELA 1.2.4 Extend Understanding
• reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions

ELA 3.1.1 Use Personal Knowledge
• determine personal knowledge of a topic to generate possible areas of inquiry or research

ELA 3.1.3 Contribute to Group Inquiry
• contribute ideas, knowledge, and strategies to help identify group information needs and sources

ELA 3.2.1 Identify Personal and Peer Knowledge
• access, record, and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research

ELA 3.2.2 Identify Sources
• distinguish between fact and opinion when inquiring or researching using a variety of information sources

ELA 3.2.3 Assess Resources
• develop and use criteria for evaluating information sources for a particular inquiry or research plan

ELA 3.2.4 Access Information
• recall, expand, and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources

ELA 3.3.1 Organize Information
• organize information and ideas in order of priority according to topic and task requirements

ELA 3.3.2 Record Information
• make notes in point form, summarizing major ideas and supporting details; reference sources

ELA 4.1.2 Choose Forms
• compose using specific forms [such as biographies, letters to the editor, newspaper articles, audio-visual

ELA 4.2.1 Appraise Own and Others' Work
• share own work in a variety of ways; appraise particular aspects such as word choice, description, language usage, organization, audience appeal...) of own and others' work and presentations using pre-established criteria

ELA 4.2.2 Revise Content
• revise to enhance meaning and effect according to audience and purpose

ELA 4.3.1 Grammar and Usage
• edit for sentence variety, word choice, and tone appropriate to audience and purpose, and to eliminate misplaced

ELA 4.4.1 Share Ideas and Information
• plan and facilitate small-group activities and short, whole-class sessions to share information on a topic using a variety of engaging methods (such as mini-lessons, role-plays, visual aids...)

ELA 4.4.2 Effective Oral Communication
• explain, share, and present orally using appropriate conventions of public speaking in a variety of settings [such as small-group and whole-class presentations.]; use visual aids to enhance the effectiveness of oral presentations

ELA 4.4.3 Attentive Listening and Viewing
• demonstrate critical listening and viewing skills and strategies

ELA 5.1.1 Compare Responses
• express personal reactions to a variety of experiences and texts and compare them with the reactions of others

ELA 5.2.1 Cooperate with Others
• engage in dialogue to understand the feelings and viewpoints of others and contribute to group harmony

ELA 5.2.2 Work in Groups
• demonstrate respect for other people's language, history, and culture

Social Studies

Topics Addressed
(Depending on student choice a number of these topics may be explored.)

Understanding Societies Past & Present
Early Societies of Mesopotamia, Egypt or the Indus Valley
Ancient Societies of Greece and Rome
Transition to the Modern World (Circa 500-1400)
Shaping the Modern World (Circa 1400-1850)

Links to Objectives/Curriculum Connections
(Depending on student choice a number of these objectives will be met.)

8-S-100	8-S-201	8-S-303	8-S-402	8-KI-014	8-VG-014
8-S-101	8-S-202	8-S-304	8-S-403	8-KH-032	8-VG-015
8-S-102	8-S-203	8-S-305	8-S-404	8-VI-005	8-KI-020
8-S-104	8-S-300	8-S-306	8-S-405	8-KI-018	8-VI-007
8-S-106	8-S-301	8-S-400	8-KI-008	8-KG-042	8-VH-013
8-S-200	8-S-302	8-S-401	8-KH-027	8-KE-057	8-VE-018

LEARNERS

Students will research an art movement in the social political context of the time period. Each student will analyze an art work created by an artist in their chosen art movement. Academically Gifted students will create a time line and plot all other student projects on it and link each project to a world map using MS FrontPage or Macromedia Dreamweaver.

After researching an art movement and developing an understanding of the artists and their work in the context of the social political situation they will share their new knowledge through drama, art, public speaking and website building. This unit integrates Art, Language Arts, Social Studies, information literacy and computer skills.

PROCESS

Before starting this lesson, students will need to understand the elements of art and principles of design. Students will need to be able to apply these concepts to determine and support their decision in order to communicate it through the interview, letter, artwork presentation or website.

Students will form groups of their own choice. They will survey a number of art movements, discuss what they found and reach consensus on a topic to study further. They will each take on the persona of an actual artist (living or dead). One group member will take on the role of the artist seeking membership in the group. Students will create their choice of response to the research question and self-evaluate the process they used to create it, the actual product and their presentation of it using the rubrics provided.

Each student will do reflections on the process throughout the project and reflect on a multimedia presentation they experience on the web. (They may record their notes and reflection on the reflection page if you make copies for each student on your own server.)

Students often are more successful in learning groups of their own choice based on their own interests, therefore they are permitted to choose their own groups.

Depending on your students information literacy skills aspects may need to be taught throughout the process. Refer to the Big 6 or RBL for more details.

The implementation of this unit is best accomplished with the collaboration of Art, Language Arts and Social Studies teachers with the support of the teacher-librarian and /or media coordinator.

Invite colleagues and administrators to the student presentations to advocate for more participation in integrated, multimedia learning projects.

RESOURCES NEEDED

This WebQuest and print materials from the library

Adequate computer lab time is essential

Computers must have Internet access, word processing software MS FrontPage, Macromedia Dreamweaver or other Web design software

Optional: Video/digital camera, scanner

EVALUATION

Students will self-evaluate the process they used to create it, the actual product and their presentation of it using the rubrics provided.

If you want to create your own, check out Rubric Construction Set.

STUDENT START PAGE

It's time to check out the Who Fits the ISM? WebQuest.

OTHER INFO.

For more integrated project ideas check out Janice Biebrich's home page .

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