ARE 6148: CURRICULUM IN TEACHING ART
Group Curriculum Unit
This assignment is a collaborative effort made by myself and three of my classmates, Katherine Lallement, Kat Norman, and Brittany Barnes. The theme of the unit is Identity. The following passage is the abstract from our unit. Click the link below to review the curriculum unit on our Southern Belles Wiki Space.
Identity: Exploring My Identity Through Myself, My Family, and My Community
Eighth grade students will be introduced to the "Identity Unit" by becoming aware of their own self-identity, their identity
in their family and their identity in their community.
Through the exploration of the self, student will learn about southern folk artist, Howard Finster as an example of a person being
directly motivated by his spirituality to encourage others to become active participants in a cause.
To further engage the students to understand self-identity they will investigate the roles in which family’s experiences and histories connect them to the world. Learning to know and understand family roots will reveal what makes an individual unique in their self-identity. These lessons of family identity will explore these enduring ideas while also finding parallels in artistic expression through the study of southern photographers Sally Mann and Matt Eich. Students will thus gain a brief understanding of photography and it's history in documentation.
In the following concluding lessons of the identity, students will learn how community identity is portrayed in artworks of various southern artists such as Jonathan Green, Mary Edna Fraser, Phillip Simmons, and Miss Eva Wright.
In this unit, students will engage in discussions, activities, and projects that will guide them to understand the foundations of what defines and motivates their identity.
Identity: Exploring My Identity Through Myself, My Family, and My Community
Eighth grade students will be introduced to the "Identity Unit" by becoming aware of their own self-identity, their identity
in their family and their identity in their community.
Through the exploration of the self, student will learn about southern folk artist, Howard Finster as an example of a person being
directly motivated by his spirituality to encourage others to become active participants in a cause.
To further engage the students to understand self-identity they will investigate the roles in which family’s experiences and histories connect them to the world. Learning to know and understand family roots will reveal what makes an individual unique in their self-identity. These lessons of family identity will explore these enduring ideas while also finding parallels in artistic expression through the study of southern photographers Sally Mann and Matt Eich. Students will thus gain a brief understanding of photography and it's history in documentation.
In the following concluding lessons of the identity, students will learn how community identity is portrayed in artworks of various southern artists such as Jonathan Green, Mary Edna Fraser, Phillip Simmons, and Miss Eva Wright.
In this unit, students will engage in discussions, activities, and projects that will guide them to understand the foundations of what defines and motivates their identity.
Independent research Project
This unit, Exploring Coca-Cola through Art, is a curriculum unit that is a direct example of cultural influences. I looked to my region for a way to relate to the students in our community. Living in Atlanta, you become accustomed to the Coca-Cola Company. There are advertisements, vending machines, and most restaurants serve their products throughout the state. Coca-Cola is a trademark of our city and historically speaking has played a dominate role on our city's heritage and progress in the arts.
As I began to explore this company I realized how much of an influence this beverage company has had on the arts. I wanted to give the students a rich opportunity to investigate how this corporation has used art to connect with not only our community, but to the world. This curriculum unit investigates five major areas: The history of the Coca-Cola Company, Art and the Coca-Cola Company, Coca-Cola as a marketing campaign, Coca-Cola and advertising, and culture jamming.
My goal for this unit is to develop a foundation for analytical and objective classroom discussions, which will lead to further investigations about other corporations and their use of imagery to appeal to consumers. I believe this unit will engage students in active dialogue that will get them thinking about big issues that affect our environment, society, economy, and our culture. Click the link below to view the unit in its entirety.
As I began to explore this company I realized how much of an influence this beverage company has had on the arts. I wanted to give the students a rich opportunity to investigate how this corporation has used art to connect with not only our community, but to the world. This curriculum unit investigates five major areas: The history of the Coca-Cola Company, Art and the Coca-Cola Company, Coca-Cola as a marketing campaign, Coca-Cola and advertising, and culture jamming.
My goal for this unit is to develop a foundation for analytical and objective classroom discussions, which will lead to further investigations about other corporations and their use of imagery to appeal to consumers. I believe this unit will engage students in active dialogue that will get them thinking about big issues that affect our environment, society, economy, and our culture. Click the link below to view the unit in its entirety.
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