Invisible Cities: The Arts and Renewable Community

CONTENTS OF CURRICULUM UNIT 13.04.04

  1. Unit Guide
  1. Introduction
  2. Content objectives
  3. Background
  4. Rationale
  5. Queen cities, a teacher's travel story
  6. Walking in the city
  7. The urgency for narrative through digital storytelling
  8. Class activity
  9. Classroom activity
  10. The poetry of the city is visible and invisible
  11. Probing for travel stories through collage writing
  12. Class activity
  13. Contempary artists as urban geographers
  14. Class activity
  15. Oral poetry
  16. Class activity
  17. Annotated lists of resources
  18. Materials for the classroom
  19. Appendix of state standards
  20. Notes

Travel Stories: Mapping the Vision, Walking the Journey

Gloria Brinkman

Published September 2013

Tools for this Unit:

Appendix of state standards

North Carolina Arts Education Essential Standards, High School Visual Arts

This unit is appropriate for visual arts instruction at the Intermediate level of proficiency or its equivalent, Art II. The class activities address the three strands of the Essential Standards of Visual Literacy, Contextual Relevancy and Critical Response through the clarifying objectives noted below. This unit also addresses Common Core Anchor Standards for Writing Literacy in Technical Subjects.

This unit is suitable for teaching in year 5 of the International Baccalaureate Middle Years Program for Visual Arts. The unit's development follows the MYP Design Cycle and speaks to the MYP Areas of Interaction of Human Ingenuity and Environment.

Visual Literacy Strand

V.1: Use the language of visual arts to communicate effectively

I.V.1.3: Understand the use of global themes, symbols, and subject matter in art.

I.V.1.4: Analyze images through the process of deconstruction (the components of the image and its meaning).

V.2: Apply critical and creative thinking skills to artistic expression

I.V.2.1: Generate innovative solutions to artistic problems.

I.V.2.2: Use experiences and observations to create content for art.

V.3: Create art using a variety of tools, media, and processes safely and appropriately

I.V.3.2: Select media appropriate for communicating content.

I.V.3.3: Analyze the relationship between process and product.

Contextual Relevancy Strand

CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts.

I.CX.1.2: Understand the role of visual art in documenting history.

I.CX.1.5: Explain the effect of geographic location and physical environment on design, production, and marketing of art.

CX.2: Understand the interdisciplinary connections and life applications of the visual arts.

I.CX.2.2: Apply skills and knowledge learned in various disciplines to visual arts.

I.CX.2.3: Apply collaborative skills to create art.

I.CX.2.4: Analyze how digital design affects communication in art.

Critical Response Strand

CR.1: Use critical analysis to generate responses to a variety of prompts.

I.CR.1.2: Critique personal art using personal or teacher-generated criteria.

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