Art Ed 450

UNIT THEME:  Borders

                                               

1.  Questions:

How do borders affect our lives? What kind of borders do you see around you and your peers? Who creates borders? Are borders important? Are borders constructive or destructive? How do borders influence our sense of identity? How is our body like a border?  Do human beings create borders based on physical traits? What does the human figure teach us about freedom and borders?

2. Rationale: As students come to understand the perceived borders associated around body type and pigment t and personal/ natural/ cultural bordered they can work to improve or change them in creating  the life they hope for.
 3-5 Learning Goals:1. Help students examine the physical/ societal borders present in their own lives.
                                  2. Observation skills
                                  3. Writing skills
                                  4. Figure drawing
                                  5. Representation
                                  6.. Conceptual design

3. Knowledge Base:

Banksy, civil rights movements, Jackson pollock, Monet, Jesus Christ, Ei Wei Wei, Jewish Children's Holocaust Museum, Prague, John singer sergeant.

4. Learning Activities,

- learn about how scientists and researchers have recorded  Research and field journals over time.( from dark ages to now)
-learn about observational drawing
- learn about concept design
- study figure drawing
- architectural drawing
- representational drawing
- non- representational drawing.
-anatomical drawing

5. The Big Project:  

 Students will express their thoughts about the borders present in their own lives by doing an observational study of the borders ( perceived and physical) in their lives and how they interact with these borders, based on their own figure. they will record their thoughts and observations in a research diary and do a final art project describing their findings using sculpture or drawing to describe their indigna.