Name: Teri Kliebert
Course/Grade: 8th grade gifted English Language Arts
Lesson Title: Cultural Influences on Creative Expressions
Stage 1 Desired Results
ESTABLISHED GOALS
1. Interpret story elements, including stated and
implied themes. (1-M2)
2.Draw conclusions and make inferences in print and
nonprint responses about ideas and information in
grade-appropriate texts. (1-M3)
3.Interpret ideas and information in a variety of texts
and make connections to real-life situations and other
texts (1-M4)
4. Analyze universal themes found in a variety of
world and multicultural texts in oral and written
responses (6-M1)
6.Demonstrate understanding of information in
grade-appropriate texts using a variety of strategies,
including summarizing and paraphrasing to examine
and evaluate information, interpreting stated or
implied main ideas, comparing and contrasting
literary elements and ideas within and across texts,
making inferences and drawing conclusions. (7-M1)
7.Analyze grade-appropriate print and nonprint texts
using various reasoning skills, including identifying
cause-effect relationships, raising questions,
reasoning inductively and deductively, generating a
theory or hypothesis.(7-M4)
8. Use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute
to the learning of others.
9. Apply digital tools to gather, evaluate, and use
information.
10. Use critical thinking skills to plan and conduct
research, manage projects, solve problems, and
make informed decisions using appropriate digital
tools and resources.
Transfer
Students will be able to independently use their learning to…
recognize varying expressions and interpretations of human needs, motivations, values, and ideas in
print and nonprint forms. They will transfer this recognition to expressive forms across time and place.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
E1. How can the choice of subject and position be used to
U1. Ideas and values can be expressed in
express an artist’s values and ideas?
both print and nonprint forms.
E2. How does the use of color and technique impart mood
U2. Basic human needs and motivations
to a work of art?
are constant from one culture to another. E3. How does an author’s or artist’s work reflect the values
U3. Struggles within cultures impact
and ideas of the culture in which he or she operates?
expressive forms produced by the people
E3. How does a culture’s history impact the creative
of the culture.
expressions, both print and nonprint, of its members?
Students will know/explain…
K1. The significant historical events within
a culture that have shaped the work of an
artist or author
K2. The values of a culture or social group
that have shaped the work of an artist or
author
K3. The socioeconomic environments of
cultures or social groups and how they
influence creative expression.
K4. The beliefs, values, perspectives,
practices and products of another culture.
Acquisition
Students will be skilled at…
S1. drawing inferences from context clues
S2. relating events in text to personal experiences
S3. identifying the theme of a reading and how the author
develops it
S4. citing specific evidence to support point of view
S5. working cooperatively
S6. identifying and examining perspectives
S7. listening respectfully
S8. showing empathy
S9. finding value in others
S10. using technology resources to research and to
facilitate communication and collaboration
11. Examine the influence of traditions and values on
the creative expressions of a variety of cultures.
12. Have a significant knowledge and understanding
of one foreign culture.
13. Recognize and describe cultural differences
without judgment.
14. Understand the relationship between behavior
and culture.
15. Understand and evaluate world events from the
perspective of another culture.
Stage 2 - Evidence
Evaluative Criteria
1.
In depth, accurate, informative,
organized, demonstrates cultural
awareness and understanding,
demonstrates respect for diversity
2. Logical, organized, relevant,
supported, demonstrates cultural
awareness and understanding
3. Makes connection, organized,
relevant, insightful, demonstrates
empathy and higher order thinking
skills, cultural awareness
Complete, accurate, collaborative, meets
standards
Assessment Evidence
TRANSFER/PERFORMANCE TASK(S):
1. Your group will select one of the prints shown in class. You will work collaboratively to research
the life of the artist including his inspiration for the print you selected. In your research you will
discuss, identify, and consider the values, perspectives, and norms of the artist’s culture. You will
identify significant historical events that have influenced the work of the artist. Your group will
present its findings to the class in the medium of your choice.
2. Your group will locate, examine, and interpret a written work from an author from the same
culture as the artist whose work you have chosen. You will discuss, identify, and consider how the
cultural, historic, and environmental realities of the author’s culture have shaped his work. Your
group will present its findings to the class in the medium of your choice.
3. Review a list of history-making events or phenomena of the 21st century. With your group, create
an original work in response to the event you have chosen from the perspective of a member of
the culture you have researched. The product may be artistic or literary. The response must be
from a perspective that is in agreement with the values and norms of the culture you have been
studying.
OTHER EVIDENCE:
4. Conventional quizzes and tests
5. Observation of group work dynamics
6. Homework assignments
7. Synthesis of original response that connects to culture studied
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
1. Foundations – Students will view a recorded presentation by Mary Bernard, the school’s talented art teacher, in which she explains the evaluation
of mood in a work of art. She will discuss general ideas such as use of color, light, and positioning. She will show examples of canvasses and prints
to explain.
2. Foundations – Discussion and video will be used to consider how artists and writers used their respective mediums to generate a response or a
feeling with their work. Use “How Text and Art Create a Response” at http://www.pbslearningmedia.org.
3. Connecting with existing knowledge – Teacher directed recall and discussion of the World War II era in Europe and the holocaust. Ask students to
summarize the events reviewed during the study of The Diary of Anne Frank earlier in the school year. Teacher will show photos of selected prints
from the textbook resource material asking students to discuss use of color, light, and positioning and what they say about the mood of the work.
Have students use reasoning skills to infer the artists’ perspective.
4. Students will use laptops to access the images at Teaching with Digital Content – Digital Cultural Heritage Community at the University of Illinois
Library site at http://imagesearch.library.illinois.edu. Each group will select an image to evaluate at home. Students will reconvene in their small
groups the next day, discuss, and reach a consensus about the information that will be shared with the class during group presentations.
5. Whole class discussion – Show prints checked out from the school’s visual arts department catalog. Give thumbnail biography and cultural
background of the artist and lead students in discussion of reflections of culture evident in the works.
8. Each group will select one of the prints shown in class. Students will work collaboratively to research the life of the artist including his inspiration
for the print you selected. Students will discuss, identify, and consider the values, perspectives, and norms of the artist’s culture. They will identify
significant historical events that have influenced the work of the artist. Each group will present its findings to the class in their medium of choice
such as Animoto, Prezi, or PowerPoint.
9. Teacher led discussion and review of the analysis of theme, mood, tone, and symbolism in literature.
10. Review the life of author Charles Dickens, in the context of his work and major world events, on A Dickens Timeline. Use interactive timeline at
http://www.pbslearning.org. Students will connect the information to the works of Dickens that they have studied earlier in the year.
6. Groups will review literature materials in the folder that corresponds to the home country of the artist they have researched. They will examine,
and interpret a written work from an author. They will discuss, identify, and consider how the cultural, historic, and environmental realities of the
author’s culture have shaped his work. They will present their findings to the class in the medium of their choice.
7. Timelines – Students will review timelines of Major Events in the 21st Century at http://mapreport.com and Timelines of Inventions and Technology
Breakthroughs at http://www.inventors.about.com.
8. Groups will create an original work in response to the event they have chosen from the perspective of a member of the culture they have
researched. The product may be artistic or literary. The response must be from a perspective that is in agreement with the values and norms of
the culture they have been studying. They will present their work to the class in the medium of their choice.