10+ sessions; 45 minutes per session

1. The students will choose an artist from a preapproved list and prepare research.
2. The students will use critical thinking skills and synthesize information to determine key components of their artist’s work and style.
3. The students will prepare a presentation and present their research to the class.
4. The students will design a one page document to help others remember their artist’s name and style.
5. The students will use visual notetaking while their classmates present.
6. The students will use inspiration from art history to plan and carry out an independent project.
7. The students will demonstrate an awareness of fair use as they design their work.
8. The students will self-assess and reflect on their work with a rubric and artist statement.

1. Computers with internet access
2. Presentation software or apps (ex: PowerPoint or Google Slides)
3. Paper
4. Pencils
5. Any supplies you want to make available for independent projects

Need these materials? Visit Blick!

Day 1
1. Research
-Students sign up for artist from pre-approved list
-Start researching artist to gain basic knowledge about their life (nationality, when lived, movement, style, etc.)
-Become familiar with the artist's most famous work so that the students can recognize and identify it.
-The art history presentation must include:
Your artist’s name
Birth date & date of death if no longer living
Nationality
Movement if applicable
5 examples of their artwork with title, date, and image source (save images in folder with title and date for later use)
Summary of their style or what they’re known for (subject matter, medium/process)
-Students start researching

Day 2: The students will finish their research and put together their presentation

Day 3: Presentations
-Students present to the class
-Students take notes or use visual journaling while classmates present.

Day 4:
-Finish presentations
-Review/demonstrate photoshop tools helpful for poster design

Day 5: Poster design
-The students will design a one page document showing 2-3 of their artist’s best known works, their name (largest), their dates and country(small), and movement if applicable (medium).
-Print posters and display in classroom.

Day 6: Introduce studio assignment
-Show slides presentation (linked in resources)
-Teacher explains assignment: create an art project with a connection to art history. Could be a parody, a mashup, inspired by a big idea that an artist tackled, inspired by an artist's style, etc.
-Students brainstorm, research, present idea to teacher for approval.

Days 7-19: Student work time

Day 20: Finish and reflect
-Students self-assess with a rubric
-Students reflect on their work in a written artist statement

Rubric and artist statement: https://docs.google.com/document/d/1aEyNlSiw6goqmzHAEJSbEkJSWyde2j0B_szPdE3fIGs/edit?usp=sharing

1. Slides presentation- https://docs.google.com/presentation/d/1h_zLuFBf5bzhE3MWuZLFSBVaYESo1WxgAcm3vMWzidw/edit?usp=sharing

2. Research requirements- https://docs.google.com/document/d/1UkglD44OLJLsoGTmZNXxKTrUlQU690vwk3qn-Gdw2NQ/edit?usp=sharing

3. Rubric- https://docs.google.com/document/d/1aEyNlSiw6goqmzHAEJSbEkJSWyde2j0B_szPdE3fIGs/edit?usp=sharing

4. Artist List- https://docs.google.com/spreadsheets/d/1HJc9QBCd6h-SRSyRnxqTrsXkh7yr-IsXzfhFKxp3KGs/edit?usp=sharing

My students had full choice of materials to use but you could limit to a specific category like 2D or even a specific medium if you need to.

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions