1 session; 25 minutes per session

1. SWBAT define attribution.
2. SWBAT use their prior knowledge to attribute unseen works of art to artists.

1. Computer
2. Powerpoint or Google Slides

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1. The opening slide explains the meaning of Attribution.
2. Students are then shown an example of a piece to attribute.
3. The following slides show a piece of art by an artist in the 250 and students need to guess who the artist is.
4. The following slide will ask them what piece in the 250 did we study by that artist and what is the title of the piece.
5. Teams can be formed or points given to each person/team who gets the right answer.
6. The follow up to this presentation (next class) is assigning attribution essay in oder to practice for the Exam.

Assessment is done along the way while going through the slides as well as grading the follow up essays.

[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 evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[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 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

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

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Michelangelo Merisi da Caravaggio, Mary Cassatt, Jacques-Louis David, Paul Cézanne, Paul Gauguin, Vincent van Gogh, Claude Monet, Jan Vermeer

European Art, Impressionism, Post-Impressionism, Realism, Romanticism

Color/Value, Form, Line, Movement

Painting

History/Social Studies

Attribution Practice.pptx