Express Yourself: Design a 'Who I Am' Artwork
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can I use art to show what I love, where I am from, and who I am?Essential Questions
Supporting questions that break down major concepts.- How can art tell a story about ourselves?
- How do artist's use shapes, colors, and textures to express themselves?
- What makes each of us unique?
- How can we creatively use different materials to make art?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- TEKS ELAR - 1.2.C.iii - demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns
- TEKS ELAR - 1.2.F - develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words
- TEKS Art - 1.2.A - invent images that combine a variety of lines, shapes, colors, textures, and forms
- TEKS Art - 1.3.B - demonstrate an understanding that art is created globally by all people throughout time
Entry Events
Events that will be used to introduce the project to studentsArt Gallery Time Machine
'Art Gallery Time Machine': Transform the classroom into an 'Art Gallery Time Machine,' displaying artwork from various time periods and cultures. Students analyze how artists throughout history have expressed their identities and cultural backgrounds, encouraging them to consider how they can use art to represent their own stories in a contemporary context.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Sketchbook Explorations
Students will start by brainstorming and sketching ideas about what they love, where they are from, and who they are. This activity helps them generate initial concepts and explore different visual elements.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA sketchbook page with at least five different sketches representing personal interests, cultural background, and individual identity.Alignment
How this activity aligns with the learning objectives & standardsTEKS Art - 1.2.A (invent images that combine a variety of lines, shapes, colors, textures, and forms)Sketch Refinement and Labeling
In this activity, students will refine one of their initial sketches and add labels to identify the elements they've included. This combines visual art with basic literacy skills.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA refined sketch with clear labels identifying the different elements and their personal significance.Alignment
How this activity aligns with the learning objectives & standardsTEKS Art - 1.2.A (invent images that combine a variety of lines, shapes, colors, textures, and forms); TEKS ELAR - 1.2.C.iii (demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns)Final Artwork and Artist Statement
Students will transfer their refined sketch onto a larger piece of paper or canvas and create a final artwork using various art materials. They will also write a short artist statement about their work.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA finished artwork on larger paper or canvas, accompanied by a short, legibly written artist statement explaining the artwork's meaning.Alignment
How this activity aligns with the learning objectives & standardsTEKS Art - 1.2.A (invent images that combine a variety of lines, shapes, colors, textures, and forms); TEKS ELAR - 1.2.F (develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words)Class Gallery Walk and Discussion
Students will participate in a class gallery walk, observing and discussing each other's artwork. This fosters an understanding of diverse perspectives and artistic expression.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityParticipation in a class gallery walk with thoughtful comments and observations about peers' artwork.Alignment
How this activity aligns with the learning objectives & standardsTEKS Art - 1.3.B (demonstrate an understanding that art is created globally by all people throughout time)Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioExpressing Identity Through Art
Sketchbook Explorations
Focuses on the student's initial exploration of ideas and visual elements in their sketchbook, emphasizing creativity and personal expression.Idea Generation and Representation
Assesses the student's ability to brainstorm and generate initial ideas and concepts reflecting personal interests, cultural background, and individual identity.
Exemplary
4 PointsThe sketchbook includes at least five distinct sketches that creatively and comprehensively represent the student's interests, background, and identity, demonstrating a deep understanding of the prompt.
Proficient
3 PointsThe sketchbook includes five sketches that represent the student's interests, background, and identity, showing a clear understanding of the prompt.
Developing
2 PointsThe sketchbook includes fewer than five sketches, or the sketches only partially represent the student's interests, background, and identity, indicating a basic understanding of the prompt.
Beginning
1 PointsThe sketchbook is incomplete or shows minimal effort in representing the student's interests, background, and identity, indicating a limited understanding of the prompt.
Visual Elements
Evaluates the student's skill in utilizing lines, shapes, and colors to effectively communicate their ideas and create visually engaging sketches.
Exemplary
4 PointsThe sketches demonstrate sophisticated use of lines, shapes, and colors to create dynamic and expressive representations of the student's ideas.
Proficient
3 PointsThe sketches effectively use lines, shapes, and colors to communicate the student's ideas clearly and create visually appealing representations.
Developing
2 PointsThe sketches show some use of lines, shapes, and colors, but the elements may not fully support or enhance the communication of the student's ideas.
Beginning
1 PointsThe sketches show minimal or ineffective use of lines, shapes, and colors, hindering the communication of the student's ideas.
Sketch Refinement and Labeling
Focuses on the refinement of initial sketches, emphasizing attention to detail, accurate labeling, and effective use of colors and textures.Sketch Refinement
Assesses the student's ability to refine their initial sketch and develop a more detailed representation of their chosen subject, demonstrating improved artistic skills.
Exemplary
4 PointsThe refined sketch is exceptionally detailed and demonstrates a high level of artistic skill, significantly enhancing the original concept.
Proficient
3 PointsThe refined sketch is noticeably more detailed than the original and demonstrates a clear improvement in artistic skill.
Developing
2 PointsThe refined sketch shows some additional detail compared to the original, but the improvement in artistic skill is limited.
Beginning
1 PointsThe refined sketch shows minimal change from the original, with little to no improvement in artistic skill.
Labeling and Spelling
Evaluates the student's ability to correctly label elements in their sketch using simple spelling patterns, integrating literacy skills with visual art.
Exemplary
4 PointsAll elements in the sketch are accurately and creatively labeled using appropriate spelling patterns, demonstrating a strong command of literacy skills.
Proficient
3 PointsMost elements in the sketch are accurately labeled using simple spelling patterns, demonstrating a good grasp of literacy skills.
Developing
2 PointsSome elements in the sketch are labeled, but there are errors in spelling or the labels are unclear, indicating a developing understanding of literacy skills.
Beginning
1 PointsFew or no elements in the sketch are labeled, or the labels are significantly inaccurate, indicating a limited understanding of literacy skills.
Color and Texture
Measures the student's effective use of colors and textures to enhance the visual appeal and expressiveness of the refined sketch.
Exemplary
4 PointsThe use of colors and textures is exceptionally creative and effectively enhances the visual impact and expressiveness of the sketch.
Proficient
3 PointsColors and textures are used effectively to enhance the visual appeal and expressiveness of the sketch.
Developing
2 PointsColors and textures are used, but their application is inconsistent or does not significantly enhance the sketch's visual appeal.
Beginning
1 PointsColors and textures are used minimally or inappropriately, detracting from the sketch's visual appeal.
Final Artwork and Artist Statement
Focuses on the final creation of the artwork, emphasizing craftsmanship, the ability to articulate the artwork's meaning, and legible handwriting.Artwork Creation
Evaluates the transformation of the refined sketch into a final artwork, assessing the student's craftsmanship and creative use of materials.
Exemplary
4 PointsThe final artwork demonstrates exceptional craftsmanship and innovative use of materials, resulting in a stunning and impactful piece.
Proficient
3 PointsThe final artwork demonstrates good craftsmanship and effective use of materials, successfully translating the sketch into a finished piece.
Developing
2 PointsThe final artwork shows basic craftsmanship, but the use of materials is inconsistent or does not fully enhance the final product.
Beginning
1 PointsThe final artwork lacks craftsmanship, and the materials are used ineffectively, resulting in an incomplete or unappealing piece.
Artist Statement
Assesses the clarity and depth of the student's artist statement, evaluating their ability to articulate the artwork's meaning and personal significance.
Exemplary
4 PointsThe artist statement is exceptionally clear, insightful, and articulates the artwork's meaning and personal significance with depth and nuance.
Proficient
3 PointsThe artist statement is clear and explains the artwork's meaning and personal significance effectively.
Developing
2 PointsThe artist statement is somewhat vague or incomplete, and the explanation of the artwork's meaning and personal significance is limited.
Beginning
1 PointsThe artist statement is unclear or missing, and the artwork's meaning and personal significance are not adequately explained.
Handwriting
Measures the legibility and neatness of the student's written artist statement, reinforcing handwriting skills.
Exemplary
4 PointsThe artist statement is written with exceptional legibility and neatness, demonstrating advanced handwriting skills.
Proficient
3 PointsThe artist statement is written legibly and neatly, demonstrating good handwriting skills.
Developing
2 PointsThe artist statement is somewhat legible, but there are some issues with neatness or spacing, indicating a need for improvement in handwriting skills.
Beginning
1 PointsThe artist statement is illegible or poorly written, indicating significant challenges with handwriting skills.
Class Gallery Walk and Discussion
Focuses on the student's ability to engage with and appreciate diverse artistic expressions, fostering a sense of community and shared learning.Participation
Assesses the student's active participation in the class gallery walk and their engagement with peers' artwork.
Exemplary
4 PointsThe student actively and enthusiastically participated in the gallery walk, demonstrating genuine interest and respect for peers' artwork.
Proficient
3 PointsThe student participated in the gallery walk and showed engagement with peers' artwork.
Developing
2 PointsThe student participated in the gallery walk, but their engagement with peers' artwork was minimal.
Beginning
1 PointsThe student did not actively participate in the gallery walk or show engagement with peers' artwork.
Comments and Observations
Evaluates the thoughtfulness and insightfulness of the student's comments and observations about peers' artwork.
Exemplary
4 PointsThe student provided exceptionally thoughtful and insightful comments and observations about multiple peers' artworks, demonstrating a deep understanding of artistic expression.
Proficient
3 PointsThe student provided thoughtful comments and observations about at least three peers' artworks.
Developing
2 PointsThe student provided basic comments and observations about fewer than three peers' artworks.
Beginning
1 PointsThe student provided minimal or superficial comments and observations about peers' artwork.
Articulation and Discussion
Measures the student's ability to articulate their observations and comments clearly during the group discussion.
Exemplary
4 PointsThe student articulated their observations and comments with exceptional clarity and eloquence, contributing meaningfully to the group discussion.
Proficient
3 PointsThe student articulated their observations and comments clearly during the group discussion.
Developing
2 PointsThe student struggled to articulate their observations and comments clearly during the group discussion.
Beginning
1 PointsThe student did not participate in the group discussion or was unable to articulate their observations and comments.