Team B 12th Grade WebQuest - What is art?

Introduction

What is art? What is grafitti? Is grafitti an art form or is it vandalism? 

This WebQuest will help you to explore different points of view about art and will ask you to decide how you feel about it. You will watch videos, read articles and answer questions designed to challenge your ideas and opinions. 

Please approach this activity with an open mind and an open heart. Have fun and please work hard.

Task

There are a few parts to your assignment. You will be asked to watch two videos and to answer some questions about what you see. The second task asks you to read several articles and to compare and contrast elements of the articles. You will be given graphic organizers to help you with this task. May the force be with you!

Process

1. The first thing you will do is to watch two videos and answer the questions that follow. Please use your own paper to answer all questions.

Questions for Video #1:

  1. Name two pieces of art used in the opening of the video that you have seen before.
  2. What is one widely accepted definition of art?
  3. Name three forms art can take.
  4. Of all of the art pieces featured in the video, which stood out to you the most?  What about that particular piece spoke to you?  Why?
  5. Does there need to be a distinction between what is and is not art? Why or why not?

Questions for Video #2: 

  1. Where have you seen graffiti?  What impression does it give you?
  2. What was early graffiti all about?
  3. Why do graffiti writers use spray paint?
  4. Why are some upset with the graffiti found around the cities?
  5. What are some accomplishments of former graffiti artists?
  6. How does graffiti exemplify American teenagers?
  7. Now that you have heard from both sides, would you argue that graffiti is art, or vandalism? 

2. The second thing you will do is to read the following articles and then use the a graphic organizer to compare and contrast the two.

Article #1: “iPad images: Digital dawning of a new art form?” https://www.newsela.com/articles/ipad-art/id/1619/

Article #2: Scholastic graffiti article: http://action.scholastic.com/issues/02_03_14/book#/18

3.  The final part of your assignment asks you to use the SQ3R and Double-Bubble Thinking Map graphic organizers that live in the 3rd Period English class bin. Make sure to identify the main arguments made by each text and the main evidence used to support the arguments.

Evaluation

Now that you've read several perspectives about what should and should not be considered art, what is your perspective?  Write a persuasive 5 paragraph essay, citing textual evidence from articles and videos provided, that convinces your reader.

1. There is a flow chart in the class bin at the front of the room. It will help you to formulate your ideas and to get your initial thoughts on paper. You are expected to hand in this flow chart with your final assignment.

2. There is another handout in the bin as well: Notes on How to Write a 5 Paragraph Essay

Use it!  

3. Finally, the rubric for the assignment is attached below (scroll down and you'll see it!). 

Great job, everybody!

Persuasive Techniques and Voice

Level 4

--Most Persuasive strategies are included.
--Strategy is very effective, and is supported.
--Position is clearly stated

Level 3

--Many persuasive strategies are included.
--Position is stated but not maintained

Level 2

--Some persuasive strategies are included.
--Statement of position cannot be determined

Level 1

Incomplete

Organization & Structure

Level 4

- Quality paragraphs with good transitions between each one.
- Counter-argument present and/or addressed

Level 3

- 5 paragraphs
- Paragraph transitions need some improvement.
-Lack of counterargument

Level 2

- Organization and structure detract from the content.
- Article is disjointed and lack transition of thoughts.
- 4-5 paragraphs
-Lack of counterargument

Level 1

Incomplete

Grammar & Vocabulary

Level 4

- Rules of grammar and usage are followed.
- Language is clear and precise; sentences display consistently strong, varied structure.
-Strong use of descriptive vocabulary

Level 3

- Essay contains few grammatical errors.
- Vocabulary somewhat limited.

Level 2

- Essay contains numerous grammatical errors.

Level 1

Incomplete

Content, and Delopment

Level 4

- Content is comprehensive
- Persuasive appeals are identifiable
- Major points are stated clearly and supported with good details.

Level 3

- Content is not comprehensive and /or persuasive.
- Persuasive appeals are identifiable but questionable.
- Major points are addressed, but not supported.

Level 2

- Content is incomplete.
- Major points are not clear and /or persuasive.
-Lack of persuasive appeals.

Level 1

- Incomplete

MLA Style

Level 4

-12 pt. Times New Roman
- Double Spaced
- Heading in upper left-hand corner

Level 3

Missing one of the following:
-12 pt. Times New Roman
- Double Spaced
- Heading in upper left-hand corner

Level 2

Missing 2 or more of the following:
-12 pt. Times New Roman
- Double Spaced
- Heading in upper left-hand corner

Level 1

Incomplete

Conclusion

The goal of this WebQuest was for you to explore different points of view about art and to form your own opinions about what exactly art may mean to you. The culminating persuasive essay is designed to have you take a stand, one way or the other. If you are interested in exploring other Websites, check out these links below:

http://www.debate.org/opinions/is-graffiti-art

http://www.streetartutopia.com/?tag=graffiti

http://iml.jou.ufl.edu/projects/fall07/Sanchez/art.html

http://www.yankeemagazine.com/article/art-blogs/streetart

Credits

References

Bosley, L.  (2008)  “I Don't Teach Reading: Critical Reading Instruction in Composition Courses," Literacy Research and Instruction 47:4 (January 2008): 285-308. Retrieved from http://www.learningace.

Davidson, D and Sauberthttp, W. (2004)  “Classroom Concerns: Legal and Ethical Implications of Internet Misuse” Retrieved from //www.westga.edu/~bquest/2004/misuse.htm

Hicks, D., Sears, P., Gao, H., Goodmans, P., & Manning, J. (2004). Preparing tomorrow's teachers to be socially and ethically aware producers and consumers of interactive technologies. Contemporary Issues in Technology and Teacher Education [Online serial], 3(4). Retrieved from http://www.citejournal.org/vol3/iss4/currentpractice/article1.cfm

Educational Technologies at Missouri “Legal Issues: Copyright, Accessibility, and FERPA” (n.d.): 8-15. [PDF document] Retrieved from http://etatmo.missouri.edu/toolbox/doconline/legal_issues.pdfn 

Writer, G. (2012) “50 Education Technology Tools Every Teacher Should Know About” Retrieved from http://www.edudemic.com/50-education-technology-tools-every-teacher-sho…

Education World (2013) [web link files] Retrieved from http://www.educationworld.com/a_tech/archives/tools.shtml

Associated Press (2013) “Huge art pieces, done on an iPad, draw gasps at museum exhibit.” Retrieved from https://www.newsela.com/

“How to Write a Persuasive Essay” [n.d.] Retrieved from http://www.wikihow.com/Write-a-Persuasive-Essay

Teacher Page

Thie Web quest is geared toward 12th graders and utilizes the following standard: 

C.C.S.S. Standards for Critical Reading – Grade 12

CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.