Introduction
Subject: Fine Arts/Art History
Grade Level: 9-12
Topic: Artists and Art History
This Webquest is designed for students to learn about artists, their artwork and how they were influential in the art world. Groups of 4 students will team up to discuss and research about artists and present their findings in a professional way.
Task
An Art specialist is coming to your classroom to assess your knowledge about artists and artwork that has been influential through out time from all over the world. You will present the information that you find to the art critic and the best group to present will get a trip to visit the artwork in real life.
First you will need to discuss with your group which artist you believe is most influential. Once you know what artists to research you will need to organize your group into your own responsibilities.
Process
Who: the name, where they were born, when they were born and when they became an artist
Date: time period of the artwork
Media: What material the artist used for the artwork
Style: What style the artwork was completed in
Location: Where the artist was born, where they created their artwork and where is it currently located?
Value: What is the artwork's value then and now?
Fun Facts: Name something that is interesting about the work of art or the artist.
Create a Presentation style of your choice:
Prezi, Powerpoint, Diagram, OR Weebly(website)
You will also create an ORIGINAL work of art in the style of an artist you are researching. Only 1 needs to be completed and is a group effort.
Make sure to site your sources and show visual examples
USE THESE SOURCES FOR YOUR RESEARCH
http://www.sdmart.org/about-art
http://www.biography.com/people/mary-cassatt-9240820
http://www.arthistory.net/artists/artists1.html
http://arthistoryresources.net/ARTHLinks.html
Evaluation
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Excellent - 4 |
Good - 3 |
Satisfactory - 2 |
Needs Improvement - 1 |
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|
Presentation |
The project shows significant evidence of originality. Ideas are well developed. Inventive. Good use of transitions, fonts, colors, and graphics. |
The project shows some originality and creativity. Use of transitions, fonts, colors, and graphics, but could be used more effectively. |
Some transition between slides, use of a picture and different fonts. There is little evidence of new thought or creativity. |
Did not have transitions, photos, sound or There is no evidence of new thought, no creativity. |
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Citing Sources |
All sources are properly cited. |
Most sources are properly cited. |
Few sources are properly cited. |
No sources are properly cited. |
|
Organization |
The sequence of information is logical and intuitive. Paths to all information are clear and direct. |
The sequence of information is logical. Menus and paths to most information are clear and direct. |
The sequence of information is somewhat logical. Menus and paths are confusing and flawed. |
The sequence of information is not logical. Menus and paths to information are not evident. |
|
Technical |
Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found. |
Project runs adequately with minor technical problems. |
Project runs minimally. There are many technical problems when viewing the project. |
Project does not run satisfactorily. There are too many technical problems to view the project. |
|
Computer Time (if applicable) |
Utilized time correctly and finished project on time |
Worked 75% of computer time |
Worked 50-75% of time of computer time |
Did not utilize computer time |
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Subject Knowledge |
Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. |
Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct. |
Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed. |
Subject knowledge is not evident. Information is confusing, incorrect, or flawed. |
Conclusion
Congratulations on finishing your webquest!
At the end of this webquest you should be familur with:
- 4 Different artsists, their artwork, timeframe of work, style of work and the value at which it is represented.
- Understand the appropriate ways to fomulate a presentation both verbally and visually
- Create works of art in other artists style to create interest and growth in your own work
Once everyone is complete with their research, each group will take turns presenting their findings to the rest of the class.
Credits
s://www.google.com/?gws_rd=ssl#q=the+hay+wain&stick=H4sIAAAAAAAAAGOovnz8BQMDgwYHsxCHfq6-
http://www.mappingthoreaucountry.org/itineraries/pittsfield/
http://www.metmuseum.org/exhibitions/current-exhibitions
This WebQuest was created in createwebquest.com
Author Biography
Heather Rust
I am a Professional Artist and Visual Arts Educator who is looking for more ways to incorporate technology in my classroom along with historical aspects of the artists and artwork that are being researched.
Teacher Page
Teacher Introduction
This web quest is designed to assist students in their research. They will be collaborating with other students in order to reach a common goal. Once they establish group roles, they will be able to evaluate and analyze information from the sources provided and present in a professional way about an artist and their artwork that has made them most influential to our art history.
LEARNERS
This Webquest is designed for students 9th-12th Grade. Varrying ages and prior art knowledge and ablilities.
STANDARDS
National Core Art Standards for this lesson:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.VA:Pr4.1.IIa Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIIa Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.
Anchor Standard 7: Perceive and analyze artistic work. VA:Re.7.1.IIIa Analyze how responses to art develop over time based on knowledge of and experience with art and life.
Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.Determine the relevance of criteria used by others to evaluate a work of art or collection of works. VA:Re9.1.IIa Determine the relevance of criteria used by others to evaluate a work of art or collection of works.
Media (plural)/Medium (singular)
(Properties of media need to be known in order to respond to artworks)
Two-dimensional: paint (watercolor, tempera, oil, acrylic), fabric, yarn, paper, ink, pastel (oil and chalk), fiber, photography, computer-generated design/art
Art processes:
Two-dimensional: drawing, painting, fiber art (e.g., fabric printing, stamping, batik, tie-dye), printmaking, photography
Three-dimensional: textiles, fiber art (e.g., constructing with fiber, weaving, rugs, crocheting, knitting, quilting), ceramics, sculpture, architecture
Subject matter: representational (e.g., landscape, portrait, still life), nonrepresentational (e.g., abstract, non-objective)
PROCESS
It takes a long time to create a webquest and it takes a lot of research. As a teacher creating a webquest the teacher need to look at each site they are offering for the students to use to make sure they are credible. Creating a lesson that is interesting enough also effects what tasks the students are to complete.
Resources
s://www.google.com/?gws_rd=ssl#q=the+hay+wain&stick=H4sIAAAAAAAAAGOovnz8BQMDgwYHsxCHfq6-
http://www.mappingthoreaucountry.org/itineraries/pittsfield/
http://www.metmuseum.org/exhibitions/current-exhibitions
TECHNOLOGY
Teachers and students need access to a computer lab to make sure each student has equal opportunity for research. There also needs to be access to a projector so the teacher can show the students visuals what they are asked to do.