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UbD in the Art Classroom

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Brian Wohleben

on 22 January 2013

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Transcript of UbD in the Art Classroom

UbD in the Art Classroom Cultivating Conceptual Thinking What is UbD? What’s the “Big Idea”? Building Compositions with UbD Troubleshooting "Big Idea" Map Evaluation Student Example Understanding by Design is a "framework for designing curriculum units, performance assessments, and instruction that lead your students to deep understanding of the content you teach," UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic. • A “Big Idea” is a life-centered issue.
• It can be examined from many disciplines.
• It has relevance for people in their lives.
• It is NOT about art skills or techniques. Begin with choosing a "Big Idea" (this may be linked to your unit or lesson plan).
How does the "Big Idea" relate to you?
Make associations between the "Big Idea" and personal attributes (this is done in the sketch book) students create idea maps to plan a composition. This is done and approved before the student receives any art materials.
Depending on the skill level of the student they would now begin the thumbnail sketch process. Some students may do an image search related to their "Big Idea". These images will be assembled to create an aesthetically pleasing composition.
From here we enter the creation process. This includes teacher demonstrations, practice with art media and student studio time. Student artwork is evaluated based on a project specific rubric and a student based critique of their artwork.

DESCRIBE- What do you see? Include the type of project or medium used (collage, colored pencil, painting, etc). What was the problem or objective of this project (what were you asked to do)? What things are included in your work (subject, objects, figures, etc)? What is going on in your work? What is the setting or place? What details did you choose to include and why?

ANALYZE -How is your work organized? What lines, shapes, colors, or forms are used? Why? How did you create value, space, and/or texture? How did you use the principles of design to organize your elements: Did you repeat certain elements to make it more interesting? Did you emphasize something to make it important? Are there contrasting elements? What is the type of balance in this work (symmetrical, asymmetrical, or radial)? What elements create that balance? Did you place certain things in certain areas to create movement throughout the work?

INTERPRET -the meaning of your work. What does it mean to you? Do certain symbols represent certain things? What emotions or messages are you expressing? What message would the viewer get from it the first time they see it? Why did you choose to express what you did?

EVALUATE -How do you feel about the work you created? How did it turn out? What are the strengths of your work? What are the weaknesses? What would you change or do differently next time? Would you want to do something similar to this again? What did you learn from this project that you may be able to carry over into other artwork? Student: I want to do something easy!
Teacher: Pick a “Big Idea” you can relate to (we find that students have more success and a higher rate of completion with projects that they have a personal connection to).
Student: I know I want to do something related to…but I don’t know how to choose a “Big Idea”.
Teacher: With your chosen subject create an idea map based on anything that comes to mind (related to the chosen subject not the “Big Idea”). I have found that eventually students will stumble across a “Big Idea”. From here we now create another idea map based on the "big idea”.
Student: I don’t get this whole “Big Idea” thing!
Teacher: A “Big Idea” is more of a general concept that can apply to anyone. What we want to stay away from are tangible items. For example: Horses is not a “Big Idea”, however animal welfare is, and can be directly related to horses if need be.
Student: This is so stupid!
Teacher: Too bad!!

Birth, Death, Life, Hourglass, Skull, Flowers, Wrinkles, People, Cake, Candles, Knowledge, Maturity, Stories, Forgetful, Retirement, Hormones, Incoherent, Wheel Chair, Sickness, etc.

You will notice that often other “Big Ideas” will surface while creating an idea map. This can sometimes change the original Idea that the artist had intended for their composition.

We will now move the thumbnail sketch process. Depending on the skill level some artists will jump right in to assembling their ideas in visual form. We recommend and in most cases require students to work from references (we never copy anybody else’s artwork to turn in as our own). In my personal opinion there is a major difference between craftsmanship and artistry. With UbD we can now have the best of both worlds! "Wiggins and McTighe"
Examples of “Big Ideas” Dreams/Nightmares
Spirituality Aging
Materialism Social Justice
Conflict/Change The "Big Idea" can be a difficult concept for modern day learners to grasp. It is essential that we deliver quality instruction to promote success using UbD. Big Idea: Aging It is not necessary to use every word from the idea map "Conflict"
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