Wax Museum Assessment

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Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only are assessments ensuring that learning is taking place, they are checking for mastery of skills taught.

In Topic 4, you created a wax museum project for your students. In order to modify, strengthen, and adjust instruction as students are creating the wax museum project, research and decide how you will formatively assess students. Addition

Running head: WAX MUSEUM/STUDENT EXPECTATION OUTLINE 1

WAX MUSEUM/STUDENT EXPECTATION OUTLINE 2

 

 

 

 

 

 

 

 

Wax Museum/Student Expectation Outline

Yvonne R Smith

Grand Canyon University: ELM 550-0500:

March 26, 2021

 

 

 

 

 

 

 

Wax Museum/Student Expectation Outline

Part 1: Outline

The social studies standard: Standard 2; Application of Content Through Planning

The arts standard: Anchor standard 6; convey meaning through the presentation of artistic work.

Learning objectives: Be able to research through written works about famous Americans.

Be able to report about famous Americans from a first-person perspective.

How and where: the students will have to present a life story about their favorite past famous Americans who have already died. The presentation will be done in class in front of other students waiting to make or have completed their presentations. The other guest will include their parents and guardians.

Integrating art and drama: They will integrate art and drama by dressing as their favorite historical figures and mimicking their speaking styles for those who will have found the videos and audio recordings for these past famous figures.

Expectations for the students: someone who is important to their state of America. The person should have lived between 1850 and 2000. The person should be associated with something you have learned about this year.

Physical and visual presentation: visually, the student will write on a large hard paper; the name of the historical figure, their birth and childhood, how they schooled, their major accomplishments and the impact, other accomplishments and their impact, how they grow up and then what led to their death. On the other hand, physically, the students will put on an attire associated with the figure of their interest. It can be a hat, mustache, shoes, or hairstyle, and so on.

Guidelines for research: I will show the students how to find resources that are quality and unbiased. I will demonstrate to them note-taking that is writing down key details that are short. I will also show them how to use the computer lab time to do their research in the computer lab.

The technological tool for sharing the event: Email, YouTube, Facebook, LinkedIn, WhatsApp, School website, Student portals.

Part 2: Reflection

The wax museum outline above is a crucial or important aspect of learning social studies and integrating it with arts. The students can learn about important historical figures that they are interested in, put on their shoes, and act like them. This way, the students can understand how the good morals of the people they envy have positively impacted society and or are continuing to affect their livelihoods. This kind of lesson prepares a student in several ways; he or she learns people’s ways of lives, gains knowledge on how to do credible research, the students learn how to write a research outcome, and how to make visual as physical presentations.

Looking at the above aspects about the wax museum, if this is integrated into the future classroom, the benefits will be immense. This is because it will be an ultimate way of developing leaders who will be impactful to the future society. This is because these learners can harness ideas about their favorite past figures, grow and emulate their positive deeds and this is what they will be able to give again to society. The students will have an open eye to growing into the leaders of tomorrow.

Therefore, this lesson can be integrated into a future classroom by ensuring that the school at large and the parents on an annual basis attend the wax museum. This will envelop a culture where the younger students will understand and expect that it is simply what awaits them when they come of age. The parents will also prepare their students early enough by getting ready the potential attire that their kids would use to present on their favorite past figure. This also means that the parents will actively help their students research the characters of their preference.

This assignment is very key in expanding the verbal communication techniques for the students. Through report writing and continuing reciting their pieces for presentation, they can make corrections where they find difficulties until they feel that their writing is up to the desired stands. By being able to piece together the different pieces of information that they are going to present, it improves their communication skills and or techniques.

During the research process, the students will have to go an extra mile to get the relevant and most authentic information about their presentational characters. By finding information, this can be though asking parents, teachers, or the librarian as well as involving the computer; this builds on these students’ inquiry capability. In regards to collaboration, to come up with concdevelopion and choice of writing, that collaboratiours; this can be student-teacher collaboration, student-parent collaboration, or even student-student and librarian student collaborations. They collaborate through inquiries as well as discussions. Also looking at students’ interactions, this is the best arrangement for positive student interactions. This is because they gain courage, by presenting to their friends within their groups, they can compare notes, advise one another on what informant is better to regard and which one is not that relevant. This way, their interaction becomes memorable, beneficial, and full of positivity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

National Council for the Social Studies,. (2013). Social studies for the next generation: Purposes, practices, and implications of the college, career, and civic life (C3) : framework for social studies state standards.

Karten, T. J. (2013). Common Core Standards: A step-by-step approach, English language arts–grades K-5.

ally, create a summative assessment for the students.

Part 1: Assessment Plan

For this assignment, you will create an assessment plan describing how you will conduct formative assessments while students are creating the project, along with a summative assessment.

Your assessment plan should include:

  • The social studies content standards, the arts standards, and the lesson objectives from the original lesson that the assessment plan will align to and measure.
  • Four specific examples of formative assessments you will implement.
  • Description of a summative assessment.
  • Rubric for the summative assessment.
  • Your plan to provide effective, descriptive feedback in a timely manner to students following the assessments.
  • Specific ways you will accommodate for students with disabilities and language barriers.

Part 2: Reflection

Write a 250-500 word reflection describing your assessment plan. In the summary address:

  • How the ethical use of various assessments and data guides you to identify students’ strengths and needs to promote growth.
  • How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
  • How your assessments, both formative and summative, can be differentiated to meet the needs of various students.

Pansexual Visibility & Undoing Heteronormativity

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Pansexual Visibility & Undoing Heteronormativity

Cameron Airen

 

Pride was bittersweet this year. We are still devastated and grieving over the Orlando shooting of

50 people at Pulse, an LGBTQ night club, AND we continue to proudly celebrate who we are.

The celebration of LGBTQ feels even more important with the violence that recently happened.

Though greater strides have been made towards the acceptance of gay and queer people, we still

have a long way towards changing perceptions, beliefs, and the safety of LGBTQ people. I want

to acknowledge the intersections like race, gender, and disability that many gay or queer people

experience. Thus, the fight towards more acceptance and safety of being queer or gay is also a

fight to end all social oppressions.

 

In this post, I specifically want to talk about pansexualtity and heteronormativity. I’m focusing

on pansexuality because I am a pansexual, and pansexuals are hardly acknowledged and

represented. Today, being pansexual has a wider understanding than it did eleven years ago when

I was first identifying as one. I’m thrilled to see how much of the awareness and acceptance of

pansexuality has evolved though we still have a long way to go. Pansexuality is hugely

underrepresented in the media, and it’s still not taken seriously enough in society at large. We

need greater pansexual visibility and awareness of heteronormativity.

 

What Is Pansexuality?

 

First, I want to share what pansexuality means to me. Each pansexual can define what their

sexuality means, and I do not claim to speak for all pansexuals. For me, I define pansexual as

being attracted to multiple genders and/or being attracted to/fall in love with someone(s)

irrespective of gender. When I first heard the term pansexual, I heard it described as falling in

love with the person, not the gender, which resonated with me deeply.

 

To me, pansexuality differs from bisexuality because of “bi” meaning two, as in two genders. I

prefer to use pansexual because it acknowledges more than two genders that I could be attracted

to. I do want to acknowledge that not all bisexuals only define their sexuality within the binary,

but for my love of deconstructing language, I prefer to use pansexual. Sometimes, when my

sexuality pops up in conversation with someone who doesn’t seem to have an awareness of

pansexuality, then I usually identify as bisexual. I’m fine with bisexual, but it doesn’t feel like

the whole truth. Also, I don’t feel like I am attracted to both women and men because I’m not.

I’m not attracted to one being a woman or a man. I’m attracted to the person underneath. It may

sound like an ideal fantasy, but it’s true; my genuine attraction stems from the inside first and the

outside second.

 

Heteronormativity Erases Pansexuality

 

A big part of the fight to foster greater acceptance of and to keep LGBTQ folks alive is to

dismantle heteronormativity. Heteronormativity is deep seated in our society and we encounter

its presence in our everyday lives. In order to help end oppression and violence against queer

people, we must face the heteronormativity that we perpetuate. A huge part of this work involves

awareness, education, and action.

 

 

 

People are assumed to be heterosexual unless their perceived gender has people believing

otherwise. I don’t identify as “femme” but, sometimes, I present as more “femme,” and thus am

assumed to be heterosexual. Heteronormativity assumes that when I am with a man, I am

straight; it assumes heterosexual until proven otherwise. I’m not with a man because of my

heterosexual “nature.” I’m with him because I fell in love with a human being who happens to

“be” a man. I’m not going to walk around with a sign on my forehead that states “Pansexual,”

thus the heterosexual assumption is important to change.

 

Heteronormativity treats pan, gay, or bi sexuality as a spectacle. When my ex-girlfriend and I

would take neighborhood walks holding hands, people would drive or walk by staring and

smiling at us. Granted, we were a cute couple, but after a while, I started to feel like a spectacle.

This is twofold. On one hand, it was beautiful that people were responding positively to our love.

But, on the other hand, my relationship was not on display for other people’s pleasure (or

disgust). We lived in an open-minded neighborhood, so we rarely, if ever, encountered disgust or

negative reactions to displaying our affection for one another in public. But, because we lived in

an open-minded neighborhood, I was surprised that people were reacting (even though positive)

to us at all. If women being romantic with one another is normalized, then there wouldn’t be a

reaction from others at all.

 

No one blinks an eye when they see a couple they perceive to be heterosexual walking down the

street (at least in relation to sexuality/gender; racism, disability and other identities can still be a

factor). This is heteronormativity and heterosexual privilege. Not being aware of heterosexual

privilege perpetuates heteronormativity. When we perceive a couple to be heterosexual, we are

engaging in heteronormativity. We don’t actually know if the couple we perceive to be

heterosexual is actually heterosexual. We perceive a heterosexual couple to consist of a

“woman” and a “man,” but what if the woman or man is bisexual or pansexual? When we

perceive people as heterosexual, we are projecting our own social conditioning onto them

because of heteronormativity.

 

Also, heteronormativity tends to assume that if you’re pansexual, then you’re automatically

polyamorous. Polyamorous or monogamous, it doesn’t matter. You don’t need to be with both a

woman and a man at the same time to prove you’re pansexual. Being monogamous with a man

does not erase pansexuality either, but society treats it that way. A pansexual woman being in

relationship with a man does not all of a sudden make her heterosexual.

 

As a culture and society, we need to do a better job of unpacking heteronormativity. We can

unlearn the assumptions we make about other people’s sexuality based upon their physical

appearance. As pansexuals, we will not be erased. We are here; we are queer, and we’re not

going anywhere.

\

The Lack of Pansexual Representation Onscreen

 

Pansexuals are hugely underrepresented in film and television, which isn’t a surprise since

society is still catching up in understanding what pansexuality is, and even being introduced to

the term. Heteronormativity allows for writers and directors to create characters heterosexual

 

 

without questioning why they are creating a heterosexual character. Heteronormativity allows

most, if not all, of the characters in a film to be heterosexual and have its one token gay

character. If we didn’t live in a heteronormative world, then there wouldn’t be such a disparity,

heterosexual would not be the norm.

 

Pansexual and bisexual representation onscreen is rare. While we have more lesbian and gay

people onscreen than ever before, pansexuals and bisexuals pale in comparison… Can we say

that TV is doing a better job at queer representation? No doubt, we can. Films need to step up to

the plate! But, both television and film needs to greatly improve their representation of

pansexuals and bisexuals. The more we see pansexuals onscreen, the more pansexual will be

normalized as a sexual orientation. But, we can’t wait for the media to change, we need to start

now. It starts with deconstructing heteronormativity in our everyday lives. Notice the next time

you make a judgment (whether it’s in your own head or out loud) about someone’s sexuality…

Unit II Art Gallery: Selecting A Theme And Gallery Pieces

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ART 1301, Art Appreciation I 1

 

Course Description Presents a diverse array of art works to help students distinguish artistic form, content, and importance in society. Original art works are analyzed through their historic style, elements of design process, and impact on cultural heritage.

Course Textbook Frank, P. (2014). Prebles’ artforms: An introduction to the visual arts (11th ed.). Boston, MA: Pearson.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Justify visual arts in relation to history and culture. 2. Examine the characteristics of works of art, including the purpose and structure of the work. 3. Interpret artworks using the elements of design. 4. Analyze artworks using the application of media, techniques, and processes. 5. Recognize an artwork or artist by style and time period.

 

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook

and/or outside resources. 5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read

the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.

6. Learning Activities (Nongraded): These nongraded Learning Activities are provided to aid students in their course of study.

7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

8. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of multiple-choice questions and matching questions.

9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

ART 1301, Art Appreciation I Course Syllabus

 

 

ART 1301, Art Appreciation I 2

10. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

11. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

LibGuides Click here for the LibGuide for this course. Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such as databases, ebooks, and websites specific to your courses. If you have any questions, please reach out to your friendly library staff.

Unit Assignments Unit I Essay Experiencing Public Art For this assignment, you will select a public sculpture that interests you. Public sculptures include any work displayed in public with the goal of being accessible to everyone outside of a museum or building. Write an essay about an outdoor sculpture that you have seen in person. If you are unable to photograph a local sculpture, please locate one from your community or neighboring city using the Internet, and be sure to visit it. You must be sure to choose a sculpture that you have seen in person so that you can give your description of what you felt when you experienced it. Take a photograph of the sculpture, and include your photo with this essay. If you are unable to take a photograph, locate one from the Internet. Include the photograph of the artwork on the fourth page by pasting the image into a Word document along with your written essay. Address the following points in your essay:

 Title, artist, and location of the artwork.

 How would you describe the artwork?

 Why it is there, and what (or who) does it represent?

 What was the source of the funding for this artwork?

 How did you feel about it the first time you saw it?

 Do you feel the same about it now? Example paper: Click here to view an example essay. This example paper is for a similar assignment. It shows the APA formatting described below. Please notice that it has an introductory paragraph and a conclusion paragraph. This example will show you formatting and the level of detail required. Be sure that your essay must meets the criteria listed above.

 

http://libguides.columbiasouthern.edu/artappreciation
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitI_EssayExample_CSU.pdf

 

ART 1301, Art Appreciation I 3

Formatting:

 Title page (1 page)

 Written Essay (2 pages)

 Image(s) (1 page)

 References (1 page) Use Times New Roman font. Double space all lines, and indent the first line of each paragraph. Your title page should be correctly formatted with a running head and page number listed in the header area. Include your title, name, and school centered on the title page. Your written essay should contain at least three paragraphs (including introductory and conclusion paragraphs). Your last page will have the word “References” centered at the top. All sources used, including the textbook, must be cited and included on the reference page. When you use a statement from a source, you need to credit the source in this format: (last name of author(s), year) at the end of the sentence before the period. For direct quotes, use quotation marks, and add the page number to your citation. An example of a citation for a quotation from page 5 of our textbook would be (Frank, 2014, p. 5). Additionally, information you obtain from an outside source must be included on the reference page. If you would like additional assistance with APA, click here to access the CSU Citation Guide. Click here to access a research guide that contains information on available resources from the CSU Library to aid you in completing your coursework. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Assignment Art Gallery: Selecting a Theme and Gallery Pieces Throughout this course, you will be working toward completing your course project, an art gallery. This project will be a PowerPoint presentation that you will build upon with each unit. After each unit, you will review your instructor’s feedback and revise your presentation accordingly. For your first assignment, you will select a theme and five works of art for your art gallery. You will carry this theme throughout the course, and your additions for each unit will all relate back to this selected theme. Using your textbook, select a theme. You can select an artist, a historical period, or a type of art. It can be modern or traditional. Select a theme that interests you—one that you would be interested in learning more about. Once you have a theme selected, select five works of art that fall under that theme. You can use multiple works of art created by the same artist. You will find a few examples of themes in the list below:

 Scenes depicted, such as war landscapes, water, or mountains

 Topics such as horses, flowers, or religion

 Types of art, such as graphic art, comic art, or photographs

 Techniques such as murals or sculptures Begin by opening the “Course Resources” tab to find the template provided for your art gallery. In the course, you should see a tab on the left blue bar labeled “Course Resources” located under the COURSE CONTENT heading. Once you open the template, save it to your computer to complete. You will use this template throughout the course as you build your art gallery. Read the instructions for each assignment carefully to see which slides to complete. Be sure to add your own creative elements, including the background and graphics. You may also add more slides. For this portion of the presentation, you should complete at least nine slides of the template that include the following:

 Title slide: Include the title of your presentation, your name, the university’s name, and the date.

 Introduction slide 1: Include why this theme interests you and what you hope to learn, using complete sentences.

 Introduction slide 2: Include the title of your theme and a brief overview of the theme. Use supporting facts and complete sentences.

 

http://www.columbiasouthern.edu/downloads/pdf/success/citation-guide
http://libguides.columbiasouthern.edu/artappreciation

 

ART 1301, Art Appreciation I 4

 Artwork slides: Complete the five artwork slides. Include a visual of the artwork along with its title, artist, date, media (materials used in the artwork), and artwork citation.

 Reference slide: You must use at least your textbook as an outside source. Be sure to follow APA format for all sources used, including the textbook and artwork.

To access the art gallery template and other PowerPoint resources, click on the “Course Resources” link in the course menu bar of Blackboard. Click here to access an example of this presentation segment. Click here to view this example in PDF format. If you would like to learn more about using PowerPoint, consider watching the Success Center’s Webinar here. Click here for examples of proper artwork citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Assignment Art Gallery: Visual Elements For Unit III of your art gallery presentation, you will be adding descriptions of the visual elements you observe in the artworks you placed in your art gallery. The purpose of this unit assignment is to demonstrate that you can apply what you learned about visual elements to your gallery artworks.

 Begin by reviewing your Unit II feedback and making any necessary revisions.

 Place one Visual Elements slide directly after the artwork it describes.

 Next, research the elements using Chapter 3 of your textbook.

 Make sure you describe all of the visual elements from Chapter 3 using complete sentences. Questions to consider are included below: o Line: Describe what kind of lines are in the artwork (vertical, horizontal, diagonal, thick, thin, etc.). What do the

lines do? Do they lead your eye to something? o Shape: Describe what kind of shapes are in the artwork and where they appear. Are there circular shapes in

clouds, rectangular shapes in buildings? o Light: Where is the light coming from? What is it highlighting? o Color: What colors are used? Are the colors bright, tints, muted? Are they different shades of one hue? o Texture: Is there a pattern on some area in the artwork? Is there a paint texture such as impasto? o Mass: Is the artwork heavier in one area? o Time: Is there anything in the artwork that gives the sense of time? Is it a daytime or nighttime scene? o Motion: Is motion depicted? Are people walking, running, floating, or climbing toward something?

 You must use at least your textbook as an outside source. Be sure to follow APA format for all sources used, including the textbook. When adding your own opinion or observation, you will not need a citation as it is an original thought.

 Please submit your full presentation thus far, which should include the updated previous segments and the segment for this unit.

 This segment must include a minimum of five PowerPoint slides. To access the art gallery template, an example presentation, and other PowerPoint resources, click on the “Course Resources” link in the course menu bar of Blackboard. Click here to access an example of this presentation segment. Click here to view this example in PDF format. Click here to access a research guide that contains information on available resources from the CSU Library to aid you in completing your coursework. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitII_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitII_Example.pdf
https://www.youtube.com/v/YyOBClOA72w
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/Citation_Reference.docx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitIII_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitIII_Example.pdf
http://libguides.columbiasouthern.edu/artappreciation

 

ART 1301, Art Appreciation I 5

Unit IV Assignment Art Gallery: Principles of Design For Unit IV of your art gallery presentation, you will be adding descriptions of the principles of design you observe in the artworks you placed in your art gallery. The purpose of this unit assignment is to demonstrate that you can apply what you learned about design principles to your gallery artworks.

 Begin by reviewing your Unit III feedback and making any necessary revisions to the descriptions of the visual elements.

 Next, research the design elements in Chapter 4 of your textbook.

 Place the Design Principles slide directly after the Visual Elements slide describing each artwork.

 Provide a detailed description of the design principles in each artwork, using full and complete sentences. For design principles, make sure you describe how the artist used most or all of the ones in Chapter 4: unity and variety, balance, emphasis, directional forces, contrast, repetition and rhythm, and scale and proportion. Questions to consider are included below: o Unity: What elements work together to make a harmonious whole? o Variety: What creates diversity? o Balance: Is it symmetrical or asymmetrical? o Emphasis: What is the focal point? o Directional forces: What are the paths for the eye to follow? o Contrast: Where do you see contrasting elements in the artwork? o Repetition and rhythm: Is an element repeated? o Scale and proportion: Are the objects in proportion to each other?

 You do not need to cite a source if it is your observation. Only cite a source if you are using information that someone published. Be sure to use APA formatting for all outside sources.

 Please submit your full presentation thus far, which should include the updated previous segments and the segment for this unit.

 This segment must include a minimum of five PowerPoint slides. To access the art gallery template, an example presentation, and other PowerPoint resources, click on the “Course Resources” link in the course menu bar of Blackboard. Click here to access an example of this presentation segment. Click here to view this example in PDF format. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Assignment Art Gallery: Critique

For Unit V of the art gallery presentation, you will again be adding to your PowerPoint presentation.

For this segment, you will be adding a critique of your gallery pieces and explaining how and if they fit into each of the art criticism theories discussed in this course. Art criticism theories (formal, contextual, and expressive) help art historians and critics categorize art. An artwork will not represent a theory, but a theory can lead to a better understanding of the artwork.

 Begin by reviewing your Unit IV feedback and making any necessary revisions.

 Next, research the three art criticism theories listed in Chapter 5 of your textbook and the Unit V Lesson. Be sure to use APA format.

 Use the template slides labeled “Art Criticism Theories.”

 Complete three (3) slides, one for each of the art criticism theories: formal, contextual, and expressive. For each slide, address the following:

 Describe the art criticism theory.

 Tell why you feel this theory is the best fit for the artwork.  Tell how the theory explains one of your gallery artworks.

 Explain how the purpose and structure of the work relate to this theory.

 

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitIV_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitIV_Example.pdf

 

ART 1301, Art Appreciation I 6

 Please submit your full presentation thus far, which should include the previous updated segments and the segment for this unit.

To access the art gallery template, an example presentation, and other PowerPoint resources, click on the “Course Resources” link in the course menu bar of Blackboard. Click here to access an example of this presentation segment. Click here to view this example in PDF format. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VI Assignment Art Gallery: Background For Unit VI of your art gallery presentation, you will be adding a written description of the background information on your artworks to your PowerPoint presentation. Be sure to review your Unit V feedback and make any necessary revisions. Next, research the background and details of your artworks using your textbook, the course content, and the CSU Online Library. For this segment, use the slides in the art gallery template labeled “Background.” You will need one for each artwork. You may include more than one idea on each slide, but please do not overload the slides with information. Be sure to address the following:

 Describe the time period of the artwork.

 Include information on the artist of the artworks.

 Include facts that relate to your selected art pieces. For example, if your artwork depicts a war, it may be helpful to give information about that war.

Be sure to use APA format during this assignment. It is important to give credit to the source that provided your information. At the end of a sentence where you have information from a source, add a citation. The citation should consist of the author or authors’ last name(s) and the year of publication. For our textbook, it would be (Frank, 2014). If it is a quotation, add a page or paragraph number. For example, an in-text citation for a quote from your textbook would look like this: (Frank, 2014, p. 119). Place the full reference for the source on the References slide at the end. Please submit your full presentation thus far, which should include the five artworks and the description of their visual elements, design principles, the art criticism theories, and the segment for this unit. Click here to access an example of this presentation segment. Click here to view this example in PDF format. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Essay For the Unit VII Essay, you will visit an art museum of your choice. You may visit one in person or take a virtual tour via the Internet. Below is a list of museums that offer virtual tours that you may want to review for this assignment. Please note that you are not limited to this list:

 Louvre

 National Gallery of Art

 The National Gallery You may select a virtual tour from this list or use the list included under the Websites tab in the Art Appreciation Libguide in the CSU Library at this link. Please include the name and location of your museum in your introductory paragraph. For this essay, write about two artworks from the periods we read about in Unit VII: Renaissance, Baroque, Impressionist, or Post-Impressionist periods. For each piece, address the following:

 Include the title, artist, date, medium, and scale.

 

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitV_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitV_Example.pdf
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitVI_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitVI_Example.pdf
http://libguides.columbiasouthern.edu/c.php?g=497248&p=3403554

 

ART 1301, Art Appreciation I 7

 Describe the artwork.

 Describe the artist’s role in his or her society/community.

 What do you think is the artist’s message?

 What are the cultural significances of this piece?

 What historical elements are included in this piece? Formatting: Your essay will be at least five pages in length and include the following:

 Title page (1 page)

 Written Essay (2 pages)

 Image(s) (1 page)

 References (1 page) Use Times New Roman 12-point font. Double space all lines, and indent the first line of each paragraph. Your title page should be correctly formatted with a Running Head and page number listed in the Header area. Include your title, name, and school centered on the title page. Your written essay should contain at least three paragraphs (including an introductory and conclusion). Your last page will have the word “References” centered at the top. All sources used, including the museum, must be cited and included on the reference page. When you use a statement from any outside source, you need to credit the source in this format: (last name of author(s), year) at the end of the sentence before the period. For direct quotes, use quotation marks and add the page number to your citation. An example of a citation for a quotation from page 5 of our textbook would be (Frank, 2014, p. 5). If you would like additional assistance with APA, click here to access the CSU Citation Guide. Click here to access an example of this essay. Please note that this example essay does not follow the above directions, but it does provide guidance on formatting and style. Note: If you are having trouble researching your museum artworks, you may find it helpful to search e-books for additional information. By choosing the fine arts topic first, then typing in a specific style of art (such as Renaissance or Baroque artists), you will find several options in the Art Appreciation Libguide. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Course Project Art Gallery: Commentary For Unit VIII, the last segment of your art gallery course project, you will be adding a comprehensive statement to your PowerPoint presentation and finalizing your segments from the previous units. You will submit the entire presentation, including those portions from previous units, for a final grade. Begin by reviewing your Unit VI feedback and making any necessary revisions. In your comprehensive statement, present the last words on your art gallery. Summarize your thoughts and convey the larger implications of your art gallery. This is an opportunity to succinctly answer the “So what?” question by placing the presentation within the context of research about the topic you have investigated. Be sure to demonstrate the importance of your ideas. Do not be shy. The comprehensive statement offers you a chance to elaborate on the significance of your findings. For this segment, use the slides in the art gallery template labeled “Comprehensive Statement.” A minimum of three PowerPoint slides are required; however, you are welcome to add as many as you feel you need. You may include more than one idea on each slide, but please do not overload the slides with information. Be sure to address the following in your comprehensive statement:

 Describe what you learned about art in general.

 Describe what you learned about the art criticism theory.

 Describe what you learned about art’s role in society.

 

http://www.columbiasouthern.edu/downloads/pdf/success/citation-guide
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitVII_ExampleAssignment_CSU.pdf

 

ART 1301, Art Appreciation I 8

 Citations and references are not a requirement for this section, but if you choose to use outside sources, they must be cited and referenced accordingly.

 Although you do not need to add any new sources for the commentary section, you will need to ensure all APA guidelines are followed for the presentation as a whole.

To access the art gallery template, an example presentation, and other PowerPoint resources, click on the “Course Resources” link in the course menu bar of Blackboard. Click here to access an example of this presentation segment. Click here to view this example in PDF format. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

 

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitVIII_Example.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitVIII_Example.pdf
http://www.columbiasouthern.edu/downloads/pdf/success/citation-guide
https://online.columbiasouthern.edu/CSU_Content/common_files/instructions/DB/Create_New_Thread_Subscribe.pdf

 

ART 1301, Art Appreciation I 9

Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Assessments (8 @ 3%) = 24% Essays (2 @ 8%) = 16% Assignments (5 @ 7%) = 35% Unit VIII Course Project = 9% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

ART 1301, Art Appreciation I 10

ART 1301, Art Appreciation I Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

 

Unit I What is Art, and How Does it Function?

Review:  Unit Study Guide  Learning Activities (Non Graded): See Study Guide

Read:

 Chapter 1: The Nature of Art and Creativity  Chapter 2: The Purposes and Functions of Art  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Essay by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit II Drawing and Painting

Review:  Unit Study Guide  Learning Activities (Non Graded): See Study Guide

Read:

 Chapter 6: Drawing  Chapter 7: Painting  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

ART 1301, Art Appreciation I 11

ART 1301, Art Appreciation I Course Schedule

Unit III The Visual Elements

Review:  Unit Study Guide  Learning Activities (Non Graded): See Study Guide

Read:  Chapter 3: The Visual Elements  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit IV The Principles of Design and Evaluating Art

Review:  Unit Study Guide

Read:

 Chapter 4: The Principles of Design  Chapter 5: Evaluating Art  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

ART 1301, Art Appreciation I 12

ART 1301, Art Appreciation I Course Schedule

Unit V Design Disciplines and Photography

Review:  Unit Study Guide

Read:

 Chapter 9: Photography  Chapter 11: Design Disciplines  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VI Art beyond the West

Review:  Unit Study Guide

Read:

 Chapter 18: Traditional Arts of Asia  Chapter 20: Africa, Oceania, and the Americas  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

ART 1301, Art Appreciation I 13

ART 1301, Art Appreciation I Course Schedule

Unit VII Renaissance and Baroque Europe

Review:  Unit Study Guide

Read:

 Chapter 17: Renaissance and Baroque Europe  Chapter 21: Late Eighteenth and Nineteenth Centuries  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Essay by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VIII Twentieth Century Art

Review:  Unit Study Guide  Learning Activities (Non Graded): See Study Guide

Read:

 Chapter 22: Early Twentieth Century  Chapter 23: Between World Wars  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Course Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

American History Questions

/in /by

Part 1: Questions Chart

Select an elementary grade level and three American history standards of your choice.  Complete the “American History Questions Chart,” creating four different questions for each identified standard.

Part 2: Reflection

In a 250-500 word reflection, provide a rationale for the questions you have developed and explain why it is important to pre-plan your lesson questions. Be sure to explain how teachers can use questions in different ways for varied purposes within lessons. Write your reflection beneath your completed “American History Questions Chart”.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite.

American History Questions Chart

Directions: Select an elementary grade level and three American History standards of your choice. Complete the “American History Questions Chart,” creating four different questions for each standard, representing each of the DOK levels.

 

Elementary Grade Level and American History Standard

  

DOK Level 1

Recall and Reproduction

  

DOK Level 2

Skills and Concepts/Basic Reasoning

  

DOK Level 3

Strategic Thinking/Complex Reasoning

  

DOK Level 4

Extended Thinking/Reasoning
 

 

 

        
 

 

 

        
 

 

 

        

 

Reflection:

© 2016. Grand Canyon University. All Rights Reserved.

 

 

© 2016. Grand Canyon University. All Rights Reserved.