4th

4^th Grade

Red Grooms Unit Plan

1^st 9 weeks

I.                    Enduring Theme: Identity

a.       Topic: Red Grooms

b.      Grade Level: 4^th

II.                Rationale:  Students often struggle with the concept of identity.  Who should they be, what should they do, etc.  Sometimes it is helpful to look at how others handle their identity.  Red Grooms, a Nashville artist, shows different aspects of identity through the various types of artwork he creates. Sometimes gritty, other times whimsical, the artwork showcases many different layers of Groom’s identity as well as the identity of the people and places in his artwork.  Through the study of Groom’s work, students can learn ways to express their identity in a variety of ways.

III.             Essential Questions:

a.       What is identity?

b.      How does Red Grooms create identity in his work?

c.       How does identity change?

IV.             Unit objectives:

a.       Students will explore selected works by Red Grooms.

b.      Students will learn how artists show identity in their art.

c.       Students will review prior knowledge concerning portraits and self-portraits, as well as create them.

d.      Students will review prior knowledge concerning collage and create one.

e.       Students will review prior knowledge concerning landscapes and create a landscape painting.

f.       Students will use appropriate vocabulary needed for the lessons.

g.      Students will be able to orally express description, analysis, judgment, and interpretation of work in a developmentally appropriate level.

V.                GLE’s: See instructional guide.

VI.             Assessments:

a.       Informal and formal assessments using multiple devices such as but not limited to:

                                                              i.      Group Participation

                                                            ii.      Rubrics (see instructional guide for example)

                                                          iii.      Artist Statements

                                                          iv.      Other Teacher Chosen Assessments

VII.          Lesson 1: Knowledge building/Production

a.       Resources:  Red Grooms power point, Red Grooms Cheekwood Teacher Guide, variety of Red Grooms Self Portraits including On the Aegean, Tea For Two, Paris, Hotel Room, Costa Brava, Self Portrait with Litho Pencil, Self Portrait with Yellow Allamado, Hawaii, and Self Portrait on Tashmoo Lake.

b.      Materials: 9x12 drawing paper, pencils, sharpies, markers, crayons, colored pencils, watercolors, and oil pastels.

c.       Introduction/Procedure: Choice of Media Self-Portrait (two day lesson)

                                                              i.      Introduction of the enduring theme identity through class discussion.

                                                            ii.      Introduction of Red Grooms through viewing of power point.  This will include his life, work and other necessary facts.

                                                          iii.      Students will then use art criticism to become more familiar with his work, using description.  This will be done both written and oral.  Students will focus on how Grooms shows his identity in his work.

                                                          iv.      Students will review correct facial proportion, and then create a self-portrait, using the media of their choice.

VIII.       Lesson 2 Review/Production (2 days)

a.       Resources: Red Grooms power point, Red Grooms Cheekwood Teacher Guide, variety of Red Grooms portraits including Rembrandt and Saskia, Saskia Martha’s Vinyard, The Collector, Andrew Jackson, Elvis, and Van Gogh with Sunflowers.

b.      Materials: 9x12 drawing paper, pencils, colored pencils, sharpies.

c.       Review/production self-portrait drawing:

                                                              i.      Students will review the artwork of Red Grooms and critique the new selected works, focusing on how Grooms shows someone else’s identity in his art.

                                                            ii.      Students will choose a person (either someone in the class, or someone famous) to draw a portrait of.  Students will be allowed to research their person to help them.

IX.             Lesson 3 Review/Production: (2-3 days)

a.       Resources: Red Grooms power point, Red Grooms Cheekwood Teacher Guide, variety of Red Grooms images including Mr. and Mrs. Rembrandt, Dali Salad, Jackson in Action.

b.      Materials: Assorted colored papers, scissors, glue, pencils, sharpies, watercolor.

c.       Review/production- Collage

                                                              i.      Students will review the artwork of Red Grooms including the new teacher selected pieces.  Students will critique the 3D pieces both written and orally.

                                                            ii.      Students will review prior knowledge of collage, and then design and create a three dimensional collage making sure to show some aspect of identity in their work.

X.                Lesson 4 Review/Production:

a.       Resources: Red Grooms power point, Red Grooms Cheekwood Teacher Guide, variety of Red Grooms images including Menerbes through Grapeleaves, Playa Rosa, and Sunflowers in Menerbes.

b.      Materials: Watercolor paper, watercolors, pencils, sharpies.

c.       Review/Production- Landscape painting

                                                              i.      Students will review the artwork of Red Grooms including the new teacher selected pieces, focusing on how identity can be shown through the creation of landscapes.

                                                            ii.      Students will review prior knowledge of landscapes, and then create a landscape painting that shows some aspect of their identity.  They must include foreground, middle ground, background and horizon line.

XI.             Final Reflection:  Students will look at all their work in this unit and answer the essential question as posed by the teacher.