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Group Project v4

Here are the key elements of a portrait: - Capture the essence and personality of the subject - Use visual symbols that represent important aspects of their identity, background, interests - Consider facial features, expressions, poses, clothing, accessories - Composition and use of colors, shapes, textures to convey a mood or message - Artistic style and medium should fit the purpose - realistic, abstract, expressionistic - Get feedback and refine based on how well the portrait communicates who they are The purpose is to learn about others and represent their identity in a creative, visual way. Portraits don't have to be photorealistic to be effective. Focus on meaningful symbols and effective communication.

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45 views6 pages

Group Project v4

Here are the key elements of a portrait: - Capture the essence and personality of the subject - Use visual symbols that represent important aspects of their identity, background, interests - Consider facial features, expressions, poses, clothing, accessories - Composition and use of colors, shapes, textures to convey a mood or message - Artistic style and medium should fit the purpose - realistic, abstract, expressionistic - Get feedback and refine based on how well the portrait communicates who they are The purpose is to learn about others and represent their identity in a creative, visual way. Portraits don't have to be photorealistic to be effective. Focus on meaningful symbols and effective communication.

Uploaded by

api-317359280
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Our School Cultures

Given the fact that we were creating a project that represented a


unification of content areas, we thought it would be appropriate to tackle a
unification of school cultures. Though in the extreme minority in some
cases, we thought it pertinent to create a project that celebrated some of
the foreign cultures present within TVHS. Our project will explore cultures
from Central and South America, Asia, Africa, and Europe, from the lenses
of Music, English, Math, and Art. The culmination of these efforts will be
represented in a multi-genre poster/presentation, which will then be
observed by all in a gallery-walk; however the truly desired end result will
be a more conscious and unified school.

Exceeds
expectations

Meets
Expectations

Developing

Basic

Participation in
Gallery Walk

-Student discusses
3- 4 other
students projects
respectfully
-Student remains
engaged
throughout Gallery
Walk

-Student discusses
3- 4 other
students projects
respectfully
-Student remains
engaged
throughout Gallery
Walk

-Student discusses
1-2 other students
projects
respectfully
-Student was
somewhat
disengaged during
Gallery Walk

-Student does not


discuss other
students
projects/is
disrespectful of
presenters
-Student does not
attend/does not
actively
participate in the
Gallery Walk

Reflection

-Student writes a
reflection
thoroughly
addressing
strengths and
weaknesses in
their presentation
and applies this
project to another
area of their
life/school

-Student writes a
reflection
thoroughly
addressing
strengths and
weaknesses in
their presentation

-Student writes a
reflection
addressing some
strengths and
weaknesses in
their presentation

-Student writes an
incomplete or offtopic reflection

Project for Each


Content Area

-Project meets all


of the content

-Project meets
most of the

-Project meets
some of the

-Project meets
none of the

Statistics
6
5
4
3
2
1
0

3.1.b. Summarize, represent, and


interpret data on two categorical and
quantitative variables.
3.2.a. Understand and evaluate
random processes underlying
statistical experiments.
i. Describe statistics as a process for
making inferences about population
parameters based on a random
sample from that population.
3.2.b. Make inferences and justify
conclusions from sample surveys,
experiments, and observational
studies.
ii. Use data from a sample survey to
estimate a population mean or
proportion.

-to be able to
represent,
summarize, and
interpret data
(x-y)
-to be able to
define statistics
-to be able make
inferences and
justify
conclusions from
sample data
-to be able to
estimate a
population mean
or proportion
from sample data

-What is statistics?
-Our estimates are 100%
- ticket out the door on
-How can
-What is the
accurate
statistic vocabulary
statistics relate to
difference between
-Population and sample are
(population, sample,
other subjects as
sample and
the same or sample is
mean, proportion, etc.)
well as the real
population?
larger
and parts needed for a
world?
-What can we
-Misinterpreting slope (x/y)
quality graph
-Why does it make
calculate from sample
or y-intercept as (#, 0)
-quiz calculating means
sense to use
data?
when
y
is
0
or
x-intercept
and proportions
sample data to
-Are our estimates
as (0, #) when x is 0
-in class group
predict
guaranteed to be
-Mixing up axes or labels
assignment calculating
information about
accurate?
when
graphing
population
a population?
Summative Assessment
-final poster consisting of a graph, inferences about the population, estimates of population mean or
proportion, and conclusions about sample data
-sample data is to have 4-7 questions based on one of these cultures: Hispanic, Asian, African American,
and European

Fuego del Alma


Carl Strommen
Roughly translated as "Fire of the
Soul,"Fuego del Almaembraces both
"pasodoble" and "flamenco" styles. By
using traditional Spanish harmonies,
authentic rhythms, characteristic
contrasting hand claps and Spanishstyle percussion, audiences will
delight in the drama and electric
atmosphere. A fiery original work,
both thrilling and energetically
charged!
Music: JW Pepper
Fuego del Alma Recording

Oshogatsu
Dennis O. Eveland
The title refers tothe most important and
elaborate holiday in Japan and the buoyant
music reflects this celebratory
occasion.The time of year is rich with
traditions and in this musical setting, the
composer has used various original
themes to reflect the atmosphere of these
important traditions. Creative writing
usinglively tempos and colorful style
changes bring this very illustrious holiday
to life.
Music: JW Pepper
Oshogatsu Recording

1.1 Perform music accurately and expressively


demonstrating self-evaluation and personal
interpretation at the minimal level of 3 on the
difficulty rating scale.
1.3 Participate appropriately as an ensemble
member while performing music at the minimal
level of 3 on the difficulty rating scale.
3.1 Interpretation of notated of musical elements
and ideas
3.2 Classification by genre, style, historical period,
or culture
3.3 Evaluation of music using critical, informed
analysis
4.1 Practice of appropriate behavior in cultural
activities

-What instruments are


typically used in Spanish
music?
-How is music from Asian
cultures different from
European and Spanish
cultures?
-What materials do people
in the Africa use to create
instruments?
-What instruments,
sounds, and concepts did
Europeans adopt from
other cultures?

A Copland Tribute
Aaron Copland arr. Grundman
A marvelous work for developing
bands! Beginning withFanfare For The
Common Manand also including
passages from "Rodeo" and
"Appalachian Spring," this is a
delightful work which brings some of
the magnificent writing of Aaron
Copland within challenging but
approachable reach!
Music: JW Pepper
A Copland Tribute Recording

Drums of Rwanda
David R. Gillingham
This work celebrates the
struggle of the people of
Rwanda to overcome
tremendous forces of evil,
using the Rwanda National
Anthem that was adopted in
2001.

Music: JW Pepper
Drums of Rwanda Recording

-All Spanish music is fast


-All African music is
drumming

-Perform pieces
from the four major
influential cultures
with accurate
technique and
interpretation that
resembles their
culture

-Cultural music is like a


fingerprint; each song is
unique

-Use other content


areas (math,
English, and art) to
deepen your
understanding of
various cultures

Summative Assessment
-Live performance (concert) of music from four major
cultures
-Hispanic, Asian, African American, and European
repertoire

-Quizzes on cultural instruments, rhythms, and sounds


-Listening log
-Research elements that makes music unique from a
culture of your choosing

The Voices of our Cultures


Standards

-1.2.a:Initiate and participate effectively in a range of collaborative


discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
-2.1.a: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
-3.1.b: Write literary and narrative texts using a range of stylistic devices
(poetic techniques, figurative language, imagery, graphic elements) to
support the presentation of implicit or explicit theme

Objectives

-To develop discussion skills with a variety of individuals, by interviewing


members of various communities
-To incorporate their learning of various cultures

Big Ideas

-How can we better understand a different culture by a study of the


poetics of its members?

Inquiry Questions

-What different poetic techniques are utilized in the poetics of those in a


variety of cultures?
-How can we design appropriate questions to garner the information we
need from others?
-How do we decide what information is relevant when it comes to
conducting a research assignment?

Possible Misconceptions

-Poetic techniques found in one poem by an individual typifies how all


members of that individuals culture will write
-Interview questions must only relate to our own interests

Formative Assessment

-Drafting of poetry using different poetic techniques


-Student responses regarding some interviews as mentor texts to
determine effective interview techniques

Summative Assessment

A collection of poetry, utilizing the specific poetic devices typically used


by members of the respective cultures the students were assigned. The
poems will have to include themes and details collected by the
interviews conducted by the students.

Art

Standards:
Observe and Learn to Comprehend
Invent and Discover to Create

Envision and Critique to Reflect


Relate and Connect to Transfer

Objectives:
Create a portrait of a classmate that communicates their identity using
visual symbols
Use other content areas to deepen your understanding of various cultures
Essential Understanding:
Visual Art is a way to explore and communicate perspectives.
Inquiry Questions:
Why do artists make portraits? Do portraits have the same purpose as
self-portraits?
Possible Misconceptions: Realistic art is better
Formative Assessments:
Interview a classmate, Ideation worksheet/sketch
Summative Assessment: Portrait of a classmate

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