School+Wide+Art+Gallery+Event

// Eighth //
 * // Grade Level //**

// Standard 8.1 Educational Technology // All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. // Standard 1.2 History of the Arts and Culture // All students will understand the role, development, and influence of the arts throughout history and across cultures. // Standard 9.1 21st-Century Life and Career Skills // All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. // CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. // [|//CCSS.ELA-Literacy.W.8.2//]// Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. // [|//CCSS.ELA-Literacy.W.8.4//]// Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) // [|//CCSS.ELA-Literacy.W.8.5//]// With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 // // ) // [|//CCSS.ELA-Literacy.W.8.6//]// Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. // Vodcast Public relations Press release Scale factor Ratio Students will:
 * // Standards //**
 * Technology **
 * Visual and Performing Arts **
 * 21st-Century Life and Careers **
 * // Keywords //**
 * // Objectives //**
 * be able to design and create a gallery visitor’s map accurately drawn to scale using a web-based tool
 * be able to conduct research and prepare a storyboard containing historical information about a variety of art time periods and artists
 * be able to create a vodcast containing music, photos and narration of relevant artists and art time period information to be used by gallery visitors
 * design and produce posters and flyers advertising the two-day gallery event
 * learn correct formatting for writing a press release

The school-wide art gallery multidisciplinary project transforms the school into an art gallery for a two-day public viewing. Mathematics classes will design the layout and create a map of the gallery, drawn to scale, to be provided to visitors. Art classes will research and write vodcast content. Computer classes will create the vodcasts. Language arts students will design posters, flyers and write a press release advertising the two-day event.
 * // Unit Description //**
 * // Technology //**
 * Google SketchUp, Gliffy, or Creately
 * Web browers (i.e. Chrome, Safari or Firefox)
 * iPhoto
 * Digital cameras
 * Laptop and/or desktop computers
 * iMovie
 * iPods and iPads
 * Color printer
 * iTunes
 * Microsoft Word
 * Adobe Photoshop
 * Google Drive
 * Diigo


 * // Other Tools //**
 * tape measures
 * clipboards
 * paper

// Resources for Teachers //
 * // Supplemental Resources //**
 * // The Art Teacher’s Book of Lists.  // (Hume, 1998). Gives a comprehensive list of art definitions and concise description of artistic periods
 * // GoBookee Web-based Library  // [] has many sample lessons and worksheets on scale factor.
 * Press Release examples and format
 * []
 * []
 * []
 * []

// Resources for Students //
 * Art History Resources on the Web. []
 * The Getty []
 * The Metropolitan Museum of Art []
 * Smithsonian American Art Museum []
 * Google Sketchup []
 * Gliffy []
 * Creately - []
 * Diigo

// Week 1 // // Creating a Map/Scale Drawing of the School - Mathematics classes  //
 * // Activities //**
 * Provide visitors’ maps from various museums, galleries, or other tourist attractions. Discuss the scale factor used on the maps. Have student pairs determine actual dimensions of map site based on a variety of scale factors that you provide.
 * Review student work for accuracy throughout this activity by circulating and checking in with groups as they work.
 * Review additional examples if needed.The website //GoBookee Web-based Library// [] has some nice resources.
 * Explain that the objective of the project is to create a visitor’s map of the school building to be used by visitors of the // school-wide art gallery event //.
 * Pairs of students should be assigned room(s) to measure using a tape measure. Pairs will prepare a rough sketch of classroom labeled with dimensions. Students will then use the scale factor to determine the dimensions of the room when transferred to the map/scale drawing.
 * Review with each group to check for accuracy and collect to assess using rubric.
 * Students will begin creating their scale drawing/map using Google SketchUp, Creately or Gliffy. All three tools allow for collaboration which will be critical in completing the map. Review regularly for accuracy.
 * Once the map is created, students will assign time periods to each of the rooms and label appropriately to complete the visitor’s map.
 * The final map will be printed in color, then copied for distribution during the event.

// Posters and Press Release - Language Arts classes //
 * Ask students what a press release is and if they know how to compose one. Brainstorm ideas showing examples as needed. Showing examples of format and completed press releases using websites from Teacher Resource List if necessary.
 * Explain objectives of lesson: write a press release and create posters and flyers advertising school-wide art gallery event.
 * Explain that a good press release answers all of the “W” questions (who, what, where, when, and why). Have the class discuss answers to each question related to event.
 * Distribute and discuss the Press Release Tip Sheet.
 * Have student pairs/groups use Google Docs to collaboratively write a press release announcing the school-wide art gallery event using Sample Press Release as a guide.
 * Student pairs/groups will turn in their completed self-assessment rubric along with the final draft of their press release.
 * Teacher will assess by adding additional comments to the students’ self-assessment rubric.
 * Class will vote on and discuss their criteria for selecting the best and justify their vote on the press release. The final selection will be released to the media and posted on the district website.
 * Student pairs/groups will then brainstorm information to be included on the posters and flyers and design and create a variety of posters and flyers to be distributed and posted throughout the school and community.
 * Only posters and flyers that answer the W questions and are neat and legible will be used.

// Week 2 // // Vodcast research - Art classes //
 * Discuss the objective of this module of the school-wide art gallery event project. (Students will be able to research and prepare a storyboard containing historical information about a variety of art time periods and artists)
 * Review searching methods if necessary.
 * Demonstrate format for storyboard - Students will utilize the presentation portion of Google Drive to collaboratively create the storyboard.The slide portion will be utilized to display photos. The notes portion of the slide will be utilized to script the narrated portion of the vodcast and to list relevant music to be added.
 * Student groups will be assigned a time period to research artists, music and other pertinent information regarding type of artwork, medium and/or style, etc. Diigo link to recommended websites will be provided.
 * Students will research the art form and artists of their assigned time period. Students should also collect photos portraying the art forms of the time period. Student groups will also photograph the pieces that will be displayed in their room of the gallery to include in the vodcast. Students will collaboratively prepare the storyboard using Google Drive.
 * Students’ work will be assessed using the Storyboard/Research Rubric.

// Weeks 3 & 4 // // Vodcast creation - Computer classes //
 * Each student pair/group will be provided with the storyboard developed by art students and begin assembling and recording their portion of the vodcast.
 * Students will upload the vodcast to iPods and iPads and will practice/test the vodcasts for accuracy and effectiveness. They will make revisions as necessary.
 * Once all portions are complete, students will upload final vodcast to iPods and iPads that will be provided to guests during the two-day event.
 * Vodcast will be assessed using the Vodcast Rubric.


 * // Rubrics //**
 * Scale Drawing/Visitor’s Map Rubric
 * Press Release Self-Assessment Rubric
 * Storyboard/Research Rubric
 * Vodcast rubric

// Scale Drawing/Visitor’s Map Rubric //
 * Category || 4 || 3 || 2 || 1 ||
 * Measurement and sketch || All measurements are done accurately and labeled accordingly on sketch. || Most measurements are done correctly and labeled on the sketch. || Most measurements are incorrect or not labeled on sketch. || All measurements are incorrect and not labeled on sketch. ||
 * Mathematical calculations || Scale factor is used correctly for all calculations and noted accurately on sketch. || Scale factor used correctly for most of the calculations and noted accurately on sketch. || Scale factor used correctly for some of the calculations or missing from sketch. || Scale factor is not used. ||
 * Group work || The group functioned exceptionally well, with all members contributing, sharing and supporting each other. They were always on task. || The group functioned well, with all members contributing, sharing and supporting each other. They were almost always on task. || The group functioned fairly well, with most members contributing, sharing and supporting each other. They were sometimes on task. || The group did not work collaboratively with members not contributing equally or supporting each other. They were rarely on task. ||
 * Final visitor’s map || Final map is complete and labeled accurately with a legend and scale. || Final map is missing one key component. || Final map is missing more than one key component. || Final map is inaccurate, hard to understand and missing important information (i.e. proper labeling, legend or scale) ||

// Press Release Self-Assessment Rubric //
 * Questions to ask yourself after writing || Check this box if “Yes” || Check this box if “Unsure” || Teacher’s Comments ||
 * Is contact information, time, date, and location included at the top? ||  ||   ||   ||
 * Does the title convey concisely the subject of the press release? ||  ||   ||   ||
 * Does the first paragraph answer the “W” questions (who, what, when, where, and why?) ||  ||   ||   ||
 * Does the first paragraph make readers want to read the rest of the release? ||  ||   ||   ||
 * Does the main body of the release give sufficient information about the facts of the event? ||  ||   ||   ||
 * Is the language concise, without being too flowery? ||  ||   ||   ||
 * Has the press release been checked for grammar, vocabulary, spelling and style and revised if necessary? ||  ||   ||   ||
 * Final comments by authors ||  ||
 * Final teacher comments ||  ||

// Storyboard/Research Rubric  //
 * Category || 4 || 3 || 2 || 1 ||
 * Script || The script is well written, uses proper and relevant vocabulary. Contains factual information and no grammatical errors. || The script is well written, uses proper and relevant vocabulary. Contains factual information, but has a few grammatical errors. || The script is fairly well written, uses some relevant vocabulary, contains mostly factual material and has some grammatical errors. || The script does not contain relevant vocabulary and there are factual and grammatical errors. ||
 * Music || The music selected fits the mood and content. || Some music selected fits the mood and content. || Most music selected does not fit the mood and content. || No music has been selected or it is inappropriate. ||
 * Images || The images selected are appropriate to the content, clear and relevant to the time period. || Some images selected are not appropriate to the content or unclear. || There are very few appropriate images selected or they are very unclear. || There are few or no images used or they are not clear or inappropriate for the time period. ||
 * Group Work || The group functioned exceptionally well, with all members contributing, sharing and supporting each other. They were always on task. || The group functioned well, with all members contributing, sharing and supporting each other. They were almost always on task. || The group functioned fairly well, with most members contributing, sharing and supporting each other. They were sometimes on task. || The group did not work collaboratively with members not contributing equally or supporting each other. They were rarely on task. ||
 * Resources || All resources used in collecting data for storyboard is properly cited using MLA format. || Most resources used in collecting data are cited using proper MLA format. || All or most resources used in collecting data are not properly cited in MLA format. Some resources may be missing from list. || No resources provided for storyboard data or not provided in MLA format. ||

// Vodcast Rubric  //
 * Category || 4 || 3 || 2 || 1 ||
 * Voice (pacing and volume) || The vodcast is well rehearsed and delivered smoothly with proper volume, pacing and enunciation. || The vodcast is rehearsed and delivered smoothly, however volume, pacing or enunciation are lacking in some portions. || The vodcast is rehearsed, but most of the volume, pacing or enunciation is rushed or unclear. || The vodcast appears unrehearsed with mispronunciations. poor pace and volume is unclear. ||
 * Images || Clear and appropriate images are displayed,, properly placed and paced and relevant to the subject. || Some clear and appropriate images are displayed, properly placed and paced and relevant to the subject. || There are few clear and appropriate images displayed, properly placed and paced and relevant to the subject. || There are few to no images displayed, they are unclear, placed and paced incorrectly and irrelevant to the subject. ||
 * Group work || The group functioned exceptionally well, with all members contributing, sharing and supporting each other. They were always on task. || The group functioned well, with all members contributing, sharing and supporting each other. They were almost always on task. || The group functioned fairly well, with most members contributing, sharing and supporting each other. They were sometimes on task. || The group did not work collaboratively with members not contributing equally or supporting each other. They were rarely on task. ||
 * Music || The music selected enhances the vodcast, fits the mood and time period and the volume level does not overpower the voice. || The music selected is appropriate to the vodcast, fits the mood and time period and the volume level does not overpower the voice. || The music selected is somewhat appropriate to the vodcast, somewhat fits the mood and time period and is at a volume level that sometimes interferes with the voice. || The music is inappropriate for the vodcast, does not enhance the mood or not from the correct time period and the volume level often interferes with the voice. ||

Visitor’s maps from various museums, galleries, or other tourist attractions. Sample press release, tip sheet and self-assessment rubric.
 * // Handouts // **

Make your press release newsworthy. A good release answers all of the “W” questions (who, what, when, where and why). Your headline and first paragraph should tell the story. The rest should provide the detail. You have only a few seconds to grab the reader’s attention. Don’t blow it with a weak opening. Think about your audience. Will the reporter you send it to find your story interesting? Answer the question “Why should anyone care?” by ensuring your announcement has news value such as timeliness, uniqueness, or something unusual. Use the active, not passive, voice. Verbs in the active voice bring your press release to life. Rather than write “made the decision,” use “decided” instead. Use strong verbs. For example: “The school leaders expressed a strong desire to participate” reads better if changed to “The school leaders were eager to take part.” Use only enough words to tell your story. Avoid unnecessary adjectives. Keep it concise. Make each word count. Proofread your work. Common mistakes that result in rejection of submissions include grammatical errors, lack of content, too many exclamation points, and press releases written like advertisements.
 * // Writing a Press Release Tip Sheet // **
 * Tip 1 **
 * Tip 2 **
 * Tip 3 **
 * Tip 4 **
 * Tip 5 **
 * Tip 6 **

FOR IMMEDIATE RELEASE Contact Person (whom should the reporter call with questions?) Organization Name Phone and Fax Numbers Email Address The lead sentence should grab the reader’s attention in 25 words or less by succinctly stating the news you have to announce. Provide dates, times, locations, and any significant details. Answer the who, what, when, where, and why questions. The first two paragraphs should contain the most important information. The news media may take information from a press release to create a news or feature article. The rest of the press release gives further background information as needed. # # #     (This symbol indicates that the press release is finished.)
 * // Sample Press Release //**
 * Headline Announces News in Title Case **

As educators, what can we do to prepare our students to be competitors in our global economy? Many of the careers that these students will pursue do not currently exist. Vockley (2008) explains the new and different skill demands that are required, “advanced economies, innovative industries and firms, and high-growth jobs require more educated workers with the ability to respond flexibly to complex problems, communicate effectively, manage information, work in teams and produce new knowledge” (p. 6). The School-Wide Art Gallery Event unit plan provides students with the opportunity to develop some of the skills Vockley mentions. In Vockley’s Framework for 21st Century Learning, he notes several areas that should be addressed in preparing students for our global economy. He categorizes these as follows: Core Subjects; 21st Century Themes; Learning and Innovation Skills; Information, Media and Technology Skills; and Life and Career Skills (Vockley, 2008, p. 13). This multidisciplinary unit plan includes language arts, arts, and mathematics core subjects. All of Vockley’s Learning and Innovation Skills are addressed including creativity and innovation skills, critical thinking and problem solving skills, and communication and collaboration skills. Information literacy and media literacy are the information, media and technology skills included in the unit plan. Finally, the unit plan helps to develop some of the life and career skills, for example, initiative and self-direction, productivity and accountability and leadership and responsibility. This project based unit plan is designed to address many skills in a cohesive package to provide students with the opportunity to solve a real world problem. “Project-based learning is an instructional model that involves students in investigations of compelling problems that culminate in authentic products” (Intel, 2007, p. 1). The activities completed in this unit plan are authentic and skills developed as a result are transferable to future situations students may face both at home and in the workplace. Because the unit plan products are created for an audience beyond the teacher, students may take more pride in completing the tasks to the best of their ability. As part of the mathematics class, student pairs/groups will be measuring the dimensions of an assigned classroom. They will sketch the room and label their measurements. The ability to take accurate measurements is an important life skill. Adults and homeowners may need to take measurements to do home improvements, for example, new flooring. As this activity continues, students will be calculating scale factor and then transferring the dimensions of their room as they prepare a map. Map reading skills are important for any individual who intends to travel. Using a legend of a map to accurately calculate distances is critical when travelling. Also gained from this component of the unit plan are collaboration skills as all of the activities involve working with a partner, then with the rest of the class as they collaboratively create the map of the school for the event. The next component of the School-Wide Art Gallery Event unit plan is to write a press release and design and create posters and flyers advertising the event. It is important to learn to write in different styles for different audiences. One of the Common Core State Standards addressed in this unit plan is CCSS.ELA-Literacy.W.8.4., states that students should be able to “produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience” (Common Core State Standards Initiative. 2012). A press release is an official statement that is released to the media giving information on a particular matter. Press releases are informative, written following a particular format and limited in length. Information that students incorporated in their press release can then be used to design posters and flyers to advertise the events. When writing a press release, students will be advised to answer the W questions (who, what, when, where and why). A more condensed version of answers to these questions should be utilized when creating posters and flyers to properly inform the public of the details of the event. Exposing students to write in a variety of styles to many different audiences is a critical skill in preparing students for the 21st Century. The final component of the unit plan is to research, organize and create a vodcast that will be provided to event visitors on iPods and iPads in order to educate them on the inspiration and rationale behind the art that is displayed at the event. Students are to collaboratively gather photos, music and pertinent information regarding a particular art time period and prepare a storyboard that will later be created into a vodcast. Twenty-first century skills required to complete this task include, but are not limited to, creativity, critical thinking, communication, collaboration, information literacy and information and communications technology literacy. Writing skills are also important in this component as students are expected to script the podcast keeping in mind that the age of listeners is ten and up. Often times, school assignments are completed and the only audience is the teacher. Students may lack motivation and rush through a task since the teacher is the only person viewing the assignment for the purpose of giving it a grade. Assignments given where the audience is broader tend to motivate students to put forth more effort since their peers may also be viewing and critiquing the finished product. If the intended audience of an assignment is friends, family and community members, will students take more pride and produce a much better finished product? Since the audience could be quite vast at the event, students should be encouraged to produce their best work as it will be a reflection on them and the school. Pacific Policy Research Center (2010) noted some best practices of 21st Century Learning. They conclude that “emerging research encourages teachers and other educational stakeholders to a) focus on real-world problems and processes, b) support inquiry-based learning experiences, c) provide opportunities for collaborative project approaches to learning, d) and focus on teaching students how to learn (above “what” to learn)” (p. 13). It is the intention of this unit plan to provide students with real-world problems, provide opportunities for collaboration and focus on teaching students how to learn and develop the skills necessary to prepare these students for future careers in our global economy.
 * // Rationale //**

Art Mobs. (2005). Retrieved from [] Common Core State Standards Initiative. (2012). Retrieved from []
 * // References //**

Core Curriculum Content Standards: Preparing New Jersey Students to Connect, Collaborate and Compete in a Global Society. (2010). Retrieved from []

Hume, Helen D. (1998). //The Art Teacher’s Book of Lists.// Paramus, NJ: Prentice Hall.

Intel Teach Program. (2007). //Designing Effective Projects: Characteristics of Projects Benefits of Project-Based Learning//. Retrieved from []

Josephson Institute. (2012). Lesson Plan: Writing a Press Release. Retrieved from []

Lesson Plan 8 - Drawing to Scale. (2008). Retrieved from []

Pacific Policy Research Center. (2010). //21st Century Skills for Students and Teachers//. Honolulu: Kamehameha Schools Research & Evaluation. Retrieved from [|http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf]

Vockley, M. (2008). //21st Century Skills, Education & Competiveness: A Resource and Policy Guide//. Tucson: Partnership for 21st Century Skills. Retrieved from []