Unit Overview Draft

B Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Adelynn Torchia

School High School
UNIT TITLE Exploring Your Memory

Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways
Literacy: As consumers, critics and creators, students evaluate and understand artworks and
other texts produced in the media forms of the day
PROGRESS POINTS (FROM ODE STANDARDS)

B. Draw on a variety of sources to generate, select and evaluate ideas to create personally
meaningful products
E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works
of others and use appropriate criteria and language to critique the works.
G. Demonstrate flexibility and reflective habits when creating visual art forms in a variety of
artistic contexts and environments
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). As high schoolers, students should be familiar with the basics of using a variety of
different media and materials. (pencils, colored pencils, charcoal, collaging, etc.) Students
should be aware of the concept of memory and a simple understanding of how memory
works. Students should be able to think about their own memories and identify significant
memories of their past.
B). In today's world, with influence that technology has on our daily lives, so much of our
experiences are being documented through photography and video, often by our
smartphones. Especially with high schoolers, the influence that social m edia has over
their lives is astounding. With the ability to capture a moment in time, people are now
more concerned with encapsulating that moment solely for the purpose of posting on
their social media page, rather than truly living in the present. Becau se technology allows
us to rely on photographs and videos to remember the events of our lives, the
importance of making memories is becoming lost. However, a photograph or a video
cannot take the place of a true memory. Two people may be present at the sam e event,
but each person will have an individual experience, and therefore different
memories. What we remember can be vividly detailed, or completely clouded. We may
remember only a certain smell, a specific sound, or the way something made us feel.
Therefore, with technology becoming increasingly influential, it is now more important
than ever to focus on the power of our memory, what we can and cannot remember, the
memories that are significant to our lives, and the way that memories can shape our
understandings about the world and our future actions.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Throughout history, memory has played a major role in the process of art making.
Memory can be coupled with art to create intriguing visual representations of certain
images, moments, events, places, or people of our lives. Art can be used to explore the
subjectivity and reliability of memory. Art can be used to express ones emotions or
feelings towards influential moments in our lives. Using art an expression of ones
memories can be a way to illustrate experiences that may not be able to be explained
through words.
Essential Questions (provocative, engaging, critical)

What role does memory play in art? What role has memory played in the history of
artmaking?
How reliable is memory? In what ways are memories subjective?
How can art be used to express memories?
How has technology altered the way we remember/make memories?
How can memories shape our beliefs about the world?
Possible Integration
History- communicating memories from the past, historical accounts of events
English- biographies, memoirs, poems
Music- songs, ballads (based on memories)
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title The Subjectivity and Reliability of Memory
Lesson In lesson one, students will engage in activities that test and analyze the
Description reliability and subjectivity of memory. After each exercise and project,
students will display their work to discuss and compare as a group.
Students will be asked to draw objects/scenes from their memory
comparing the difficulty between drawing different images of their lives.
Students will be shown pictures on the board for varying amounts of
time and asked to draw the picture as best as they remember. Students
will then travel to a local park and will be instructed to observe without
writing anything down, drawing, or taking pictures. After the observation
students will create a composition from complete memory of the
park/elements of the park.
Lesson Two
Title Stream of Consciousness
Lesson In lesson two, students will learn about autobiographical memories, and
Description its 3 different forms: lifetime periods, general events, and event-specific
knowledge. Students will also learn about the 4 categories of event-
specific knowledge memories. Students will be asked to think about the
significant memories that they have, and chose one lifetime period
memory, one general event memory, and one event-specific memory
that falls into one of its 4 categories. Students will then be introduced to
stream of consciousness narration where they will use their chosen
memories to serve as inspiration to create 3 stream of consciousness
writings.
Lesson Three
Title Visualizing the Memories of Our Past
Lesson In lesson three, students will expand their understanding of creating art
Description based on memories. Students will be shown the work of artists who
produce work inspired by memories, including examples of the 3
different forms of autobiographical memories (lifetime periods, general
events, event-specific knowledge). Students will then select one of their
3 different memories that they worked with in lesson 2, and then using
its correlating stream of consciousness writings, and stream of
consciousness sketches, they will create a 2D composition that
represents this memory using either pencil, colored pencil, charcoal, or
acrylic paint.
Explain how technology has been used in this unit

A computer and a projector will be used to project images on the board. Students will be
provided Ipads, and they will have the option to use them to collect images and source
material to use as inspiration for their final project.

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B Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Adelynn Torchia

UNIT TITLE Exploring Your Memory

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

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