Backwards Mapping in the Art Room

Common Core Standards, which state the educational goals for subjects and grade levels, serve as a useful guiding framework for teachers planning their curriculum. The concise language and written descriptions of the learning and proficiencies students are expected to show at various stages and grade levels provides teachers with clear learning goals. Teachers are responsible for teaching towards these goals but the ultimate aim of a curriculum is not to simply reach these goals, rather, it is to equip students with learning that ‘sticks’ and that they can apply autonomously to varied complex situations (McTighe, 2012).

One way to achieve this is to design the curriculum backwards from the goal, essentially ‘starting from the end’. ‘Backwards mapping’ is a process that educators use to design lessons and teaching techniques to achieve specific learning goals. Starting with the goal and moving backwards allows teachers to take the learning objectives and expected proficiencies outlined in a standard for a unit or course and then create lessons and activities that achieve those desired goals through each step of a unit. (edglossary, 2013)

In order to illustrate how this might look, I will break down an art lesson using backwards mapping. I am using a discipline-specific performance standard adapted to 3^rd graders from the New York State Common Core Standards for Visual Art. This standard is part of Performance Category 1: Creating, and Anchor Standard 2: Organize and develop artistic ideas and work. See full standards here.

Romero Britto Pop-Art Hearts

Standard Gr3V A:Cr2.1.3  

Create artwork using a variety of artistic processes and materials

I chose this standard because creating is the most fundamental and primal of activities in the visual arts. It is through the creation of art that we give ourselves expression and communicate with the world around us, and where we come to understand ourselves and others. Artmaking connects individuals and communities through the sharing, expressing and communicating of ideas, experiences, feelings and beliefs (NCCAS, 2007). Through this voice, this connection to self and others, artmaking is both empowering and is a means to emotional wellbeing. Furthermore, the creativity, problem solving and innovative thinking required to create art are essential life skills that are learned through the artmaking process and which are applicable to every other discipline.

This standard is very broad, so I pull out the key words, ‘create’, ‘artwork’, ‘artistic process’ and ‘materials’, to help me determine which steps, activities and teaching approaches I will need to consider when rolling out this project. If all elements in the standard are met, students will be able to apply knowledge learned about Pop-Art and artist Romero Britto to elaborate on imaginative ideas, organize, plan and develop their own Pop-Art drawing using a variety of materials.

Proficiencies:

1.     Ability to a achieve a Pop-Art style drawing using color, line and shape like Romero Britto

2.     Understanding of what a ‘pattern’ is, and how to draw a variety of patterns

3.     Ability to break a drawing into fractured shapes, and filling these shapes with bright colors and a variety of patterns

4.     Ability to refine and complete artistic work, and elaborate visually by adding detail during art-making that enhances meaning (patterns, bold lines)

5.     Ability to responsibly and properly use relevant materials (felt markers, permanent markers and marker paper) and marker techniques

Assessments I will use to ensure that students are meeting the standard

 1. Notes, analysis and discussion about Romero Britto’s art following a PPT presentation: Students are grouped into pairs and ask each other the following questions from the whiteboard. Answers are recorded in their sketchbooks. Prompted questions: What do you see in his work? How would you describe his style? What kinds of subjects and objects are depicted? Where would you find these objects in real life? Describe his use of color, line and shape. How and why do you think he fractured his subjects? How does he enhance his work (color, pattern)? How does his work make you feel? Findings are shared orally with the class.

2. In their sketchbooks, students organize and develop ideas for their subject. They explore and experiment with drawing Pop-Art subject matter using elements of line, color and shape similar to the artist’s.

3. Whole group discussion. What is a ‘pattern’ and how are patterns made? Students are shown handouts of various patterns. Students identify patterns in nature, pictures, books, visuals and in objects around the room. Students record these patterns in their sketchbooks, and add several more patterns from their imagination.

4. Class discussion on how we used markers in pervious lessons will show me who recalls marker techniques. Question prompts: When do you use fine vs. broad tipped markers? How do you overlap and blend? What techniques are best for coloring larger sections and for contouring? What happens when I use a dark color on top of a light color, and vice versa? Students are handed a Romero Britto printout for coloring. They actively explore these questions and experiment, demonstrating their understanding.

Learning experiences or activities to help students meet the standard

As this is a visual arts lesson, the culminating final result will be a physical 2-D artwork. Therefore, for this project, all learning experiences and activities will be part of the same find result, but will take several lessons to complete and will be broken down into distinct activities.

Romero Britto Pop-Art Dogs

Final Project Experience: Pop-Art-inspired drawing by artist Romero Britto

Activity 1: Drawing: On good marker paper, using thick, black permanent marker students create a drawing of a Pop-Art subject of their choice and break it up into several fractured shapes in the style of Britto. Students may use their sketchbooks as a reference.

Activity 2: Patterns: Students develop, choose or identify at least 5 distinct patterns and add these patterns to the shapes to their drawing.

Activity 3: Marker techniques: Students employ a variety of markers (broad tipped, fine tipped and permanent) in a full range of colors to color their drawing, filling in shapes, spaces and patterns. Attention is paid to using bold, bright colors like Britto.

Activity 4: Editing/Adding Detail: Students edit, refine, embellish and finalize their drawing using Britto-style details and finishing touches. This may include emphasizing the back lines, adding additional patterns, or overlaying colors. Students determine when their work is 'finished'.

Activity 5: Reflection: Students complete an Artist Statement worksheet answering the following questions: (Students talk about their inspiration and what creating this piece of art meant to them)

1. What is the name of your artwork?
2. How did you create your artwork: What tools, materials and techniques did you use?
3. What does this piece of art mean to you?

References

NYSED.gov. Curriculum and Instruction. The Arts Standards. Retrieved June 25, 2015. http://www.p12.nysed.gov/ciai/arts/VA_ataglance.pdf

Wiggins, Grant (2005). Understanding by Design. Retrieved on January 19th, 2017 from http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

McTighe, Jay (2012). Common Core Big Ideas 4: Map Backwards From Intended Results. Retrieved on January 20th, 2017 from: https://www.edutopia.org/blog/common-core-map-backwards-jay-mctighe-grant-wiggins

National Core Arts Standards: A Conceptual Framework for Arts Learning (2007). http://www.nationalartsstandards.org/sites/default/files/Conceptual%20Framework%2007-21-16_0.pdf

The Glossary of Education Reform. Backward Design. Retrieved December 13, 2013 from http://edglossary.org/backward-design/

Image. Romero Britto. 'Duke and Grace'. http://www.britto.com/images/gallery/fineartprints/duke_grace.jpg

Deep Space Sparkle. Romero Britto Pop-Art Drawings. Retrieved from http://www.deepspacesparkle.com/tmc/2016/11/01/romero-britto-pop-art-drawings/