Objectives
1. Students
identify building materials used in the Tempe Center for the Arts.
2. Students draw/describe shapes they see in the Tempe Center for the Arts.
Arizona Visual Arts Standards
RELATE: Concept 2: Tools, Materials
& Techniques
PO
102 & 202: Describe what tools, materials and techniques were used to create
artwork from diverse cultures and times.
RELATE: Concept 3: Elements &
Principles
PO
001, 102, & 202: Identify visual/tactile characteristics of artworks from a
diverse culture, different place, or time.
EVALUATE: Concept 5: Quality
PO
001 & 102: Compare an original artwork with a reproduction (e.g., make a
museum/artist’s studio visit to compare details, size, luminosity, three
dimensionality, surface texture).
Resources
Arrangements
for field trip to the TCA (480)
350-2867
Advance discussion with assigned TCA docent, if possible.
Explain to the docent that your students have viewed and
discussed "Building
on a River: Questor's Tale"
before arriving and have prepared some of their own questions. Provide the
docent with a copy of “Exploring
the Tempe Center for the Arts” worksheet in advance of your
trip, and discuss the extent to which students might complete
any or all of the worksheet at the
center, or whether any or all of the questions might be
addressed during their tour.
“Exploring the
Tempe Center for the Arts” worksheets with students’ questions already
written
Pencils
Activities
Review and
application
Return students’ “Exploring
the Tempe
Center of the Arts”
worksheets and ask them to answer as many questions as they can during their
tour. If writing responses on the worksheet is not practical or possible
during the tour, use the worksheet to remind students of their own questions
and to guide students in focused observation as circumstances permit. For
example, you might use questions on the worksheet when students assemble or
travel to the TCA or when they assemble for, or travel back to school.
Take
notes on any new information presented by the docent as well as interesting
questions, observations or responses made by your students during their
tour.
If
the circumstances of the visit do not allow students to complete their
worksheets, remind them of the questions and explain that later, in class,
you will lead a discussion of discoveries they made about their own
questions, about building materials, and about shapes.
Assessment Guides
1.
Objective: Students identify building materials used in the
Tempe Center for the Arts.
Assess Part C of “Tempe
Center for the Arts Exploration”
worksheet.
-
Exceeds
expectations -
Student accurately
identifies at least four building materials.
-
Meets
expectations - Student accurately identifies at least three
building materials.
-
Approaches
expectations - Student accurately identifies at least two
building materials.
-
Fails
to meet expectations
- Student identifies features of the TCA other than its building
materials, identifies just one material or identifies materials
inaccurately.
2.
Objective: Students draw/describe shapes they see in the
Tempe Center for the Arts.
Assess Part D of “Tempe
Center for the Arts Exploration” worksheet.
-
Exceeds
expectations - Student accurately draws two shapes
visible in the interior or exterior of the TCA and identifies the
location of both.
-
Meets
expectations - Student accurately draws two shapes visible in
the interior or exterior of the TCA and identifies the location of one.
-
Approaches
expectations - Student accurately draws two shapes visible in
the interior or exterior of the TCA.
-
Fails
to meet expectations
- Student draws one shape.
Extension Activity
If you want to
broaden students’ visual analysis beyond the element of shape, ask students
to write the words “Color,” “Texture”
and “Line” on the back of this paper. Ask students to draw or describe
interesting colors, lines or textures they discover at the TCA and write
where they saw each.
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