Learning Objective: DESCRIBE HOW SOCIETIES THROUGHOUT HISTORY HAVE USED IMAGERY TO DEFINE AND PRO...

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Learning Objective: DESCRIBE HOW SOCIETIES THROUGHOUT HISTORY HAVE USED IMAGERY TO DEFINE AND PROMOTE POLITICAL, SOCIAL AND CULTURAL AGENDAS by Mind Map: Learning Objective: DESCRIBE HOW SOCIETIES THROUGHOUT HISTORY HAVE USED IMAGERY TO DEFINE AND PROMOTE POLITICAL, SOCIAL AND CULTURAL AGENDAS

1. Learning Profiles

1.1. INTROVERT

1.1.1. In visual arts students are required to engage in meaningful critique of peer work. One way to accommodate a shy, quiet or withdrawn student is to implement an anonymous written critique. Ask the class to complete brief critique templates of displayed work and place them in a box. The teacher then distributes the comments to the original creator for private contemplation.

1.1.2. Allow student to submit a written proposal for an independent learning project that demonstrates it meets the learning objective.

1.2. DYSLEXIA

1.2.1. Allow for extensions in completing reading related research. Utilize group collaboration stratas that offer a role best suited for the student with reading difficulty.

1.2.2. The liberal use and encouragement of video and audio resources, both for in class instruction and as independent reference sources.

2. Interests

2.1. POPULAR CULTURE and DIGITAL ARTS

2.1.1. Allow and guide the student to construct their own research plan that traces and makes connections to the learning objective from popular culture. For example: Graffiti from various societies and the intended agenda.

2.1.2. The student may select a digital tool of their choice to collect their findings and describe how the various images have defined and promoted agendas. For example: A composite film made with Stupeflix with visual and audio narrative.

2.2. HERITAGE and TRADITIONAL ARTS

2.2.1. A student that harbors a personal connection based on their interest or association with a particular heritage may choose to research the related history of imagery and agenda. For example: The Mexican mural movement.

2.2.2. The student can propose and utilize a fine art medium to descriptively illustrate how these images defined Mexico in that era and current perception. For example:

3. Readiness

3.1. HIGH LEVEL OF UNDERSTANDING

3.1.1. Have student create a more refined final product from the last stage of the learning objective unit to include in a high stakes portfolio for university admission.

3.1.2. Allow student to submit a written proposal for an independent learning project that demonstrates it meets the learning objective.

3.2. LOW LEVEL OF UNDERSTANDING

3.2.1. Group work and/or pairings with a student in the class that has a better grasp of the topic and a caring demeanor.

3.2.2. Additional assistance from teacher. Observational and conversational assessment to determine gaps in understanding. Work with student to create interactive flashcards on Quizlet for targeted information.

4. Differentiation Strategies for a Heterogeneous 12th Grade Visual Arts Classroom