Unit Plan Template

Art Unit Plan Template

Group Members (first and last names)_________________________________________________

Grade Level________________

Big Idea________________________________________________________________________

Image-making strategy (gr. 3 – 8), (element or principle of design, theme or historical period)_______________________________________________________________________________

Assessment and Evaluation: use the 5 competencies: make sure you are covering and assessing at least one item from each category in a month-long unit (https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CommunicationCompetencyProfiles.pdf or Google “Transforming Curriculum”. List them in the unit where it says “Assessment”. See examples below.

Potential starting points for the topic: (watch for interest of discussion from students that occurs naturally or as a result of some other activities – list 3 short examples here)________________________



Exploring and Creating #1: choose I criteria, e.g. “Create artistic works using ideas inspired by experimentation” – briefly explain your connections to this criteria. This is the hook that brings students into your topic. It should allow for hands-on experimentation and discussion and not lead the students to a finite endpoint, for example, a group of grade twos who are learning about secondary colours could be given the primary colours of paint with an invitation to paint whatever they wish. In a Non-judgmental Critique, the students and teacher could discover all the secondary colours that the students have created and used.

Describe the activity you will use.

Assessment: for example: Creative Thinking Competency Profile (Profiles 1-5)2. Generating ideas: teacher notes the students growing ability to explore ideas and materials generated by the teachers’ Discovery opportunity. Students can also record a “Show Me” on the class iPad to clarify their thinking verbally. List your criteria and approach here:


Researching and Reflecting #1: (discussion of historical or contemporary art works)

Choose 1 criteria from this section of the draft curriculum, for example, gr.6: research, describe, interpret, evaluate how artists use processes, movements etc. (pick the one that suits your unit best).

Critical Analysis of Historical or Contemporary Art Works:

Choose works that illustrate your concept. Make sure works are appropriate and interesting for the grade level. Record the name of the work, name of the artist, and url where you found it for each art work utilized in the Critical Analysis (from 1 – 5 works depending on grade level and activity).

Here are some suggested prompts:

1)              Initial Reaction: what do you notice first when you look at this work?

2)              Description: describe what you see – is there a story?

3)              Analysis: where do you see (an element, principle, image making strategy)…

4)              Cultural Context: (relate your questions to prompts from Positive Personal and Social Awareness Profile

5)              Informed Point of View: has your opinion deepened or changed from this discussion?

Assessment: describe the way you will assess this process. Examples of possible criteria are listed below.

1)              Communication Competency Profile e.g. item 2: Acquire, interpret and present information (Profiles 1 – 8), e.g. teacher clip board – students check off participation in Critical Analysis Process.

2)              Critical Thinking Competency Profile e.g. item 3: Develop and Design (Profiles 1-6) Students apply critical thinking to create and transform products, methods, performances, and representations in response to problems, events, issues and needs. (e.g. developing a way to evaluate effectiveness of product of inquiry), an example of assessment may be checklists and steps that the teacher puts in place with student input at the younger grades and potentially created by student in the higher grades.

Researching and Reflecting #2 these are Practice activities in class related to the Image Making Strategies. Students will work in a more structured way to master a technique, skill, or concept from the curriculum as it relates to your topic.

e.g. gr. 6: develop and refine ideas, processes and technical skills in a variety of art forms to improve the quality of artistic creations. Explain:

Assessment: Personal Awareness Competency Profile 2) Self-regulation: students who are personally aware and responsible take responsibility for their own choices and actions….They are aware that learning takes patience and time…..Explain:


Exploring and Creating #2: (Inquiry): the purpose of the inquiry is to allow students to apply the ideas, skills, techniques and technologies learned so far in the unit to solve problems posed by the teacher, the students or jointly. The Inquiry should relate to Big Picture ideas you are hoping to cover in the unit. Create a choice of challenges that utilize the strategies or elements of design you are covering, utilize learning in both subjects and provide opportunities for students to engage in big picture thinking and socially responsible attitudes. Provide 3 possible activity choices here.

Assessment: Critical Thinking Competency Profile (Profiles 1-6). Students learn to engage in an inquiry process where they identify and explore questions or challenges related to key issues or problematic situations in their studies (see more information in profile). Tell how you will assess this:

Creative Thinking Competency Profile (Profiles 1-5). After students get their creative ideas they evaluate them and work to realize them in some way……..Tell how you would assess this:

Social Responsibility Competency Profile 2) Solving problems in peaceful ways. Students identify and develop appreciation of different perspectives on issues they generate, use and evaluate strategies and resolve problems. Tell how you will evaluate this…


Communicating and Documenting: e.g. grade 6: Experience, document and share creative works in a variety of ways. Students may use a written reflection, culminating task, checklist, presentation, Show Me, or other forms of reflection and summary. Choose the form you will use and briefly outline it here. If you are making a check-list, provide the 4 – 5 items; or a reflection, provide 3-4 prompts.

Assessment: Communication Competency Profile: Item 4 – “Explain/recount and reflect on experiences and accomplishments (e.g. presentations, self-assessment, receiving and offering feedback)” e.g. Self-assessment with 3 questions (Profiles 1 – 8) Describe your process:

Critical Thinking Competency Profile item 1: Analyze and Critique (Profiles 1-6) students find evidence to make defensible observations about a position, a process or a product.

Positive Personal and Cultural Identity Profile (Profiles 1-5): e.g. 2) Personal values and choices: students define what they value. They understand what they value has been influenced by their experiences….etc. Elaborate on how you will assess this.

Personal Awareness and Responsibility Profile: e.g. self-determination……elaborate on how you will assess or have students self-assess this.