Stained Glass Window: Christianity
Common Core StandardsART:
Standard 3- Responding To and Analyzing Works of Art: Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. ObjectivesStudents will research a Christian story and then create a stained glass window that represents their vision of the story.
|
Procedure/LITERACY ELEMENTStudents will research a Christian story and then create a stained glass window that represents their vision of the story. Students will research a story that is from Christianity. Reflect on how this project helped you visualize a story that you may or may not have been familiar with. What were you thinking when creating your stained glass window? How did the story make you feel before and after you created your stained glass window?
|
AssessmentStudents will be evaluated based on their art work and written reflection. See grading rubric.
|
Your browser does not support viewing this document. Click here to download the document.
|
Hamsa Hand- islam, Judaism, and Christianity
COmmon Core Art StandardsStandard 3- Responding To and Analyzing Works of Art: Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. ObjectivesStudents will create their own Hamsa based on the knowledge that they have on the history behind this symbol of Islam, Judaism, and Christianity.
|
Procedure/Literacy elementsStudents will be able to understand why the Hamsa is an important symbol in Islam, Judaism, and Christianity. With their understanding on the religion that they choose they will create their own Hamsa using colors and symbols that represent their beliefs, values, and understanding of this religion, as well as writing a reflection explaining why they chose the colors and symbols and what their Hamsa represents for them.
|
AssessmentStudents will be evaluated based on the peer and teacher evaluation tool. Using this tool, students will not only evaluate a peer's work, but also apply their own understanding to that piece in the reflection column. At the bottom of the page, the teacher will also critique the piece of artwork, as well as be able to informally assess the other student's critique and application of knowledge learned in the class.
|
Your browser does not support viewing this document. Click here to download the document.
|