1. Moving Through Art History! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade Art Students Designed by Adriane Supino [email_address] Based on a template from The WebQuest Page View oddsock's map Taken in a place with no name (See more photos here ) Andy Warhol - Marilyn 1967 screen print on paper, 91.5 x 91.5 cm, museum of modern art, new York Andy Warhol - Marilyn 1967 screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york Photograph by Flickr: oddsock

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] We have learned about artistic movements, such as the Renaissance, Baroque art, and Classical art. These movements, although important, occurred so long ago! Now, we are going to learn about important art movements of the 20 th century, and we will see how these movements have influenced where we are today! Each group will learn about a different movement. These movements are: Expressionism, Surrealism, Pop art, Post-Painterly Abstraction, and Minimalism . Each of you will choose a role. You can be an artist of the movement, an art historian, or an art museum curator! Each role is important and the job you do in your role will help the entire class to create an amazing piece of art in the end! Let’s get started! View anna.hawaii's map Taken in a place with no name (See more photos or videos here )

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] At the end of this WebQuest, our class will create a large “timeline mural” that shows how art has gone through these movements in the 20 th century! In order to do this, we must be educated on these art movements! Each group will learn about a different art movement and will then present that information to the class. After learning from other groups, we will create our masterpiece! Title Photo by Flickr: June 6, 2007 by anna.hawaii

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 3. Once each person has chosen a role, we will begin our research on the internet. We will spend one class period researching. You are looking to answer the specific questions addressed in your role regarding your group’s particular art movement. Here are some helpful research links for each group: Expressionism: Web Museum 1 Web Museum 2 Art Movements Surrealism: Pop Subculture Surrealist.com Pop Art: Artchive.com World-Wide Art Resources Post-Painterly Abstraction: The-Artists.org Sharecom Minimalism: ArtLex Art Movements Process Continued The Process (Continued)

7. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Individual Research (This grade will be based upon the information filled out on your research handout) This group member fully addressed and answered all questions asked of their particular role. They may have also answered extra questions that were not asked of them in order to understand the context of their movement. All questions asked of the particular group member were addressed and researched. Not all questions asked of the group member were addressed. Few or none of the questions asked of the group member were addressed. Individual Part of Presentation The group member participated equally in speaking in the presentation. They were able to clearly express the research that they did for their particular role in a way that was understandable and interesting for the rest of the class. All information presented was correct. The group member participated equally in speaking in the presentation. They presented the research of their role clearly. Information presented is correct. The group member did not participate in speaking as much as the other group members. Information presented may have been unclear or incorrect. The group member participated much less than their group members. Their information was unclear and/or incorrect. Working in Groups The group member was responsible for their own research role and participated equally in presenting to the class. They came to group sessions prepared and helped their other group members. The group member was responsible for their own research role and participated equally in presenting to the class. They came to group sessions prepared. The group member was responsible for their own research role. They may not have participated equally in presenting to the class or may have come unprepared to group sessions. The group member was not fully responsible for their own research role. They did not participate equally in presenting to the class and often came unprepared to group sessions. Time Limit The presentation was 5-7 minutes in length. The presentation was a little too short (3-4 minutes) or a little too long (7-9 minutes.) The presentation was too short (2-3 minutes) or too long (9-10 minutes.) The presentation was much too short (1-2 minutes) or much too long (10 minutes or more.) Visual Aid (The visual aid may be a power point presentation, a poster, digital images, handouts, etc.) One or more visual aids were used in the entire group presentation. The visual aid enhanced the presentation. One visual aid was used throughout the entire group presentation. The visual aid enhanced the presentation. A visual aid was used, but was not addressed or did not enhance the presentation in any way. No visual aid was used throughout the entire presentation.

8. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Our research has helped us to really understand these more recent art movements! We will now officially begin to create our masterpiece, keeping in mind all that we have learned!

9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos: Slide One: and 10 (Teacher Page): Andy Warhol - Marilyn 1967, screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york, Photograph by Flickr: oddsock http://flickr.com/photos/oddsock/100943517/ Slide Three: Photo by Flickr: June 6, 2007 by anna.hawaii http://flickr.com/photos/81292941@N00/533834883/ Websites: Pop Art http://www.artchive.com/artchive/pop_art.html http://wwar.com/masters/movements/pop_art.html Expressionism http://www.ibiblio.org/wm/paint/tl/20th/expressionism.html http://www.ibiblio.org/wm/paint/glo/expressionism/ http://www.artmovements.co.uk/expressionism.htm Surrealism http://www.popsubculture.com/pop/bio_project/surrealism.html http://www.surrealist.com/ Post-Painterly Abstraction http://the-artists.org/movement/Post_Painterly_Abstraction.html http://www.sharecom.ca/greenberg/ppaessay.html Minimalism http://www.artlex.com/ArtLex/m/minimalism.html http://www.artmovements.co.uk/minimalism.htm Link to The WebQuest Page and The WebQuest Slideshare Group

10. Moving Through Art History! (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for9th grade art students Designed by Adriane Supino [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Andy Warhol - Marilyn 1967 screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york Photograph by Flickr: oddsock

11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed part of the Artegration Project in Saint Vrain Valley School District, an initiative to integrate art history, research and literacy in art programs. This lesson is essentially a research project for art students. The main goal at the end of this project is to produce a collaborative “timeline mural” that will show the progression of artistic movements throughout the 20 th century. Most art students, by the time they reach high school, have already learned about all of the classical movements; this gives them a chance to learn about something more recent. The movements chosen for this lesson are Expressionism, Surrealism, Pop Art, Post-Painterly Abstraction, and Minimalism. This particular class has 15 students, so they are broken up into 5 groups of three students. Each group researches one particular movement. Also, each member chooses their own role within the group (artist, art historian, or museum curator) and each of these roles has particular questions to address in their research. Finally, each group will present their research to the class, and after learning about all of the movements through these presentations, we will collaborate to create our mural! Evaluation Teacher Script Conclusion

12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in 9 th grade arts, but it involves research, reading, writing, group work, and presentation skills as well! Before beginning this lesson, students should know a bit about art history and various movements, though it is not completely necessary. Students should have prior experience looking at works of art and analyzing their style and merit. This lesson works well for high school students because many of them have already learned about classical art movements and are comfortable analyzing works of art and styles, but have not studied these particular styles. Evaluation Teacher Script Conclusion

14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion To see the step by step process students go through in this lesson, click here! The time period of this lesson may vary for different teachers. In this particular case, the students spend one full class period (our class periods are 90 minutes each) on research. The teacher will prepare a handout with the questions asked of their research role. By the end of the research day, the student must have their handout completely filled out. The completeness of this handout ( I chose not to require complete sentences because it is research and notes) will help determine the “individual research” portion of their grade. The next class period, the students will have the entire class time to meet with their group and put together their presentation. They will decide what each person is going to say, what their visual aid will be, the order they will speak in, etc. I have chosen to give students this long period of time to work on their presentations, because it ensures that they have time to meet with their group and to practice. (If this were given as homework, some students might not be able to, or would choose not to, meet with their group or to practice.) The following class period, each group will give their presentation. We will listen and learn as a class. When all of the groups have given their presentations, we will have a class discussion on what we found interesting in each movement, what we want to include in our mural, how we will go about our mural, and what we will need to begin our mural. This gets our brains ready for the next class period when we will begin actually working on the mural! Working on the mural will probably last about five or six 90 minute class periods, but this may be longer or shorter depending on the size of your class. In my personal experience, this activity has been very enjoyable and helpful for students because they are not simply recreating classic works that they know nothing about. They get to learn about these movements, decide what they think is most interesting, and collaborate with their peers to create a pretty cool piece of art!

16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To see the rubric of how students will be evaluated, click here! Students will be evaluated on their individual efforts and contributions to the group, as well as their group presentation as a whole. It is recommended that the teacher go over the expectations of the rubric and how the students will be evaluated at the beginning of the lesson! Although the rubric is included as part of the student WebQuest, many students may quickly skip over this page. I have found that going over the rubric as a class and answering any questions helps to clear up misconceptions before they affect the students’ work and, in the end, the students are more likely to live up to your expectations! Make sure your expectations are clear to the students!!! Evaluation Teacher Script Conclusion

17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is fairly accessible to most all student populations. It may need to be adapted or facilitated differently for students with special needs, or English language learners. For English language learners, the pages should be left in English so that students can gain experience reading, writing, and speaking in English. However, these students may go to websites written in different languages, and may ask for help from a facilitator who speaks their native language. They will need support in both languages. To find websites written in Spanish, type in Expressionismo, Surrealismo, Arte Popular, Abstracción Postpictórica, and Minimalismo. A teacher or facilitator that speaks this language would need to decide which websites are more relevant than others. For special needs students, it really depends on the degree of needs the student has. The websites may be modified to reach different reading levels. The students may also need to print information off of the internet to read as some may have difficulty reading off of a computer screen. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion

18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It’s been stated before in this WebQuest but it’s worth saying again, this is a great lesson for high school students! They get a chance to learn about more current art and see how society has moved through these art movements and how they affect art today! Also, students learn how society and current events affect art. In the end, the students have a better understanding of the movements and they get to decide which ones are interesting to them and which pieces of work they would like to use as influences for their mural. They get to collaborate with their peers both in the research aspect and the creative artistic aspect. This lesson combines research, literacy, presentation skills, teamwork, creative expression and more! I hope that you will use this lesson and modify it to fit your own students needs! I know they will enjoy it! Evaluation Teacher Script Conclusion

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Photos: Slide One: and 10 (Teacher Page): Andy Warhol - Marilyn 1967, screen-print on paper, 91.5 x 91.5 cm, museum of modern art, new york, Photograph by Flickr: oddsock http://flickr.com/photos/oddsock/100943517/ Slide Three: Photo by Flickr: June 6, 2007 by anna.hawaii http://flickr.com/photos/81292941@N00/533834883/ Websites: Pop Art http://www.artchive.com/artchive/pop_art.html http://wwar.com/masters/movements/pop_art.html Expressionism http://www.ibiblio.org/wm/paint/tl/20th/expressionism.html http://www.ibiblio.org/wm/paint/glo/expressionism/ http://www.artmovements.co.uk/expressionism.htm Surrealism http://www.popsubculture.com/pop/bio_project/surrealism.html http://www.surrealist.com/ Post-Painterly Abstraction http://the-artists.org/movement/Post_Painterly_Abstraction.html http://www.sharecom.ca/greenberg/ppaessay.html Minimalism http://www.artlex.com/ArtLex/m/minimalism.html http://www.artmovements.co.uk/minimalism.htm Link to The WebQuest Page and The WebQuest Slideshare Group