I designed this Art Webquest for educ331

1. Opening Exhibition for Musée des Beaux-Arts Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Grade 9 (Art) Designed by Rachael Browning [email_address] Based on a template from The WebQuest Page

2. Welcome Art Curators! ___________________________ Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The prestigious New York art museum, Musée des Beaux-Arts, has been newly constructed and will open with an elaborate exhibition designed by you! You have been hired on as museum curators, responsible for producing an opening show comprised of styles and movements specific to your expertise.

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. You will work in a group of 3 or 4, assigned at your teacher’s discretion. 2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research). 3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement). Web resources: Web Museum, Paris : http://www.ibiblio.org/wm/ The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art: http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet: http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en 4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition (The guidelines for this presentation are specified on the following Process page). 5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement. Continue with Process

6. Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Written Analysis Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement). Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement). Choice of 4 artworks Choice of artwork is poor and reflects a beginning level of performance. Choice of artwork needs development, but there is movement toward mastery of performance. Artwork is a good example of movement/style and reflects mastery of performance. All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance. Individual performance and role in group exhibition Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles). Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance. Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance. Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance. Group presentation of exhibition Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance. Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance. Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance. Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance. Original Artwork Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance. Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance. Original artwork met expectations and complied with movement/style, reflecting mastery of performance. Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have collected all of the research and art that you will need for your opening exhibition. All that is left is an original piece of work that can be displayed in your show and a written analysis for why you believe these artworks can be categorized under the heading of your specific style/movement (based on the provided criteria). The Musée des Beaux-Arts audience is eagerly anticipating your opening exhibition, Good luck!

9. Opening Exhibition for Musée des Beaux-Arts [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for grade 9 (Art) Content can be altered to accommodate grades 7-12 Designed by Rachael Browning [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This unit is designed to get your students involved in comprehensive discussions, reflection, and art making. This activity is composed purposefully so that every student has a specific role, while collaborating in a small group for their final museum exhibition. The unit begins with students learning a brief history of art, coupled with the significance of art criticism. The idea is that before they are exposed to this webquest, your students will have already had experience using the processes of art criticism; including the description of visual elements, analysis, interpretation and evaluation. It is recommended that this webquest project be implemented at the beginning of the semester in an effort to familiarize the class with the language of critique, the assessment of art, and to acquaint them with a general overview of art’s evolution of styles and movements. Through this webquest, your students will apply and demonstrate their knowledge of art history and criticism; ending with a final application of content with the production of an original artwork. Evaluation Teacher Script Conclusion

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This activity was designed for a grade 9 art class, but the content and resources can certainly be altered for grades 7-12. The underlying theme of the webquest is such that it provides an active role for students as museum curators. By giving the students purposeful perspective and responsibility, they become more engaged with the content as it relates to them personally. Because of the nature of this lesson, students will have the benefit of working in small groups, but will be accountable for their own personal expertise. In other words, everyone is receiving and contributing knowledge at all times. Most importantly, this child-focused activity is geared towards students teaching each other. The educator is the facilitator, but the students are the voice of classroom. Evaluation Teacher Script Conclusion

13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will assemble into groups of 3-4, under the role of museum curator. As a group they will produce an opening exhibition for a newly-constructed art museum. Each curator will be a specialist in a specific movement or style, for which they are responsible to find 4 pieces of art that can be categorized under the heading of their expertise. After they have sought out art through various art websites, they will each create their own piece of art that complies with the style that they have researched. At the end of their webquest journey and in completion of their own personal works, they will present their findings to the class in a grand museum exhibition. Evaluation Teacher Script Conclusion Continue with Student Process

14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion *These are the steps that your students will follow for their webquest. 1. You will work in a group of 3 or 4, assigned at your teacher’s discretion. *consider pre-planned, differentiated groups, comprised of various learning styles. 2. Choose a style/movement from the list provided by your teacher, this will become the topic for your web research (each member will choose a different style/movement to research). * This will vary depending on your springboard curricula, as well as any preferred adjustments for styles/movements. 3. When researching the provided websites, it is your job to acquire 4 pieces of art that will be displayed in your grand museum exhibition (these must comply with the themes and design principles specific to your style/movement ). *You may find it helpful to provide an internet note handout for your students so that they can better organize their findings. Web resources: *These resources can be altered to accommodate for different learning levels or grades. Web Museum, Paris : http://www.ibiblio.org/wm/ The Getty: http://www.getty.edu/ The Metropolitan Museum of Art: http://metmuseum.org/ Art History on the Web: http://witcombe.sbc.edu/ARTHLinks.html Art Institute of Chicago: http://www.artic.edu/aic/ Moma/Museum of Modern Art: http://www.moma.org/ Tate online: The British and International modern and contemporary art: http://www.tate.org.uk/ Art Cyclopedia/The Guide to Great Art on the Internet: http://www.artcyclopedia.com/ National Gallery of Art in Washington: http://www.nga.gov/ The Louvre in Paris: http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en 4. After each member in your group has researched their style/movement and acquired 4 works of art; you will be responsible for providing a class presentation that covers your groups’ Musée des Beaux-Arts exhibition *The guidelines for this presentation are specified on the following process page. 5. Displayed alongside the 4 works of art that each of you have chosen for your exhibition, will be an original piece of art created by you that encapsulates the design principles or philosophy of your specific style/movement. * You may want specific guidelines for content, visual elements, media, or subject. Continue with student process

17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Continue with Evaluation Guidelines are very critical in a project like this. It is absolutely necessary to delineate bullet points from which your students will work. How ever you structure the rubric is completely up to you. On the following evaluation page, I have provided an example of a rubric you might find useful. Perhaps you will want to consider altering the grading process; for example, you may find it more beneficial for the students to grade each other on their presentation performance. This peer grading can be based on criteria or guidelines you have provided, or you may prefer that the students even formulate their own grading system based on their own expectations.

18. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Written Analysis Description and analysis of movement/style and 4 artworks reflect a beginning level of performance (may not meet length requirement). Description and analysis of movement/style and 4 artworks reflect development and movement toward mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect mastery of performance (met length requirement). Description and analysis of movement/style and 4 artworks reflect the highest level of performance (met length requirement). Choice of 4 artworks Choice of artwork is poor and reflects a beginning level of performance. Choice of artwork needs development, but there is movement toward mastery of performance. Artwork is a good example of movement/style and reflects mastery of performance. All 4 artworks are exemplary examples of movement/style and reflect the highest level of performance. Individual performance and role in group exhibition Description of movement/style and explanation of 4 artworks as representations of movement/style reflect a beginning level of performance (may need artist name sand piece titles). Description of movement/style and/ or explanation of 4 artworks as representations of movement/style is in need of development (may need artist names and piece titles), but there is movement toward mastery of performance. Movement/style was clearly described. Good explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects mastery of performance. Movement/style was thoroughly and thoughtfully described. Clear explanation of 4 artworks as representations of movement/style, including the artist name and piece title reflects the highest level of performance. Group presentation of exhibition Group presentation was poorly performed, in terms of display decoration and delivery, reflecting a beginning level of performance. Group presentation is in need of development, in terms of display decorations and delivery, but reflects movement toward mastery of performance. Group presentation showed a good effort, in terms of display decorations and delivery, reflecting mastery of performance. Group presentation showed extended effort, in terms of exemplary display decorations and creative delivery, reflecting the highest level of performance. Original Artwork Original artwork is poorly executed and unsuccessfully represents movement/style, reflecting a beginning level of performance. Original artwork is in need of development, in terms of execution and/or does not adequately represent movement/style, but reflects movement toward mastery of performance. Original artwork met expectations and complied with movement/style, reflecting mastery of performance. Original artwork was thoughtfully and neatly executed and greatly represent movement/style, reflecting the highest level of performance.

19. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page For special guidance through this webquest, you can refer to the teacher process pages (additional teacher directions and commentary are in italicized red font). Script will inevitably vary in a personalized lesson, but I have accounted for a few suggestions. As far as a timeline for this activity, it is completely relative. You may prefer to use this activity as a two-day “filler,” or rather, you may project it within a month context as part of an extensive unit. Ultimately then, each student task can be altered to adhere to your specific curriculum schedule. Evaluation Teacher Script Conclusion See Process Page

20. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I hope you find this lesson useful. Remember, even though this is an activity aimed for high level thinking, it is bound to be loads of fun! Good luck and get creative! Evaluation Teacher Script Conclusion