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The Great City of Tenochitlan --  Diego Rivera  (1945)

This project is designed to allow students to analyze the history, customs, politics, art and industry of a country and how they come together to form that country’s culture.

The foreign language classes will each research appropriate countries as to the above topics and will share their findings through class discussions and presentations.  After further analysis and evaluation, they will then select what they consider to be the facts important to the formation of that country.  This information will then be collected in the form of a “client package” to be presented to the art classes (acting as the graphic design agency), which will develop a mural that accurately portrays significant historical and Twentieth Century events, people, and industry. The ultimate goal is for the art classes to paint these murals in the foreign language classroom.

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Rationale:
Respect for another culture’s beliefs and ways of life come from an understanding of their customs and their society.  Through this project the student will accrue enough knowledge to understand that words are not enough when learning a foreign language.

Students will experience the “real” life task of taking information and ideas to create a satisfying  and functional visual image, as in a “client/designer” relationship.  At the same time, they will explore the history/purpose of mural making while learning important information about other cultures.

Students will be challenged to select significant information which best exemplifies their goals. They will be responsible for providing and communicating information resulting in an original mural designed as a long-term visual aid, which also will beautify their school.

Technology will be used both as a cross-curricular research tool and as a method for students from different classes and class periods to share information through web sites and e-mail.

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     8. Create an “agency” package which will include:
                     A. An evaluation of the client needs based on discussions 
                     B. A collection of as much input as possible from client concerning subjects, themes, size (space),
                          style, paint surface
                     C. An agreement to determine fees, method of payment
                     D. A predetermined number of preliminary compositional sketches to be modified by client
                     E. Time tables and deadlines.

      9. Process general “mural” information.
    10.  Discuss and interpret client package.
    11.  Research necessary information.
    12.  Study “styles” relevant to each country and any artistic movement developed within.
    13.  Create compositional sketches from collected information
    14.  Evaluate completed sketches and choose best two with revisions.
    15.  Create a vocabulary list of art-related terms with explanations.
    16.  Check web sites daily for correspondence – e-mail.
    17.  Meet deadlines within time frames.

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Assessments:
     1. written journal in the target language
     2. oral report in target language
     3. teacher observation on discussion 
     4. written materials and visual collections for client package
     5. written test on mural information 
     6. teacher observation of client package discussion
     7. compositional sketches
     8. written or oral critique of all sketches`
     9. individualized assessment projects
   10. collaboration assessment – teamwork

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Resources:
Human, technological, school-based, traditional

Management:
Tasks will be done both individually and also in groups. Some groups will be teacher assigned and others can be student chosen.

Evaluation of the Unit:
(to be completed after finishing the project)
 

Project Summary:  We have blank space and an opportunity to do something about it.  The foreign language students will research the many aspects of their country’s development and culture and will select those ideas and images which best portray the total view of their country.  The foreign language students (the client) will present this information to the art department (the graphic design agency), which will then design a mural to meet the client’s specifications.  Final plans will be a joint effort between the client and the agency.  The final execution of the mural will be done by the design agency (the art classes).

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Learning Activities:

Foreign Language Classes:

     1. Collect information from a variety of sources. (i.e. written material, Internet, e-mail correspondence) 
     2. Evaluate material for significant information. 
     3.  Organize information
     4. Create a written report.
     5. Deliver an oral report to the classes.
     6. Discuss the reports in an effort to assess and determine what is the most significant information needed to portray the
         culture.
      7. Create a “client” package to be presented to the Graphic Art Agency (art class).
              “Client” package will include:
                       A. Clear written description of the needs of the client, the space available and the purpose of mural
                       B. Clear description (with visuals) of what is wanted in mural—with  suggestions as to what things are more
                            important than others and why
                       C. Style of mural wanted with the understanding that the agency must be allowed “creative license”
                       D. Information as to what colors are important to the culture
                       E. An agreement on working conditions  (i.e. time tables, supervision, deadlines) 
                       F. An agreement on the method of payment
     8. Check web sites daily for correspondence – e-mail.
     9. Meet deadlines within time frames.
 

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Art classes:

     1.  Create an “agency” package which will include:
                     A. An evaluation of the client needs based on discussions 
                     B. A collection of as much input as possible from client concerning subjects, themes, size (space), style, paint
                          surface
                     C. An agreement to determine fees, method of payment
                     D. A predetermined number of preliminary compositional sketches to be modified by client
                     E. Time tables and deadlines.
     2.  Process general “mural” information.
     3.  Discuss and interpret client package.
     4.  Research necessary information.
     5.  Study “styles” relevant to each country and any artistic movement developed within.
     6.  Create compositional sketches from collected information
     7.  Evaluate completed sketches and choose best two with revisions.
     8.  Create a vocabulary list of art-related terms with explanations.
     9.  Check web sites daily for correspondence – e-mail.
   10.  Meet deadlines within time frames.
 

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Evaluation:
 

foreign language/art:   test:  Mural Knowledge – background, purpose, process

foreign language:        product:   written journal in the target language using correct form, grammar and spelling which:
                                                    1. demonstrates student ability to gather and   synthesize information 
                                                    2. shows clear understanding of significant components (people, history, art, etc.) that
                                                        constitute a culture
                                                    3. demonstrates ability to deliver this information in a clear and concise manner 

                            peer evaluation:   1. throughout the development of the project

 art department:       product:  creation of a meaningful and representational mural which:
                                                   1. demonstrates clear use and understanding of good design qualities.
                                                   2. represents clearly a specific country and culture
                                                   3. meets a client’s specifications
                                                   4. is appropriate to school classroom use

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As a result of this project the foreign language students will:

     1. be able to use a variety of resources to find information for a specific theme.
     2. analyze material for its relevancy.
     3. construct an organized document written in the target language.
     4. make inferences based upon discussions of researched information.
     5. write a persuasive document describing specifications for a product to be done by another group.
     6. negotiate time and payment methods.
     7. demonstrate knowledge of the Internet, search engines, e-mail, etc.
     8. write a comprehensive journal in the target language using correct vocabulary, grammar, sentence structure, etc.
     9. understand authentic material written in the target language.
    10. demonstrate a knowledge of another culture other than the one they are studying.
    11. be able to use correct art terminology and recognize artistic styles when viewing other works of art.

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Process:

     1. The class will be divided into groups and roles will be chosen.  Your group is to work as a co-operative unit, with each
         person contributing.  There will be one person responsible for each role;  however, that does not mean that he/she is the
         only person responsible for that job or that he/she does all the work in that role.  The job descriptions for the role 
         leaders are as follows:

                A. Lead Investigator: 
                              1. encourage participation of all members
                              2. compile the information and eliminate duplicates
                              3. organize information
                              4. find resources to help answer questions

               B. Lead Writer:
                              1. encourage participation from all members
                              2. complete one copy of any assignment to be handed in by group
                              3. list any bibliographical material (i.e. books, magazine, URL’s, etc.)

               C. Lead Reporter:
                              1. encourage participation from all members
                              2. finalize and deliver an oral presentation on the groups findings
                              3. organize a final report to be given to the art classes and the other language classes
 

     2. As a class discuss, analyze and organize material into what are the most important elements that you want portrayed in 
          your mural (worksheets of art terms, examples of murals, styles).

     3. Prepare a list of events, people and historical references ( with visuals) to be presented for consideration by your 
         graphic design agency.
 

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Tasks:

      1. Investigate  “What is a mural?”

      2. Explore mural sites.
                      a. more sites
                      b. more sites
                      c. more sites
                      d. more sites
                      e. more sites

      3. Determine amount of mural space.

      4. Describe in writing the historical events, definitive symbols, people, places, cultures that you want portrayed in your
           mural.
                                 Spanish                                                         German

                                   1. History of Mexico                                                     1. Germany 
                                   2. Prehispanic cultures                                                   2. Austria
                                   3. People of Mexico                                                      3. Switerland
                                   4. Places of historical & cultural significance

      5. Describe type of mural wanted.  Include:
                  A. theme    (cultural, historical, etc.)
                  B. purpose (aesthetic, informative etc.)
                  C. style  (contemporary, stylistic, etc.)

      6. Compile and classify the concepts that you want represented in your mural (after presenting information to the class).

      7. Develop client package.

      8. Individual student journal (will be graded throughout the project and handed in at the end.)
 

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Rubrics:

     1. student journal
     2. client package
     3. oral presentation

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Learner  Outcomes:

As a result of this project, you should be able to: 
 

          1. create an “artistically sound” design (based on previously acquired knowledge) within a client’s specifications.
          2. create an interpretive, meaningful work of public art
          3. create a large scale mural
          4. create a composition which utilizes a variety of artistic styles into a single art work.
          5. demonstrate an understanding of another culture and its style of art 
          6. use art terminology correctly and clearly.
          7. make objective, critical judgements of each other’s art work based of criteria determined in the classroom.
          8. write a four step critique and evaluation of an art work.
          9. Know the professional responsibilities of the people working at a graphic design studio.
 

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Process: 
 Before you get started:

•  As you proceed through the following tasks, complete the unit worksheets as applicable.
•  Note which tasks require a partner(s) and which are individual.
• Sign up for tasks early (when relevant).  [As you look for choices, consider your personal strengths—not what you think will be “easiest”.]
•  You will be responsible for finding necessary information through a variety of resources.  These should include: Internet, books, periodicals and videos.  One form of individual assessment will be a project journal to serve as a record of sources and information.  (Be sure to check the rubric for this assessment before you begin.)
• Remember, as a group, you are all responsible for the quality of the end product.  If anyone does no complete his or her “job” on time, others will have to assume responsibility for getting that job done.  (Promotions and bonuses come to those who take responsibility and demonstrate initiative.)

Project:

1.  GRAPHIC DESIGN

In this unit the class will be acting as a graphic design agency, and class members will participate in a variety of duties which take place in that profession,  The end product will be to design and create a mural for a client based on that client’s  “needs”.
 

• discover what :Graphic Design” means
• analyze what a “Graphic Design Agency” produces. (i.e.  What job skills and type of work might you do if you were employed by an agency?)
• list all of the sources you use to find this information in your journal.

2.  MURAL HISTORY AND INFORMATION 

Locate information about murals.   As you read, think about the function of walls and how and why people have used visual art on walls throughout the ages. Reflect on how wall can contribute culture and understanding, thereby becoming an integral part of the building.  Be sure to note the history of decorative arts and murals, murals from specific countries (i.e. styles, subjects), and how late Twentieth Century murals function.

            Task:

• Take notes in your journal, do your worksheet, and be ready to participate in class discussion.

Based on the information collected for steps 1 and 2, write an agency questionnaire and contract which can be sent to the client.  This will be known as the “client package”.

           Tasks: 

• One person will be responsible for formatting and typing the finalized forms.
•  One person will be responsible to e-mail this information /form to the client and to collect the response.

Research you client’s subject.  As artists and designers, you need to have a rich base of knowledge about your subject material in order to portray all visual and symbolic references in their best context

          Tasks:

•  E-mail any questions or ambiguities concerning the client package.
• Search for information and visual (Internet, books, etc.) and research stylistic peculiarities of country, it’s symbols,    etc. Be sure to note all sources and info in your journal.

5.  THE CREATION

Upon completion of the gathering of information and visuals: required 

          Tasks:
           each student is to submit a scale conceptual drawing to scale.  This drawing should include:

• All visuals requested by the client and be arranged in such a manner to give significance and meaning to                      to the individual images, as well as to the total composition.  Remember your focus, theme, and                              purpose as stated by your client. 
• These compositions need to be submitted first as a line drawing then as a black and white value                          study.

 6. THE DECISION

 On the specified due date, all drawings will be put on view for class evaluation and discussion.  From this process, we will decide on two drawings that, with revisions, will be presented to the client.

• Answer corresponding questions on your worksheet.
• Judge the artworks on artistic merit and how clearly they meet the client’s needs.
• Document and justify all your conclusions about each drawing in your journal.
•  Write a detailed evaluation (based on 4 step art criticism) on what you consider to be the best 2 drawings.
•  The best (clearest) evaluations will be sent to the client site along with the sketches.

7. FINAL COMPOSITIONS

The selected sketches are assigned for revisions and stylistic changes.  Color is added to the final revision (oil pastel over color pencil sketch).
 

8. CLIENT SELECTION

The two final color compositions are sent to the client along with a complete four step critique of each . 

                   Task:

•  Write final critique using correct art terminology 
•  Write a list of art terms with definitions and explanations which might facilitate client / agency dialogue 

9. THE MURAL

Transfer the selected scale drawing to the wall .

                Task:

• Calculate the enlarged scale and draw the composition one section at a time .

10.  COLOR SEPARATION

For ease and efficiency of painting , color and value changes will need to be divided into “shapes” and coded (a paint-by-number set up ).

                   Task : 

• This is done first on the original drawing then transferred to the wall image.  A final “map” and key is then created.

11. PAINT PREPARATION

In this step, the colors of paint must be chosen and mixed.

                  Task:

• Select basic colors from paint chips
• Mix colors needed
• Label all colors to “KEY”

12. PAINT
 

13. EVALUATE

How successful is your product…… 

• Artistically?
• Client’s need?

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Assessments:

Worksheet
Rubrics for:
               Journal sources & information
                Sketches
                 Participation
              Critiques and written evaluations
Test: art terms, mural background, graphic design
Teacher Observation:
                Class discussion topics
                Collaboration

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Name_________________________
 
 
 

	4	3	2	1	Score
Contribution
Research & Gather Information	Collects a great deal of information--all relates to the topic	Collects some basic information--most relates to the topic.	Collects very little information--some relates to the topic.	Does not collect any information that relates to the topic.
Share Information	Relates a great deal of information--all relates to the topic.	Relays some basic information--most relates to the topic.	Relays very little information--some relates to the topic	Does not relay any information to classmates.
Punctuality	Hands in all assignments on time.	Hands in most assignments on time.	Hands in most assignments late.	Does not hand in any assignments.
Responsibility
Fulfills "Role" Duty	Performs all duties of assigned team role.	Performs nearly all duties.	Performs very little duties.	Does not perform any duties of assigned team role.
Share Equally	Always does the assigned work without having to be reminded	Usually does the assigned work--rarely needs reminding.	Rarely does the assigned work--often needs reminding.	Always relys on others to do the work.
Value Others Viewpoints
Listening to Other Classmates	Listens and speaks a fair amount.	Listens, but sometimes talks too much.	Usually diong most of the talking --rarely allows others to speak.	Is always talking--never allows anyone else to speak.
				Total

 
 
 
 

	4	3	2	1
SOURCES	4+ sources ------------------- 3+ reference forms	3+ sources ---------------------------- 2+ reference forms	2+ sources ---------------------------- 1 reference form	1 source ---------------------------- 1 reference form
AGENCY RESEARCH	4 or more clearly written job descriptions	3 clearly written job descriptions	2 job descriptions and/or information may be somewhat vague or missing key ideas	1 job description and/or information is insufficient to explain to position
INFORMATION	Notes plus personal insights cross linking information	Notes which convey an understanding of collected material in your own words.	Copied information	no information
CONTENT	Information clearly relevant with links to useful concepts from other areas	Information directly relevant to the topic and explores interpretive associations	Information extremely basic, no exploration of interpretation	not relevant to use
ORGANIZATION	well-organized with relevant headings	n/a	organized, but no sectional headings	no organization

1. abstract art:  art which simplifies shapes of real objects to emphasize their form 

2. applied mural:  a large wall sized painting which is actually painted on another surface and then hung (mounted) on a wall

3. composition:  refers to the arrangement of objects in space.  There are four main factors to create a good composition:
                           unity, variety, balance, and visual movement.

4. content:  one of the four parts of an artwork referring to the meaning of art –what the artist was trying to say about a 
                    subject

5. form:  one of the elements of art—means a 3 dimensional object

6. fresco: taken from the Italian word meaning “fresh”

7. medium:  the material the art is created with   (Media is the plural form of this word.)

8. mural:  a painting on a wall or ceiling

9. negative space:  empty, unused space

10. positive space:  the space taken up by an object(s)

11. proportion: a principle of design concerned with the size relationships of one part or image to another.  Proportion can 
                          create a feeling of depth or can be used to signify importance.

12. scale:  size as measured against a standard reference.  As in, 1 inch = I foot 

13. style:  (may refer to an artist, art movement, or culture)  A unique or distinguishing way of using the elements, principles, 
                  and media.

14. subject:  the actual visual images which use the positive space in an artwork 

15. theme:  the overall, unifying idea behind the art
 
 
 

Group members names:______________________________________________________

Self Evaluation of How Well Your Group Functioned

**Look at what your group has done and rate your group.  The numbers range from “0” meaning “None,” “1” meaning “Poor,” to “5” meaning “Excellent.”

A. We consistently completed our tasks on time throughout the entire project.
     0      1      2      3      4       5

B. Each member of the group was assigned a specific role for which he/she needed to be responsible.
      0      1      2      3      4        5

C. All members of the group fully participated, giving valuable input to the group’s discussions, when selecting key components from each person’s activity.
      0      1      2      3      4      5

D. Our group discussions were positive as we worked together.
      0      1       2      3      4      5

E. We completed our group worksheets on time.
      0       1      2      3       4      5

F. We accepted, gracefully, other members’ comments and criticisms concerning our ideas.
      0       1       2       3      4      5

G. We offered constructive criticism of other group member’s ideas.
      0       1       2       3      4      5

H. We felt good about our group’s end results.
      0       1       2       3      4      5

                                                                                                Total points____________________/ 40 possible

List names of your group members and rate their overall level of contribution from  0 – 5. 
(How well do you think each pulled his/her own weight?)

Your name__________________________________0      1       2      3      4      5

Name #2____________________________________0     1      2       3      4      5

Name #3____________________________________0      1       2      3      4      5 

Name #4____________________________________0      1       2       3      4      5
 
 

Name_______________________________
 

1.  I offered constructive criticism concerning the compositional unity, balance, variety, and visual movement of my classmates' artwork.

     0      1      2      3      4      5

2. I consistently offered constructive criticism concerning the interpretation of visual images.

     0      1      2      3      4      5

3. I consistently offered constructive criticism concerning the artist’s choice of representational styles.

     0       1      2      3      4      5

4. My critique carefully, but objectively, describes all that is visually evident in the artwork.

      0      1      2      3      4      5

5. In the description section, I cover all basic required information.  (i.e.  artist, dimensions, etc.)

      0      1       2     3       4      5

6. In the  analysis section, I clearly explained how each Element and Principle functions in the artwork.

       0      1      2      3      4      5

7. In the analysis section, I fully noted which are dominate and which are supportive elements and principles and why.

      0       1      2      3      4      5

8. In the interpretive section, I fully discussed how each image’s size, placement, etc., function to meet the client’s theme and purpose.

      0      1      2       3       4      5

9. In the judgement section, I chose one or two of the three judgement theories which best fits this artwork and then fully examined its strengths and weaknesses within those guidelines.

      0      1      2      3      4      5
 

TEACHER NOTE:  These criteria and scoring ranges will have been discussed in class before students are assigned this rubric.

Note:  Look at your final drawing and decide upon its strength and weakness by rating its use of each criteria.  The             numbers range from 5 as “excellent” to 0 which means “is not evident”.

1. Utilize all visual images/symbols presented by client.

      0              1               2               3                   4                 5

2. Correctly (based on client’s wishes) demonstrates the  significance of all visuals.
      0              1              2                 3                  4                  5

3. The composition demonstrates good visual movement which invites the viewer to continually explore the images. 

      0           1                  2               3                  4                 5

4. The composition creates good visual unity through its use of overlapping, proximity, and repetition of colors, images, etc.

      0           1                  2               3                   4                 5

5. The composition utilizes visual balance to enhance the content and the aesthetics.

       0          1                  2               3                     4               5

6. The composition uses a variety of shapes, colors, and image sizes to create maximum visual interest.

        0         1                  2                3                   4               5

7. Value ranges are significant enough to create a strong illusion of form.

        0         1                  2                3                  4                 5

8. Value and intensity ranges are used correctly to create a “real” illusion of depth.

        0         1                 2                 3                   4                 5

9. Craftsmanship is clean, neatly done, and creates good visual likeness.

        0         1                 2                 3                   4                  5

10. Perspective is used correctly where applicable.

        0         1                  2                 3                  4                  5

11. The composition demonstrates national stylistic influences in its use of line, shape, color, perspective, etc.

         0        1                  2                 3                   4                 5