Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan

Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
Judith Baca and the Great Wall of Los Angeles--Painting Unit Plan
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  1. All you need to implement this 3-4 week long painting project based on current social issues! Bundle includes:Unit Plan complete with lists of necessary materials, activity descriptions, and standards addressed. Bonus references like contemporary artist and art group websites.Powerpoint Slides to su
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Description

This unit is a great option for students to gain awareness of social issues affecting them and their locales. The murals unit plan includes activities around visual thinking strategies, and student-driven, project-based learning.

Students view and discuss symbolism and social issues the world's longest mural--The Great Wall of Los Angeles. Each decade is represented with a different mural connecting California's history from the stone age to today. Using their knowledge of political art and symbolism, the unit ends in a culminating project where students come up with their own idea of how to represent this decade's most important social issues. Students develop an artist statement to coincide with their painting.

  • Community engagement tip---Blow away parents, students, and administrators by hosting an art show! Print the artist statements and hang them next to the student's paintings for an end-of-the-unit show, or open house.
Total Pages
N/A
Answer Key
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Teaching Duration
3 Weeks
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Standards

to see state-specific standards (only available in the US).
Draw evidence from informational texts to support analysis, reflection, and research.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

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