Ultimate Transformation
Alvarado Intermediate School, Rowland Heights, California | Debbie Toran

In the Ultimate Transformation project students researched a key figure from the Renaissance and a key modern individual. Students came up with an adjective which connected all three individuals together, including themselves.

Final Products: Students created an art piece depicting significant images to represent the three individuals, along with a central image and the connecting adjective. Honors students also created transitional images connecting key figures and themselves. Some students also included quotes of inspiration from these individuals. Students created a website of all three individuals to explain the meaning behind their painting.

Essential Question: How Will I Transform the World?

Key Academic Skills & Content: European history including the renaissance, reformation, and enlightenment; collecting and organizing research; art skills including watercolor painting, ink drawing,  and chalk pastel; explanatory writing;  web design.

Students researched background information on their Renaissance figure and their modern inspiration. They organized their thinking into charts, triple venn diagrams, and other graphic organizers. Students practiced artistic skills with watercolors, acrylic paint, chalk pastel, ink, and pencils. Students used written skills through their explanations for their paintings, and they used technology for creating their website. Students worked on listening and speaking skills throughout the process.

Suggested Duration: 12 weeks

 

 

Created with the support of the California Department of Education California Career Pathways Trust


Final Products: What the Students Made
Final Products: What the Students Made

Students created an art piece depicting significant images to represent the three individuals, along with a central image and the connecting adjective. Honors students also created transitional images connecting key figures and themselves. Some students also included quotes of inspiration from these individuals. Students created a website of all three individuals to explain the meaning behind their painting.

Core Practice 1: Launch
Core Practice 1: Launch

This unit was introduced with two key launches. One was a field trip to Cal State Fullerton  for all seventh graders at our school. Students received valuable information about different classes, majors, degrees, and future careers. All of this tied in with students thinking about their futures and what they would do to “transform the world.” Students also were able to see “Fallen David,” the broken replica of Michelangelo’s famous sculpture.

The other launch was students replicating a Renaissance painting by drawing beneath their desks. This mini-simulation was connected with Michelangelo’s paintings on the ceiling of the Sistine Chapel.

- RESOURCES -
Core Practice 2: Drafting and Revision
Core Practice 2: Drafting and Revision

Students divided a large piece of newsprint into fourths. They created up to four possible designs for their final art piece. When they felt that they were ready to decide on the final design, they used the back of their papers to create a large draft. This was close in scale to the material for their final product.

- RESOURCES -
Core Practice 3: Project Pitches and Critique
Core Practice 3: Project Pitches and Critique

After students made their rough drafts, they wrote out descriptions of what they drew and the meanings behind them. Students partnered up with one person as the presenter and one as the feedback partner. The presenter explained his/her work. The feedback partner wrote two positive comments and two suggestions. The information was to “be kind, specific, and helpful.” As student feedback was shared aloud, the presenter wrote this information down on the back of his/her index card. The students switched roles and repeated the process. The entire process was repeated with a total of four different partners. Students also gave a project pitch to their parents for homework.

 

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