This unit is intended to be taught at the high school level.  I plan on spending about nine weeks on it in the second semester with my introductory level students.   It can be shaped to be shorter or longer.  I hope to include field trips to local places and to invite artists, designers, and planners in to speak to us.

This unit is divided into three parts:

Part one:  The individual in the community

Part two:  The community itself

Part three:  The individual and her role within the community

Discipline Connections: 

Social Studies and history--a study of homes and communities across cultures both now and historically, "visual culture,"  government--zoning laws, etc.

math--architectural unit, mapping unit

English--various readings about "place" --Annie Dillard, James Galvin, Wendell Berry, Edward Abbey, Kathleen Norris...readings about communities from around the world

Sciences--The environmental impact of our "spaces and places," landscape design, a study of environmental places--the prairie, Eastern Woodlands...

*Could be adapted to any subject quite successfully.

Key Concepts:

• Visual Culture surrounds us and affects our quality of life.

• Visual Culture is not objective, but contains the biases of the makers.

• The fundamentals of design can be used to shape Visual Culture.

• Visual Culture can shape the building of community.

Assessment:

Assessment is based on a point system...Students receive points for participating in class discussion, small groups, and collaborative projects.  For artmaking and research activities, students will be given a rubric with a clear set of guidelines for which they receive points.  Students will also be asked to assess their own work.