A webquest for art thieves and art teachers!

1. Art Thief! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Benjamin Worrell [email_address] Based on a template from The WebQuest Page A webQuest for high school

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an art thief ! Many of the works of art in the world today are incredibly expensive, some are even priceless, so it is up to you to take the easy way out and plan a heist to liberate these masterpieces from the tyrannical big business which holds them captive and only allows them to be seen for a reasonable price of admission. But we cannot simply rush in and take what we please, a good art thief knows that a serious amount of time should be spent in planning for such a heist. You must first decide on the specific works of art you wish to liberate, then find their locations, their size and dimensions, their media, and their historical significance. You also will need to find out as much as you can about the museums in which they are being held captive. Information is key! The art thief must be cool, cunning, and possess a sharp wit! Are you up to the challenge?

5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Student acquires a low level of pertinent and quality information on selected works of art. Student acquires a moderate level of pertinent and quality information on selected works of art. Student acquires a moderately high level of pertinent and quality information on selected works of art. Student acquires a high level of pertinent and quality information on selected works of art. Number of Artworks Student presents research on less than THREE works of art. Student presents research on THREE works of art. Student presents research on FOUR works of art. Student presents research on FIVE different works of art. Presentation of information Little information (less than 79%) is presented in an organized, easily read, and interesting manner. Some information (79-88%) is presented in an organized, easily read, and interesting manner. Most information (89-99%) is presented in an organized, easily read, and interesting manner. All information is presented in an organized, easily read, and interesting manner. Group work/use of tools Some students in a group are not sharing responsibility and the internet is not used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is mostly used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is used in a mature, responsible manner. All students in a group contribute equally to finished product and the internet is used in a mature, responsible manner. Classroom behavior All students in a group are on task and working for very little of the class period. All students in a group are on task and working for some of the class period. All students in a group are on task and working for the majority of the class period. All students in a group are on task and working for the entire class period.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You are now more than prepared for your exciting adventure into the world as an art thief. There is one issue which you may not have been aware of at the very beginning of this information-gathering experience: stealing art is illegal. Yikes! I know! It is a shame, but it looks like the planning stages of this project are about all we can safely complete without fear of incarceration for 10-20 years. This small setback aside, over the course of this fact-finding adventure you have acquired invaluable knowledge related to art history and the various art museums located all over the world. Do not be discouraged, for this knowledge will serve you well in further understanding the artists and works of art which make our world such a rich and wonderful place to live!

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images: jasharawan.com/images/blogimages/thief.jpg www.popartuk.com ipkitten.blogspot.com You may visit The WebQuest Page and The WebQuest Slideshare Group to create your own webquest!

8. ART THIEF! [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 12th Grade Art Designed by Benjamin Worrell [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson originated as an idea for a means of getting art students to consider the entire history of a specific work of art in a fun and innovative manner. I want students to be able to talk about a work of art by taking into consideration not just the media or artist but also the historical significance of the work. I feel art students should be able to discuss a work of art’s journey throughout time all the way to the present, its patronage, auction cost, etc. The students must be able to answer the question: What is so special about this work of art? In this lesson, students will be required to assume the role of an “art thief.” They will be asked to select five works of art from a teacher-generated list to research. Because an art thief would only desire the most precious and interesting works of art for his own private collection, students will be required to research the when, where, why, and how of each specific work of art. In the end, they will need to justify their decision to “steal” that particular work of art over all others based upon historical facts found online. Additionally, students will need to provide information on where and how the work has been displayed in the past as well as its current location. In essence, the students will become experts on five works of art and will be able to present that information in an organized fashion. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for 11 th and 12 th grade art students. The lesson will anchor the art history portion of an upper level general arts course. The lesson will rely heavily on research and critical thinking skills of students, as well as allow students to become familiar with several works of art on a more intimate level than usual. Students will need to possess basic computer literacy as this assignment will rely heavily on internet usage and word processing. Students should also be required to take a basic internet safety course as they will be using a search engine to locate their specific works of art. Because this assignment is designed for older high school students, proper use of the internet can be regulated fairly easily by the teacher. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Because all research and production will take place on a computer, the only real resources the teacher will need to provide for students will be a computer with internet access for each group of students. If computers are few, then it would be appropriate to place students into larger groups. One teacher will be more than enough to facilitate this project and to enure that the internet is being used in a mature, responsible manner. The teacher will need to research specific websites for his or her own artwork list for this assignment, but for the example listed under process the following websites may be used: - http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en - http://www.nationalgallery.org.uk/about/contact.htm - http://www.guggenheim.org/ The teacher may or may not choose to make this website list available at the beginning of the assignment depending on the level of research he or she wants the students to achieve. Evaluation Teacher Script Conclusion

14. 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 Quality of Information Student acquires a low level of pertinent and quality information on selected works of art. Student acquires a moderate level of pertinent and quality information on selected works of art. Student acquires a moderately high level of pertinent and quality information on selected works of art. Student acquires a high level of pertinent and quality information on selected works of art. Number of Artworks Student presents research on less than THREE works of art. Student presents research on THREE works of art. Student presents research on FOUR works of art. Student presents research on FIVE different works of art. Presentation of information Little information (less than 79%) is presented in an organized, easily read, and interesting manner. Some information (79-88%) is presented in an organized, easily read, and interesting manner. Most information (89-99%) is presented in an organized, easily read, and interesting manner. All information is presented in an organized, easily read, and interesting manner. Group work/use of tools Some students in a group are not sharing responsibility and the internet is not used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is mostly used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is used in a mature, responsible manner. All students in a group contribute equally to finished product and the internet is used in a mature, responsible manner. Classroom behavior All students in a group are on task and working for very little of the class period. All students in a group are on task and working for some of the class period. All students in a group are on task and working for the majority of the class period. All students in a group are on task and working for the entire class period.

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment should have provided a fun and inventive means for students to study art history and gain new perspectives on several famous works of art. The assignment is great for a single class period or an extended period of time, and the teacher is not required to possess any specific skills other than basic internet usage. Students should be able to become involved in the process due to the interesting subject matter, but the concept of tracking a specific work of art from inception to modern day is a highly worthwhile artistic enterprise and will benefit every student who does it. Some teacher may want to slightly alter the concept of this particular assignment should he or she fear parental retribution because of the “stealing.” However, if the teacher approaches the concept in a humorous and tongue-in-cheek manner, this should not be much of a problem. I hope your students enjoy the process and that they have gained a deeper understanding of the study of art history. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Images: www.bitsonline.net/.../picasso_blue_guitar.jpg http://avline.abacusline.co.uk/pictures/jpeg/pics/mona.jpg http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion