Students pick three images and lay them out how they might present them at an art gallery.  They will need to formulate a title of the art show that includes 2-3 words and a subtitle using innovative words to describe the images in the art show.   They will also align the images like they would hang in a gallery.  The class could discuss how artwork in gallery's generally hang at eye level and the type of lighting used.  This is also a great opportunity to talk about different employment opportunities in the art field. 

The focus of this chapter is instruction and the importance of connecting new material with prior knowledge so the students can construct a deeper understanding.  Students achieve a deeper understanding through engaging and inquiry based learning.  A great way to do this is to activate prior knowledge and make personal connections to their own life.  A quick and easy method is to use a K-W-L chart.  It is essential to formulate how you will explore the enduring ideas, essential questions, and key concepts.  These concepts form the structure for the unit of instruction.  Students need to be provided ways to display what they have learned.   It is good practice to use direct and indirect teaching strategies.  The teacher sets up situations and guides with questions to allow students to build their own knowledge through investigations individually and in groups.  There are many strategies for diverse learners, several of these include concept maps, sketchbooks, games, and worksheets. Information from Rethinking Curriculum in Art.

The key art understandings are:

• Art is a purposeful human endeavor.
• Art attains value, purpose, and meaning from the personal, social, and cultural dimensions of life.
• Art raises philosophical issues and questions.
• Artworks are objects for interpretation.
  
• Change is fundamental to art.

The Enduring Understanding for this project is Cultural Diversity.  The students will develop ideas and understanding of a diverse culture, society, and history through their interaction with and analysis of African Art.  
Instructional Objectives:
1.  Students will identify and use symmetrical formal balance. (MO)
2.  Students will identify works of art from Africa. (MO)
3.  Students will cut a symmetrical shape from paper. (MO)

Chapter three is about unit foundations and choosing the appropriate enduring idea.  In this chapter it stressed that students need to learn about themselves and make real-world connections through artmaking.  This can be done through guiding classroom discussions so students can consider ideas and issues and relate them back to their own lives.  The steps to develop a unit foundation taken from Rethinking Curriculum in Art are:
1.  Selecting an enduring idea.
2. Choose an enduring idea that answers the questions:

• What is the importance of the idea?  Is it worth studying?
• What is the appropriateness of the idea for students?  How does it relate to their present and future interests and needs?
• How does it relate to contemporary culture?
• How is the enduring idea represented in the arts?
  

3.  Write a rationale for your enduring idea.
4.  Come up with key concepts and brainstorm to explain the enduring idea.
5.  Make an essential question.
6.  Formulate the unit objectives.
7.  Align the Unit.
Information from Rethinking Curriculum in Art.

The important information I took away from these chapters were that art curriculum is not just teaching the content of artmaking and production.  It is expanded into teaching the "enduring ideas" associated with art.  These include ideas about the expression of art throughout cultures and time periods, developing ways to interpret meaning about art and ourselves, and how to appreciate philosophical  ideas expressed in artwork.  These skills help students draw connections to their own lives.  The art teacher needs to know how to encourage, engage, and help students reflect on their own learning process and give opportunities to construct their own knowledge so they will have a deeper understanding. The task force presented five components for curriculum development.  They include unit foundation, content, instruction, assessment, and design.  Some of the important ideas from the task force also included that the unit foundation should include life issues that are of a continual concern to human beings throughout history.  The content includes the knowledge and skills that are to be used to explore the enduring ideas. For visual arts these are drawn from the four domains of art history, aesthetics, art production, and criticism. Instruction needs to be inquiry based and students should be able to share their understanding through writing and other ways of expression for example assessment or performing.