Do You Give Credit Where Credit Is Due?

Do you give credit where credit is due?

Information Sheet Module title: “Do you give credit where credit is due?”

Module This module explores plagiarism and original ideas in art. This module focuses on the module is on credit within the art description community. Students will draw on content studied during the module and their readings of primary and secondary sources. As (overview): a result students will write a magazine article. Template task Template Task 2, L3: [Insert question] After reading ______(literature or informational texts), write ______(essay or (include number, substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge type, level): competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Teaching task: Is it considered an artist’s work if they hire or use others’ ideas to assist in creating the work? After reading art journals, informational texts, contracts, and opinion texts, write a magazine article that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Grade(s)/Level: 10-12

Discipline: (e.g., Visual Arts ELA, science, history, other?) Course: Proficient Art (level 3)

Author(s): Ashley Berdeau

Contact [email protected] information:

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 1 Section 1: What Task?

TEACHING TASK Teaching Is it considered an artist’s work if they hire or use others’ ideas to assist in creating the work? After reading art journals, task: informational texts, contracts, and opinion texts, write a magazine article that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Reading AP Sues Artist Over Obama ‘Hope’ Image Copyright texts: http://www.bloomberg.com/apps/news?pid=newsarchive&sid=aN5Jrkx_o9GY

http://www.bloomberg.com/news/print/2012-02-27/cbs-proview-sony-vita-premier-league-fairey-intellectual- property.html

http://www.techdirt.com/articles/20100801/10461310433.shtml http://www.christies.com/Features/2010-october-andy-warhol-campbells-soup-can-tomato-1022-1.aspx http://www.bloomberg.com/news/print/2011-08-11/warhol-s-100-soup-earned-canny-dealer-15-million-returns-to- los-angeles.html http://www.huffingtonpost.com/2012/09/14/warhol-vs-cenedella-how-b_n_1883945.html? view=print&comm_ref=false

http://www.bloomberg.com/news/2012-09-10/finra-samsung-textron-lauder-intellectual-property.html The criminal case is U.S. v. Fairey, 1:12-cr-00180, and the civil case is Fairey v. Associated Press, 1:09-cv-01123, U.S. District Court, Southern District of New York (Manhattan).

Copy or Borrow From Other Artists? How Far Can You Go? http://www.artbusiness.com/copyprobs.html

Why R.I.G.H.T.S.? http://www.rightsforartists.com/copyright.html

Marcel Duchamp http://www.metmuseum.org/toah/hd/duch/hd_duch.htm

Duchamp’s Fountain: The practical joke that launched an artistic revolution http://www.telegraph.co.uk/culture/art/3671180/Duchamps-Fountain-The-practical-joke-that-launched-an-artistic-

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 2 revolution.html

Who Owns Intellectual Property? By: Jim Heskett http://hbswk.hbs.edu/item/5909.html

Intellectual Property: Who Owns It? http://www.research.vt.edu/sites/research.vt.edu/files/who_ownsIP.pdf

Who Owns the Intellectual Property Developed by an Independent Contractor? http://www.johncmartinlaw.com/articles/Intellectual_Property.pdf

Why Does My Firm Own Everything I Do? Intellectual Property & You By: Katy Frankel http://www.core77.com/hack2work/2009/09/why_does_my_firm_own_everythin.asp

Video - Pursuing Your Passion: Lessons From Youngarts’ Masterclass Preared and Editied by: Teachers College, Columbia University

Background In this module, you will read several articles, journals, and sources to help you gain a better understanding of credit in the art community. to share with You should draw on what you will learn in this module and apply reading, research, and writing skills to help compose your own opinion. students: Extension Debate intellectual ideas vs. actual work (optional):

CONTENT STANDARDS FROM STATE OR DISTRICT Standards North Carolina Department of Public Instruction – Essential Standards - http://www.ncpublicschools.org/acre/standards/new-standards/#arts source: NUMBER CONTENT STANDARDS A.V.1.4 Analyze the compositional components of art. A.CR.1.1 Construct convincing and logical arguments, individually and collaboratively, to defend analyses of art. A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts.

COMMON CORE STATE STANDARDS NUMBER ANCHOR STANDARDS FOR READING

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 3 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 10 Read and comprehend complex literary and informational texts independently and proficiently. NUMBER ANCHOR STANDARDS FOR WRITING 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 4 SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKS Scoring Not Yet Approaches Expectations Meets Expectations Advanced Elements 1 1.5 2 2.5 3 3.5 4 Addresses prompt Addresses prompt appropriately Addresses all aspects of prompt Attempts to address prompt, appropriately and establishes and maintains a clear, steady focus. Focus appropriately with a consistently but lacks focus or is off-task. a position, but focus is Provides a generally convincing strong focus and convincing position. uneven. position. Attempts to establish a claim, Establishes and maintains a Establishes a credible claim. (L2) Controlling but lacks a clear purpose. (L2) Establishes a claim. (L2) substantive and credible claim or Develops claim and counter claims Idea Makes no mention of counter Makes note of counter claims. proposal. (L2) Develops claims and fairly. claims. counter claims fairly and thoroughly. Attempts to reference reading Presents information from Accurately presents details from Accurately and effectively presents materials to develop reading materials relevant to Reading/ reading materials relevant to the important details from reading response, but lacks the purpose of the prompt Research purpose of the prompt to develop materials to develop argument or connections or relevance to with minor lapses in accuracy argument or claim. claim. the purpose of the prompt. or completeness. Presents appropriate details Attempts to provide details in to support and develop the Presents thorough and detailed response to the prompt, but focus, controlling idea, or Presents appropriate and sufficient information to effectively support and lacks sufficient development claim, with minor lapses in details to support and develop the develop the focus, controlling idea, or or relevance to the purpose Development the reasoning, examples, or focus, controlling idea, or claim. claim. (L3) Makes a clarifying of the prompt. (L3) Makes no explanations. (L3) Makes a (L3) Makes a relevant connection to connection(s) that illuminates connections or a connection connection with a weak or clarify argument or claim. argument and adds depth to that is irrelevant to argument unclear relationship to reasoning. or claim. argument or claim. Maintains an organizational structure Uses an appropriate Maintains an appropriate that intentionally and effectively organizational structure for organizational structure to address enhances the presentation of Attempts to organize ideas, development of reasoning specific requirements of the Organization information as required by the but lacks control of structure. and logic, with minor lapses prompt. Structure reveals the specific prompt. Structure enhances in structure and/or reasoning and logic of the development of the reasoning and coherence. argument. logic of the argument. Conventions Attempts to demonstrate Demonstrates an uneven Demonstrates a command of Demonstrates and maintains a well- standard English conventions, command of standard English standard English conventions and developed command of standard but lacks cohesion and conventions and cohesion. cohesion, with few errors. Response English conventions and cohesion, control of grammar, usage, Uses language and tone with includes language and tone with few errors. Response includes and mechanics. Sources are some inaccurate, appropriate to the audience, language and tone consistently used without citation. inappropriate, or uneven purpose, and specific requirements appropriate to the audience, purpose, features. Inconsistently cites of the prompt. Cites sources using and specific requirements of the Workshop 3: Intro to Modules Participant Notebook | LDC 5 appropriate format with only minor prompt. Consistently cites sources sources. errors. using appropriate format. Attempts to include Briefly notes disciplinary disciplinary content in content relevant to the Accurately presents disciplinary Integrates relevant and accurate Content argument, but understanding prompt; shows basic or content relevant to the prompt disciplinary content with thorough Understandin of content is weak; content is uneven understanding of with sufficient explanations that explanations that demonstrate in- g irrelevant, inappropriate, or content; minor errors in demonstrate understanding. depth understanding. inaccurate. explanation.

Workshop 3: Intro to Modules Participant Notebook | LDC 6 Section 2: What Skills?

SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric. SKILLS CLUSTER 2: READING PROCESS 1. Text selection Ability to identify appropriate texts.

2. Active reading Ability to identify the central point and main supporting elements of a text. L2 Ability to identify and analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples.

3. Essential vocabulary Ability to identify and master terms essential to understanding a text.

4. Academic integrity Ability to use and credit sources appropriately.

5. Note-taking Ability to select important facts and passages for use in one’s own writing. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Conversation Ability to discuss evidence supporting claim. SKILLS CLUSTER 4: WRITING PROCESS 1. Claim Ability to establish a claim and consolidate information relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task.

3. Development Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples.

4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

Workshop 3: Intro to Modules Participant Notebook | LDC 7 6. Completion Ability to submit final piece that meets expectations.

Workshop 3: Intro to Modules Participant Notebook | LDC 8 Section 3: What Instruction?

PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING (PRODUCT “MEETS INSTRUCTIONAL STRATEGIES EXPECTATIONS” IF IT…) SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 1. Task engagement Prompt Meets Expectations if student Students will research plagiarism in art and decide can state what he/she thinks for themselves what it is. Ability to connect the Write a quick response, What is your task and new content to first response to the task Provide readings and images that support both sides existing knowledge, skills, experiences, interests, and concerns.

Day 1 2. Task analysis Paraphrase Meets Expectations by Present Task Prompt paraphrasing prompt accurately Ability to understand Rewrite the task prompt in your own Facilitate sharing-out of groups’ definitions, and explain the task’s words and share out summaries, and task prompt re-writes prompt and rubric. SKILLS CLUSTER 2: READING PROCESS Day 2-4 1. Text selection Product: Reading strategy Meets: Appropriate Students will use the Instruction manual template Ability to identify “Information Pallet.” characteristics and strategies to create a “how to” for reading and processing appropriate texts. Prompt: Write an instruction for reading primary source primary source documents. manual for reading and analyzing a documents are identified in the Students will share their instruction manuals, and primary source document. Including instruction manual. as a class will choose the best steps to use as a diagram/drawing Not Yet: Attempts to meet the guide for future primary source reading. criteria for “meets.” Create poster for future reference.

Workshop 3: Intro to Modules Participant Notebook | LDC 9 Day 3 2. Active reading Notes for each text Meets expectations by Lead discussion to assess student content acquisition Annotate, extract ideas from each completing accurate and from readings. Ability to identify the relevant annotations and notes central point and main of the 12 sources using Cornell Present slides to introduce students to topics in the Notes, GIST, and for 2-3 sources each day. packet. supporting elements of Compare/Contrast Images a text. Facilitation of group discussions regarding students’ Not Yet: Attempts to meet the notes. L2 Ability to identify criteria for “meets.” and analyze competing arguments. L3 Ability to make clarifying connections or provide examples.

Day 4 3. Essential vocabulary Worksheet Packet Meets expectations by fully and Facilitate class-wide and small group discussions Complete Vocabulary sheets in packet accurately completing where students each share out (“JEOPARDY”) Ability to identify and vocabulary sheets and vocabulary definitions. master terms essential Play “JEOPARDY” using art terms participating in” JEOPARDY” Share to the whole class examples of key terms and to understanding a text. game definitions.

Not Yet: Attempts to meet the criteria for “meets.”

Workshop 3: Intro to Modules Participant Notebook | LDC 10 Day 5-6 4. Academic integrity Definition and strategies Meets: Provides accurate Discuss respect for others’ work to assemble definition. evidence and create texts. Ability to use and credit Define “plagiarism” and “Copyright” and list ways to avoid it. sources appropriately. Lists several appropriate Discuss academic penalties for stealing others strategies. thoughts, images, words, and ideas.

Includes information in notes to support accurate citation (for example, page numbers for a long text, citing images, clear indication when quoting directly).

Day 6 5. Note-taking Product: Notes Cornell Template Meets: Students have While actively reading each document, or viewing Ability to select Prompt: Use the Cornell template to accurately completed the each image students will simultaneously use the important facts and record the key points and analysis of written analysis of the Cornell template to analyze and identify key passages for use in each source. (illustrate and write documents into appropriate points of the primary source documents. one’s own writing. description) categories

SKILLS CLUSTER 3: TRANSITION TO WRITING Day 7 1. Bridging Conversation Class Discussion Meets expatiations if every Hold in-class debate Ability to discuss Participate in in-class debate on student shares one thought evidence supporting intellectual rights/ideas vs. actual Self and small group assessment claim. artwork

SKILLS CLUSTER 4: WRITING PROCESS

Workshop 3: Intro to Modules Participant Notebook | LDC 11 Day 8- 1. Claim Draft Introduction Meets expectations by writing a Model how to write and refine claim statements that 10 Write an introduction that includes a claim that establishes a hook, are too broad or confusing. Ability to establish a background information on the claim and consolidate hook, background information on the Identify and share student claim statements that are topic, a claim, and provide two topic and two reasons for that promising. information relevant to reasons for that claim. claim. task. Product Create flyer for assigned article Not Yet: Attempts to meet the supporting one side or the other criteria for “meets.”

Day 10 2. Planning Product: Magazine Layout plan Meets: Applies a layout Mini-lesson on how to write a layout using the Ability to develop a line Prompt: Create a basic magazine strategy to develop reasoning template provided and referencing the magazine of thought and text layout that includes key points for argument. Draws a article brainstorm template. structure appropriate to drawn from the documents and credible implication from Exercise in how to organize magazine article. Did an argumentation task. visual images and order them in information about Giving Art most students organize their essays? Discuss as a some logical way with outside Credit class the organization. evidence support. Not Yet: Attempts to meet the criteria for “meets.”

Day 11- 3. Development Body paragraphs Meets expectations by 12 Write body paragraphs that address completing a draft with Mini-lessons on essential aspects of body Ability to construct an sufficient detail and line of initial draft with an all aspects of the prompt, paragraphs demonstrate effective use of reading thought emerging line of material. thought and structure. Exercise in correcting common writing mistakes Develop details and logic for a Not Yet: Attempts to meet the L2 Ability to analyze exemplified in a sample paragraph convincing argument criteria for “meets.” competing arguments. L3 Ability to make clarifying connections and/or provide examples.

Workshop 3: Intro to Modules Participant Notebook | LDC 12 Day 13- 4. Revision Multiple drafts Meets expectations by providing Model useful feedback that balances support for complete drafts with all parts. strengths and clarity about weaknesses. 14 Ability to refine text, Refine composition’s analysis, logic, including line of and organization of ideas/points. Use Meets expectations by Assign students to provide each other with feedback textual evidence carefully, with supporting the opening in the on those issues. thought, language accurate citations. Decide what to later sections with evidence and Provide guide to revision and editing proofread usage, and tone as include and what not to include. citations. appropriate to audience alone and in small groups, Meets expectations Improves on earlier edition. and purpose.

Day 15 5. Editing Correct Draft Meets expectations by providing Briefly review selected skills that many students Revise draft to have sound spelling, draft free from distracting need to improve. Ability to proofread and surface errors. format a piece to make capitalization, punctuation and Teach a short list of proofreading marks. grammar. Adjust formatting as Uses format that supports it more effective. Assign students to proofread each other’s texts a needed to provide clear, appealing purpose. second time. text.

Day 16 6. Completion Final Essay Meets expectations by Turn in your final draft in a portfolio completing final draft of essay Ability to submit final that demonstrates significant piece that meets that includes revision drafts, planning schedule. revision from prior drafts and expectations. turning it in on time. List the ways you believe your paper is better than the last LDC module paper and the ways you still need to No scoring for reflection improve. Discuss what was difficult about this reading and writing assignment and what the teacher could do to improve the next assignment.

MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS Reading sources, worksheets, and packets with images Brainstorm Template Magazine Layout Template Peer Edit Rubric / Self-Reflection Documents

Workshop 3: Intro to Modules Participant Notebook | LDC 13 Section 4: What Results?

STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Classroom What, in your opinion, is plagiarism in art and who gets credit for a work of art? Write a short in-class essay in which you assessment task argue for your position.

Background to share Many works of art and artists are inspired by others and offers many examples of what forces lead to multiple works. Think with students about what you have studied to address the question. Be sure to include examples and references from what you have read (optional): during the unit. Reading texts: Texts you read during the unit.

Workshop 3: Intro to Modules Participant Notebook | LDC 14 Teacher Work Section Here are added thoughts about teaching this module.

Workshop 3: Intro to Modules Participant Notebook | LDC 15 Appendix The attached materials support teaching this module.

Workshop 3: Intro to Modules Participant Notebook | LDC 16