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District 11 Diamond Units/Lessons Overview - includes information about
the purpose, goals and structure of these sample instructional units: Lesson 1:
Interview An Artist
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Materials:
pencil, sketchbook, blinder card, bent wire for the drawing
ritual
Activities
-
Begin with a Wire
Drawing Ritual in your Sketchbook - use the instructions for the
Wire Drawing. This is a 5 minute drawing warm up using thick
wire bent into an odd shape. Insert a pencil through an 8"x8"
BLINDER card. The
blinder card will keep you from looking down on your paper while
drawing.
Trace the contour
of the wire in the air by using your finger to follow the
contour of the wire SLOWLY until you reach the starting point.
Next, fix your eyes on the starting point and position your
pencil on the sketchbook. As your eyes follow the contour of the
wire your pencil follows your eye movements exactly.
Put the date in your sketchbook
- Your Art teacher is familiar
with different careers in art other than teaching. Ask him or
her about different careers in art, then explore the
Careers in Art
website.
Differentiation
Support:
Extension:
Lesson
1: A Color Theory Exploration Lesson
Duration: 1 class period
Standard 1: Recognizes and uses the visual arts as a form of communication. (Selects visual images for works of
art to communicate ideas.)
Standard 2: Knows and applies elements of art and principles of design.
(Identifies primary colors.)
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5: Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Art is a visual form of communication. Art evokes meaning. Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use art to communicate?
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Assessment: Can the student name the primary
and secondary colors without the use of a color wheel? Does the
student understand why the primary colors are important in the color
wheel? Did the student mix colors to create the secondary and
tertiary colors successfully?
Materials: pencil, sketchbook, blinder card and found object
for the drawing ritual, red, blue, yellow chalk OR red, blue, yellow
tempera paint, water container, brush, mixing tray, large newsprint paper, color wheel including the tertiary
colors
Vocabulary: primary, secondary, tertiary, warm, cool colors
Activities
-
Begin with a Drawing Ritual in
your sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute warm up in your
sketchbook.
Use a blinder card (place the pencil through a hole in the
center of a 8 x 8 inch card). The card will keep you from
looking down on your paper. You may look down only to
reposition your pencil when you begin a new line.
-
You will use these
color concepts throughout the year.
- TIP for the TEACHER:
This color review involves MANY concepts, and for some students
it will be new information. The students do not need to feel
overwhelmed since everything does not have to be memorized at
this point. By the end of the school year the students should
have familiarity and understanding of all the color concepts.
Approach this lesson as an exploration lesson!
- With thick black marker and
with large newsprint draw ANY simple design using contour lines
only. It can be humorous or serious. Don't worry about your
image too much!
- Use red, yellow, and blue
colored chalks for this COLOR review. You will be filling in
your image with colors.
For review what are the three PRIMARY colors? What makes them
special? Add your primary colors wherever you'd like in
your drawing. This drawing will not be realistic!
Mix two primary colors together on your scrap paper to make your
SECONDARY color. Do this three times using a different pair of
primary colors. What are the three new colors that you
made? Apply your secondary colors where you would like. (Orange,
Violet, Green)
TIP: You will need to apply both chalks back and forth until you
have mixed the perfect color.
When dust accumulates carefully lift your paper and tap the back
so the dust falls onto scrap paper on the table.
- Now mix one primary color and
one secondary color together by adding a little more of a
primary to the already mixed secondary (such as more red to
orange) This new color is called a TERTIARY (or
intermediate) color. Example: Blue + violet = blue-violet. Can you
try and create the six tertiary colors? Look at the color wheels
on this site to help you:
A Lifetime of Color.
-
You may use many colored chalks
in addition to red, yellow and blue for the rest of the review. What colors on the color wheel
remind you of sunshine or a hot fire? Red, orange, and yellow.
We will call these WARM colors. These aren't too hard to
remember. What colors remind you of a cool ocean or sky? Blue
and green- COOL colors. We will add violet to the cool color
list at this point. Look at this image:
Warm and Cool Colors.
Color temperature
is the perceived warmth or coolness of the
color. Cool colors (with a more blue base) tend
to recede while warm color temperatures (in the
red and orange families) are perceived as
advancing. Knowing these properties can make the
world of difference in your design.
- Begin mixing your warm colors
together. Try mixing your cool colors. Place your warm colors
near each other (you may overlap them as well) in your drawing.
Do the same for your cool colors.
- Look at your drawing. Fill in
any spaces necessary with your colors being aware of what kinds
of colors they are: Primary, secondary, tertiary, warm and cool.
- You will use what you
have reviewed today in your next art lesson.
Differentiation
Support: To review colors explore this fun Color
Interactive Tool.
Print
a copy of the
Color Wheel Template.
Please change
the following on the template before painting it:
Place yellow at the top of the
wheel when painting it. Change the words purple to violet on the
template after you have printed it out (these terms are used for the
same color). You will paint primary secondary and tertiary
colors.
Extension:
Lesson 2:
Size and Ratio: The Cartographer's Toolkit and Making a Map
Duration:
3 class periods
Standard
3: Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools and materials.
Demonstrates instructed techniques and processes.):
Enduring Understandings:
Tools, materials,
techniques and process are needed to create art. Tools, materials,
techniques and processes must be used properly when creating art.
Essential Question:
How do you use various tools, materials, techniques and processes in
the specific mediums?
Materials: pencil, sketchbook, blinder card and found object
for the drawing ritual, 12"x18" white drawing paper, ruler, colored
pencils, thin markers
Vocabulary:
Activities
Begin with a Drawing Ritual in
your sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute warm up in your
sketchbook.
Use a blinder card (place the pencil through a hole in the
center of a 8 x 8 inch card). The card will keep you from
looking down on your paper. You may look down only to
reposition your pencil when you begin a new line
This is a great site to learn
All About Maps. What does a cartographer need to design a map?
You will be creating your own map
of an imaginary island. Here are examples of
Imaginary Islands from Surprise Lake Middle School
using 12"x18" paper.
Position your paper landscape
fashion. Grid your paper every 2 inches with your ruler and pencil.
Label the top of each line from A to H. Label each line going down
on the left from 1 to 6. These are your longitude and latitude
lines.
Draw a large shape to represent
your island. This could be an animal, object or organic shape.
Include a Key or legend with
at least 8 symbols to describe what you'd like to
include in your map, such a rivers, lakes, forest regions... Add a Locator
to show specific landmarks (using your longitude and latitude
coordinates), Compass Rose, and a Scale.
Be sure to view "How Maps Work" section from
All About Maps
for information in designing your legend with symbols, making your
scale and using your grid. Refer to the completed maps in step #3.
Did you grid your paper? Did you
include at least 8 different symbols in your legend? Did you
add a locator with landmarks and their coordinates? Did you include
a scale? A compass rose?
Is your island interesting or
unique?
Have a class critique to view all
the fabulous maps. Compare and contrast ideas. Great job!
Differentiation
Support:
Extension: Here is a cartography
lesson to create an
Imaginary Island using notebook paper.
Lesson 2: Size and
Ratio: Grid Drawing-Realism
Duration: 3-4 class periods
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows and
applies the use of tools, materials, techniques, and
processes. (Demonstrates appropriate use of tools and
materials. Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and
community. (Produces art that has been influenced by aspects
of history. Produces art that has been influenced by aspects of
culture. Produces art that has been influenced by aspects of
community.)
Standard 5:
Critiques
works of art through analysis, assessment, and
evaluation. (Describes/shows similarities and differences between
works of art. Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools,
materials, techniques and process are needed to create art. Tools,
materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze,
assess and evaluate art.
Essential Questions:
How do you use
various tools, materials, techniques and processes in the specific
mediums? How do you critique a piece of art?
Teacher Preparation:
Obtain a variety of photographs
showing high contrast of values. Photographs should be approximately
6 inches by 8 inches. Assign students to bring in their own
photographs during previous assignment so they will have them in
plenty of time.
OR
Take a high contrast black and white photo of each student. Have the
student stand in a dark area with a light source close to one area
of the face. Develop these photos to 3"x4" size. You can keep the
students busy with a few drawing rituals using different drawing
utensils while you call one student at a time for the photos.
-
Begin with a Wire
Drawing Ritual in your Sketchbook - use the instructions for the
Wire Drawing. This is a 5 minute drawing warm up using thick
wire bent into an odd shape. Insert a pencil through an 8"x8"
BLINDER card. The
blinder card will keep you from looking down on your paper while
drawing.
Trace the contour
of the wire in the air by using your finger to follow the
contour of the wire SLOWLY until you reach the starting point.
Next, fix your eyes on the starting point and position your
pencil on the sketchbook. As your eyes follow the contour of the
wire your pencil follows your eye movements exactly.
Put the date in your sketchbook
-
Choose between this lesson or begin with step #3.
Chuck Close -Grid Drawing - L. Prescott
This lesson uses a
high contrast portrait or self-portrait cut down to 6"x8" and
12"x18" white paper. The photo will have a 1/2" grid
transparency taped on top.
A 1" grid is drawn on the drawing
paper with a 1/2" border around the edges. Fine point black
markers will be used to create the values. Follow this lesson
plan OR begin with step #2.
- Another
option would be to create an 18"x24" self-portrait on gray
paper using gray scale pastels (pastels that include white,
light gray, middle gray, dark grays, and black). Charcoal
pencils are used for dark details.
The ART GALLERY below
will show some great self-portrait examples.
- Read over the information on
Chuck Close and view the his gallery. How does he create his
portraits?
- Ready to draw a large
self-portrait? Take your photo and a ruler and mark the edges
every inch. Connect the marks across and down to make a one inch
grid over your photo. An ink pen may work better than a pencil.
OR you may lay a 1" grid transparency over the photo.
- Take your large 18"x24" paper
and mark every 6" along the edges with a pencil. Connect the
marks across and down with a yard stick (if possible) very
lightly with your pencil.
- Turn your photo upside-down
and begin with one square of your photo. You may place a card
with a one inch square cut from the center (a one inch
viewfinder) and place this on the square you are focused on.
Draw the most important lines (or shapes) as accurately as
possible enlarging the image. You may dot a center point in your
large square and smaller square of the photo. Are there any
lines or shapes that intersect this center point? How close does
the line come to the corners or edges of the square? Enlarge the
lines and shapes as best as you can.
TIP: For detailed areas
like eyes add extra grid lines in your photo and larger paper
from corner to corner with your pencil. This will help you draw
your lines and shapes more accurately.
- Move onto the next square
when you have completed the first...and so on.
- You may turn your photo and
drawing paper right-side up when you have completed the lines
and shapes in all your squares.
- Add any details that you
need.
- Have newspaper under your
large paper. Use scrap paper to lean on or the pastels will
smudge. Have another piece of scrap paper to collect the dust
from the drawing paper. When dust collects, lift the drawing and
tap the back of the paper so the dust falls on the scrap. Do not
blow or sweep the dust from the paper.
- Use a charcoal pencil to
outline all your black values. Use black pastels to fill in
black areas first. Then fill in your middle values, then white.
Try to follow the values from the photo as best you can.
- Use the charcoal pencil for
dark details.
- When you are satisfied spray
the drawing with a clear protective coat. Staple your drawing on
a larger sheet of black paper as a frame. Staple the photo on
the bottom right of the large drawing. There you have it- A
beautiful self-portrait in black and white values! Great job.
- Have a class critique of the value
drawings. How are they similar to the technique used by Chuck
Close? How successful are the values transferred from the
photo to the drawing paper?
- Display all the
self-portraits outside the art room. Everyone will be pleased to
see the large high contrast images!
Visit the student
ART GALLERY to look at some AMAZING Self-Portraits using the
grid and values.
Differentiation
Support: Use a simple 3"x4"black and white photo of your
favorite subject. Draw a one inch grid over the photo. Use a 6"x8"
white paper and draw a two inch grid over the entire paper. Try to
enlarge the photo by focusing on the contour lines ONE square at a
time. Finish your drawing using dark values in soft pencils first.
Then add your middle values and light values. Don't worry! Do the
best that you can!
Extension:
Lesson 3: Size and
Ratio: Grid Drawing-Surrealism
Duration:
3 class periods
Standard
3: Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools and materials.
Demonstrates instructed techniques and processes.):
Enduring Understandings:
Tools, materials,
techniques and process are needed to create art. Tools, materials,
techniques and processes must be used properly when creating art.
Essential Question:
How do you use various tools, materials, techniques and processes in
the specific mediums?
Materials: pencil,
sketchbook, bent wire and blinder card for the drawing ritual, transparencies photocopied with one inch grid, rulers (for
making straight line grids), pencils, erasers, 12"x18"
drawing paper --choice of medium -- small art prints or photocopies
Activities
-
For the Teacher: It is best to show artists' works
at the end of the project so the students can practice creating
completely original and legitimate ideas on their own. Please
read
Creativity Killers in the Classroom.
"While "image flooding"
(showing many examples) may be inspirational, it can also be
intimidating and very suggestive. It can be argued that
"image flooding" creates slicker work, but less creative
thinking skills. It may win the scholastic awards, but it
teaches us to go through life in other people's skins."
~Marvin Bartel, Ed.D
-
Begin with a Wire
Drawing Ritual in your Sketchbook - use the instructions for the
Wire Drawing. This is a 5 minute drawing warm up using thick
wire bent into an odd shape. Insert a pencil through an 8"x8"
BLINDER card. The
blinder card will keep you from looking down on your paper while
drawing.
Trace the contour
of the wire in the air by using your finger to follow the
contour of the wire SLOWLY until you reach the starting point.
Next, fix your eyes on the starting point and position your
pencil on the sketchbook. As your eyes follow the contour of the
wire your pencil follows your eye movements exactly.
Put the date in your sketchbook
-
Surrealism is a
cultural movement and artistic style that was founded in 1924.
The Surrealism style uses visual imagery from the subconscious
mind to create art without logic. Surrealism is the art of
dreams and fantasies. Have you had some strange dreams in the past? What was
your wildest dream? Many dreams could never happen in real life,
but you can illustrate your wacky dream in your art! This
kind of art can be called SURREALISM- or art without logic.
-
Grid Drawing - Surrealism
- M. Austin
Follow one of the
lesson plans. Make sure to distort the photo you use by
drawing a series of wavy lines on your drawing paper instead
of a grid. You may add your own surrealism background in
addition to the distorted photo if you'd like.
- When you are finished
your Surrealistic Grid Drawing view some
Salvador Dali
Paintings
and
more Salvador Dali Paintings.
There are surprising subjects and unexpected fantasies and
images from the work of Dali.
Differentiation
Support:
Extension:
Look over this site for more information on
Surrealism and
its Artists
Lesson 4: Simple
Animation
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Materials:
pencil, sketchbook, bent wire
and blinder card for the drawing ritual,
Activities
-
Begin with a Wire
Drawing Ritual in your Sketchbook - use the instructions for the
Wire Drawing. This is a 5 minute drawing warm up using thick
wire bent into an odd shape. Insert a pencil through an 8"x8"
BLINDER card. The
blinder card will keep you from looking down on your paper while
drawing.
Trace the contour
of the wire in the air by using your finger to follow the
contour of the wire SLOWLY until you reach the starting point.
Next, fix your eyes on the starting point and position your
pencil on the sketchbook. As your eyes follow the contour of the
wire your pencil follows your eye movements exactly.
Put the date in your sketchbook
-
http://coolschool.k12.or.us/courses/116200/lessons/15/index.php
Differentiation
Support:
Extension:
Lesson 5:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 6:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 7:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 8: The Art of
Cartooning
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
-
Comics About Events
-
Cartooning -Graphic Design & Sculpture - Jennifer A
-
Lettering- Graffiti Name Tag - Jennie Auble
Differentiation
Support:
Extension:
Lesson 9:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 10:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 11:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 12:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 13:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 14:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
Lesson 15:
Duration: 1 class period
Standard 1:
Recognizes
and uses the visual arts as a form of communication. (Selects
visual images for works of art to communicate ideas.)
Standard 2:
Knows and
applies elements of art and principles of design. (Identifies
primary colors.)
Standard 3:
Knows
and applies the use of tools, materials, techniques, and processes.
(Demonstrates appropriate use of tools
and materials.
Demonstrates instructed techniques and processes.)
Standard 4:
Demonstrates
an understanding of art in relation to history, culture, and community.
(Produces art that has been influenced
by aspects of history.
Produces art that has been influenced by aspects of culture.
Produces art that has been influenced by aspects of community.)
Standard 5:
Critiques
works of art through analysis, assessment, and evaluation.
(Describes/shows similarities and
differences between works of art.
Describes the mood and/or feeling in works of art.
Explains personal likes and dislikes about works of art.)
Enduring Understandings:
Tools, materials, techniques and process are needed to create art. Tools, materials, techniques and processes must be used properly when
creating art. You can critique art when you know how to analyze, assess and evaluate art.
Essential Questions:
How do you use various tools, materials, techniques
and processes in the specific mediums? How do you critique a piece of art?
Activities
Differentiation
Support:
Extension:
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