lesson details for reaching core content/program of ... plans 2011_12.pdfand 2-point perspective in...

Lesson Details for Reaching Core Content/Program of Studies Goals

Courses and Periods Taught

1 6th

Grade General Art

2 8th

Grade General Art

3 Planning

4 8th

Grade General Art

5 6th

Grade General Art

6 8th

Grade General Art

7 6th

Grade General Art

Kentucky Core Content/Program of Studies Covered During Quarter/9-Week

Course Core Content Program of Studies 6th Grade General Art All 6

th Grade Arts and Humanities

4.1 KCC

All Program of Studies related to

4.1 KCC

8th Grade General Art All 8th

Grade Arts and Humanities

4.1 KCC

All Program of Studies related to

4.1 KCC

Course #1 General Art/8th

Grade

Week 1

Topic: Elements of Art

Understandings Skills and Concepts Related Core Content AH-8-SA-U-2

AH-8-SA-U-3

AH-8-SA-U-4

AH-8-SA-S-VA-1

AH-8-SA-S-VA3

AH-8-SA-S-VA3 AH-8-SA-S-VA4

AH-8-SA-S-VA5

AH-08-1.4.1

AH-08-1.4.2

Week 1: Description of Daily Lessons

Objectives Day Activities Students will be

reinforced in the

concepts of

Elements of Art

Students will

review art

vocabulary.

Students will

analyze a work of

art in regard to

these concepts.

Students will

individually

demonstrate

understanding

with product

involving both

1 O.A.: Students write information for instructor in regard to

feelings about art and what they hope to do and learn in the class.

Go over class syllabus and expectations. Introduce students to

concept of Peer Review and expectations. Review Art Elements of

line and color via PowerPoint or Smart Board presentation.

Students will take notes and orally respond to questions.

Students will demonstrate use of hatching, crosshatching,

directional lines and shading within notes. Students identify and

analyze the use of elements during presentation.

Formative assessments:

Complete notes

Demonstration of hatching, crosshatching, directional

lines, shading

Oral responses, instructor observation

written and

artistic product.

Students will learn

procedure for peer

review.

2 O.A.: Looking at artwork projected on screen, describe the use of

line.

Continue review of Art Elements via PowerPoint or Smart Board

presentation. Students will take notes and orally respond to

questions. Students identify and analyze elements in various

works displayed in presentation. Students will demonstrate Shape

to Form during presentation.


Notes on elements.

Oral responses, instructor observation.

Demonstration of Shape to Form.


value.

Continue review of Art Element (Color) via PowerPoint or Smart

Board presentation. Students take notes and orally respond to


works displayed in presentation.

Students begin color project demonstrating four color schemes of

student choice based on information given in presentation.

Take home worksheet of terminology.

Formative Assessments:

Notes on Elements

Oral Responses, Instructor Observation

Demonstration of color theory understanding

Element terminology worksheet

4 O.A. Looking at artwork projected on screen, describe the use of

color.

Students continue to work on color project demonstrating color

theory understanding. Students review art terminology and

understandings.


Written O.A. Responses.

Oral feedback and teacher observation.

Demonstration of color theory understanding in

artwork.


texture.

Students take test over element terminology and concepts.

Students continue work on color project. Students turn in Visual

Art notebook.


Written O.A. Response

Demonstration of color theory understanding in artwork.

Summative assessment:

Test

Visual Art Notebook

Final color project

Modifications

PowerPoint notes to be supplied to students needing scribes.

PowerPoint will be read aloud by Instructor to entire group.

Exam read aloud by instructor. Arrangements for students needing

scribes.

Peer tutoring and peer review applied as needed.

Gifted and Talented (Visual Arts): Independent work on 2D project

(media choice by student) demonstrating understanding of principles.

A written reflection to be turned in with the piece.


Grade

Week 2

Topic: Principles of Design


AH-8-SA-U-3 AH-8-SA-U-4

AH-8-SA-S-VA-1


AH-8-SA-S-VA4

AH-8-SA-S-VA5

AH-08-1.4.1

AH-08-1.4.2


Objectives Day Activities

Students will be reinforced

in the concepts of

Principles of Design.

Students will review art

vocabulary.

Students will analyze a

work of art in regard to

these concepts.

Students will individually

demonstrate

understanding with

product involving both

written and artistic

product.

1 O.A. Looking at artwork projected on the screen make one

relevant statement about each element of art utilized.

Review Principles of Design via PowerPoint or Smart Board


questions. Students demonstrate balance (symmetrical,

asymmetrical, radial), repetition and balance during

presentation. Students identify and analyze the use of

principles in selected artwork during presentation.

Formative Assessment:

Notes

Demonstration of principles


2 O.A.: Looking at artwork projected on the screen, describe

the use of balance and rhythm.



questions. Students will demonstrate rhythm, contrast,

emphasis and pattern during presentation. Students will

identify and analyze use of principles in selected artwork

during presentation.

Take home worksheet of terminology and concepts.


Notes



Worksheet responses

3 O.A. Looking at artwork projected on the screen describe

the movement employed. Where is contrast noted? How is

contrast utilized?

Students will be introduced to art project involving

demonstration of balance, value, overlapping

(space),emphasis, pattern, unity. Students will work on still

life, demonstrating understanding of principles and elements.


Demonstration of principles and elements.

Instructor observation


how emphasis is utilized by the artist. What kind of balance

do you see?

Students will review answers to worksheet. Students will

continue working on still life.


Demonstration of principles and elements

Instructor Observation

5 O.A. Looking at artwork projected on the screen describe how elements and principles are utilized to bring a feeling of unity or

harmony.

Students will take test over terminology and concepts relating to

Principles of Art/Design. Students will begin line drawing of

drawing still life demonstrating use of elements and principles.

Summative Assessment:

Test

Modifications



Exam read aloud by instructor. Arrangements for students

needing scribes.


Gifted and Talented (Visual Arts): Independent work on 2D

project (media choice by student) demonstrating

understanding of principles. A written reflection to be turned

in with the piece.


Grade

Week 3

Topic: 2-Dimensional Processes/Media exploration



AH-8-SA-S-VA-1


AH-8-SA-S-VA4

AH-8-SA-S-VA5

AH-08-1.4.1

AH-08-1.4.2



introduced or reviewed in

processes used in 2-

Dimensional Design.

Students will review or be

introduced to art

vocabulary in regard to 2-

D processes.

Students will analyze

works of art in regard 2-D

processes. Students will

determine assets and

drawbacks of each

process.


demonstrate

understanding with



product.

1 O.A. Definitions of sketch, gesture drawing, contour line

drawing

Review and introduce 2-D media and processes via

PowerPoint or Smart Board presentation. Students will take

notes and orally respond to questions. Students identify and

analyze the use of media/processes in selected artwork during

presentation.


Notes

Oral responses, instructor observation 2 O.A. Looking at the picture projected on the screen, identify

the media employed. What drawbacks does this media have?

What assets?

Continue 2-D media and processes via PowerPoint or Smart

Board presentation. Students will take notes and orally

respond to questions. Students identify and analyze use of

media/processes in selected artwork during presentation.


Notes


3 O.A. Describe the subject matter of the picture projected on

the screen.

Students begin contour line drawing of landscape. Students

choose four media to explore. Line drawing is divided into

four spaces and drawn using grid method. Grid is left and

each section done in a different media.

Take home worksheet: terminology


Demonstration of technique


4 O.A. Compare and contrast the use of media in the subject

matter projected on the screen.

Class reviews worksheet. Students continue Exploration of 2-

D Media. As each section is completed in their artwork, they

evaluate the media either using written format or with

modifications, oral.


Worksheet responses



Evaluation of media by students

5 O.A. Discuss the mood of the subject matter projected on the

screen. Discuss the tools the artist used to create the mood.

Exam over 2D media terminology and processes. Students

complete explorations and work on evaluations.



Evaluations of media by students


Final project

Exam over terminology and processes

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Continue independent work

on 2D project (media choice by student) demonstrating

understanding of principles. A written reflection and analysis

to be turned in with the piece.


Grade

Week 4

Topic: Perspective


AH-8-SA-U-4

AH-8-SA-S-VA1

AH-8-SA-S-VA2

AH-8-SA-S-VA-4

AaH-8-SA-VA5

AH-08-1.4.1

AH-08-1.4.2

Description of Daily Lessons

Objectives Day Activities Students will explore 1-

and 2-point perspective in

individual projects.

Students will demonstrate

proficiency in perspective

with final 1-pt.

perspective drawing.

1 O.A. Definitions of horizon line, vanishing point, 1-pt.

perspective, 2-point perspective.

Students are introduced to the process of 1- and 2-point

perspective and do small demonstrations of understanding.

Formative assessment:

Student demonstrations

Teacher observation

2 O.A. List methods of creating the illusion of depth in an

artwork.

Students begin large scale 1-point perspective drawing of

school hallway.


Student listing


Teacher observation

3 O.A. Looking at painting projected on screen, list all the

ways depth is created in the artwork.

Students continue 1-point perspective drawing.


Student listing


Teacher observation

4 O.A. Create a 1-pt. perspective box and using 2-point

perspective create a box above the horizon line, on the

horizon line and below the horizon line.

Students continue 1-point perspective drawing. Students

begin inking drawing.



Teacher observation

5 O.A. Definitions of architect, architectural drawing,

blueprint

Students complete inked perspective drawing.


Completed inked perspective project

Modifications

Oral assessments where necessary

FMD students given blackline master to trace or copy


Grade

Week 5


Understandings Skills and Concepts Related Core Content AH-8-SA-U-2 AH-8-SA-U-3

AH-8-SA-U-4

AH-8-SA-S-VA-1 AH-8-SA-S-VA3

AH-8-SA-S-VA3

AH-8-SA-S-VA4

AH-8-SA-S-VA5

AH-08-1.4.1 AH-08-1.4.2



introduced to/reviewed in

processes of 3-

Dimensional Design

Students will learn and

use proper terminology

for 3-Dimensional Design

Students will analyze and

evaluate examples of 3-

Dimensional Design.


demonstrate

understanding by written,

oral and artistic product.

1 O.A. Describe subject matter and purpose behind displayed

3D sculpture.





presentation.


Notes


2 O.A. Describe balance and movement in displayed 3D

sculpture.





presentation. Students are introduced to independent

assemblage project and reviewed in process. Rubric is

discussed.

Take home worksheet of terminology and processes


Notes


3 O.A. Describe contrast and emphasis in displayed 3D

sculpture.

Students view PowerPoint of relief sculpture done in paper.

Demonstration of paper sculpture techniques. Students

practice techniques and design relief sculpture. Students

continue work on assessment.




Student plan for project

4 O.A. Describe rhythm and pattern in displayed 3D sculpture.

Students review answers to take-home worksheet of

terminology and processes. Students work on relief

sculptures. Students continue work on assemblages at home.


Oral responses/discussion; Instructor observation.


5 O.A. Describe process of displayed 3D sculpture.

Students take exam over 3-D. Students complete work on

relief sculptures. Students continue work on assemblages at

home.


Exam

Final project(s)

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Independent work on

subtractive or additive sculpture (student choice). A written

reflection and analysis to be turned in with the piece.


Grade

Week 6

Topic: Purposes of Visual Art

Understandings Skills and Concepts Related Core Content AH-8-PCA-U-1

AH-8-PCA-U-2

AH-8-PCA-U-3

AH-8-PCA-S-VA1

AH-8-PCA-S-VA1

AH-08-3.4.1



introduced to purposes of

art.

Students will identify

motivation behind various

artworks.


understanding of

purposes of art and how

the same subject matter

can be approached

differently in order to

meet a different need or

purpose.


understanding of

terminology and concepts

relating to purposes of

art.

1 O.A. Discuss narrative art displayed in terms of subject

matter of displayed artwork.

Review and introduce Purposes of Art via PowerPoint or

Smart Board presentation. Students will take notes and orally

respond to questions. Students identify and analyze the

purposes and subject matter in selected artwork during

presentation.


Notes


2 O.A. Discuss principles of design in terms of displayed

artwork.

Students are given a motif and must choose four purposes of

art for which it might be used, sketching designs for the

artwork. For example: The motif of a shamrock might

become a table design, but it could also become part of a logo

for a business. Students choose one of their designs to develop

fully. Students choose media and color scheme.


Demonstration

Instructor observation.

3 O.A. Discuss purpose of displayed artwork.

After completing thumbnail of image, students begin working

on projects. Take-home study guides of terminology and

concepts.


Demonstration of understanding in artwork

4 O.A. Discuss use of artistic elements in functional piece

displayed.

Review of take-home worksheets. Students continue working

on project.


Worksheet and oral responses.


Demonstration of concepts.

5 O.A. Discuss use of elements and how the artist’s choices

work for the persuasive piece’s purpose in the display.

Exam over terminology and concepts. Students complete

projects. Students complete self reflection in regard to chosen

purpose and success of technique.


Written (modification-oral) exam

Completed project.

Self reflection

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Must use media not tried

before. A written reflection and analysis to be turned in with

the piece.


Grade

Week 7

Topic: Culture and Visual Art

Understandings Skills and Concepts Related Core Content AH-8-HA-U-1

AH-8-HA-U-2

AH-8-HA-U-3

AH-8-HA-S-VA1

AH-8-HA-S-VA2

AH-8-HA-S-VA3

AH-8-HA-S-VA4 AH-8-HA-S-VA5

AH-08-2.4.1



introduced to European

Neo-Classical influences

(architecture) in the

United States.

Students will recognize

famous buildings in the

U.S. utilizing these

elements.


utilize correct

terminology when

1 O.A. Discuss rhythm in the displayed building.

Introduce Neoclassical Architecture via PowerPoint or Smart



examples in selected architecture during presentation.


Notes


2 O.A. Discuss use of line and texture in the building displayed.

Continue PowerPoint or Smart Board presentation. Students

describing Neo-Classical

architectures.

Students will complete a

design project utilizing

elements of Neo-Classical

architecture.

will take notes and orally respond to questions. Students

identify and analyze examples in selected architecture during

presentation.


Notes


3 O.A. Discuss balance and unity in the displayed building.

Students begin design project utilizing elements of Neo-

Classical architecture. Projects must incorporate: Symmetry,

positive/negative design, at least four features found in

Neoclassical architecture.


Demonstration of concepts


4 O.A. Compare and contrast the use of elements in the two

buildings portrayed.

Students continue design projects utilizing elements of

Neoclassical architecture. Oral review of subject matter.




5 O.A. Compare and contrast use of principles in the two

buildings displayed.

Exam over Neoclassical architecture and influences. Students

complete design projects.


Exam (written or oral, if necessary)

Completed project

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Student finds at least fifteen

examples of Neoclassical influence in architecture within the

community.


Grade

Week 8

Topic: Culture/Early American Painting and Photography


AH-8-HA-U-2

AH-8-HA-U-3

AH-8-HA-S-VA1

AH-8-HA-S-VA2

AH-8-HA-S-VA3

AH-8-HA-S-VA4

AH-8-HA-S-VA5

AH-08-2.4.1



Students will be

introduced to Early

American painting and

photography in the

United States.


styles of John James

Audubon, Thomas Cole,

George Catlin and

Matthew Brady.

Students will use correct

terminology when

discussing concepts.

Students will understand

the impact of

photography as a new

medium.


conditions that led to the

unique art styles

emerging in early

America.

1 O.A. Definitions of style, stylized, Romanticism, nature study

Introduce Early American painting and photography via



analyze the examples in selected architecture during

presentation.


Notes


2 O.A. Definitions of movement, figure study, allegory

Students will continue exploring art of Audubon, Cole, Catlin

and Brady in early America. Students take notes and orally

respond to questions and discussion. Students identify and

analyze the examples. Students discuss impact of

photography and conditions allowing emerging art styles.


Notes


3 O.A. Definitions of illustration, portfolio, photography

Students choose to explore either Audubon, Cole, or Brady

and plan artwork in style of that artist using subject matter

that particular artist would have utilized. Students begin

preliminary work.


Demonstration in artwork


4 O.A. Definitions of photojournalism, daguerreotypes

Review of material; discussion of historical conditions and

influences. Students continue artwork.


Discussion, oral question and answer

Teacher observation

5 O.A. Crossword puzzle: terminology and concepts of unit.

Students complete open response question in regard to

conditions making climate right for subject matter and

unique style development. Students may work on art after

finishing.


Open response

Modifications




needing scribes.

Gifted and Talented (Visual Arts): Student creates graph

illustrating connections of visual art, historical events,

historical personages, music and drama in the United States

during the specified time period.


Grade

Week 9

Topic: Critiquing Visual Art

Understandings Skills and Concepts Related Core Content AH-8-PA-U-1 AH-8-PA-U-2

AH-8-PA-U-3

AH-8-PA-U-4

AH-8-PA-S-VA2 AH-8-PA-S-VA3

AH-8-PA-S-VA4

AH-8-PA-S-VA5

AH-08-4.4.2

Objectives Day Activities Students will demonstrate

ability to conduct a

thorough and appropriate

peer review.




self reflection.



thorough and insightful

critique of visual art.

1 O.A. List concepts you have learned in this class.

Students review methods of self reflection and choose one

piece from their portfolios to write an in-depth reflection and

analysis about. Students complete self reflection.


Discussion

Teacher observation


Written product

2 O.A. List as many art terms and definitions that you can

remember from what we have done in this class.

Students review methods of peer review. Students choose one

piece from their portfolios to submit for peer review.

Students participate in peer review.


Discussion

Teacher observation


Written product

3 O.A. Describe your favorite project of this class. Why was it

your favorite? What did you learn from doing it?

Students are led through PowerPoint presentations of various

artworks. Discussion and insights accompany the

presentation as each piece is analyzed utilizing the steps of

effective art criticism.


Discussion

Teacher observation

4 O.A. What art process do you like best? Why? Describe a

piece you have completed doing this process.

Students are given one artwork and asked to analyze it

utilizing concepts and steps of art criticism already shared.


Teacher observation

5 O.A. Write a letter to a student who will begin this class next

nine weeks.

Works analyzed by students are displayed on Smart Board

and those students critiquing each are asked to present their

ideas orally to the class.


Oral presentation

Written product

Modifications

Arrangements for students needing scribes, or analysis done

orally.


Course #1 General Art/6th Grade

Week 1

Topic: Elements of Art


AH-6-SA-U-3

AH-6-SA-S-VA1

AH-6-SA-S-VA2

AH-6-SA-S-VA3


AH-06-1.4.1

AH-06-1.4.2



reinforced in the 1 O.A.: Students write information for instructor in regard to

feelings about art and what they hope to do and learn in the class.

concepts of

Elements of Art

Students will

review art

vocabulary.

Students will

analyze a work of

art in regard to

these concepts.

Students will

individually

demonstrate

understanding

with product

involving both

written and

artistic product.

Students will learn

procedure for peer

review.

Go over class syllabus and expectations. Introduce students to

concept of Peer Review and expectations. Review Art Elements of

line and color via PowerPoint or Smart Board presentation.

Students will take notes and orally respond to questions.

Students will demonstrate use of hatching, crosshatching,

directional lines and shading within notes. Students identify and

analyze the use of elements during presentation.


Complete notes

Demonstration of hatching, crosshatching, directional

lines, shading



line.

Continue review of Art Elements via PowerPoint or Smart Board



works displayed in presentation. Students will demonstrate Shape

to Form during presentation.


Notes on elements.


Demonstration of Shape to Form.


value.

Continue review of Art Element (Color) via PowerPoint or Smart

Board presentation. Students take notes and orally respond to


works displayed in presentation.

Students begin project demonstrating understanding of form,

value and texture.

Take home worksheet of terminology.


Notes on Elements

Oral Responses, Instructor Observation

Demonstration of form, value and texture

Element terminology worksheet


color.

Students continue to work on project demonstrating. Students

review art terminology and understandings.


Written O.A. Responses.

Oral feedback and teacher observation.

Demonstration of color understanding in artwork.


texture.

Students take test over element terminology and concepts.

Students continue work on project. Students turn in Visual Art

notebook.


Written O.A. Response

Demonstration of color theory understanding in artwork.


Test

Visual Art Notebook

Final color project

Modifications



Exam read aloud by instructor. Arrangements for students needing

scribes.


FMD students given blackline masters in order to demonstrate value.

Gifted and Talented (Visual Arts): Independent work on 2D project

(media choice by student) demonstrating understanding of principles.

A written reflection to be turned in with the piece.


Grade

Week 2

Topic: Principles of Design


AH-6-SA-U-3

AH-6-SA-S-VA1

AH-6-SA-S-VA2

AH-6-SA-S-VA3

AH-6-SA-S-VA4

AH-6-SA-S-VA5

AH-06-1.4.1

AH-06-1.4.2



Students will be reinforced

in the concepts of

Principles of Design.

Students will review art

vocabulary.

Students will analyze a

work of art in regard to

these concepts.


1 O.A. Looking at artwork projected on the screen make one

relevant statement about each element of art utilized.



questions. Students demonstrate balance (symmetrical,

asymmetrical, radial), repetition and balance during

presentation. Students identify and analyze the use of

principles in selected artwork during presentation.

demonstrate

understanding with



product.


Notes



2 O.A.: Looking at artwork projected on the screen, describe

the use of balance and rhythm.



questions. Students will demonstrate rhythm, contrast,

emphasis and pattern during presentation. Students will

identify and analyze use of principles in selected artwork

during presentation.

Take home worksheet of terminology and concepts.


Notes



Worksheet responses


the movement employed. Where is contrast noted? How is

contrast utilized?

Students will be introduced to art project involving

demonstration of balance, value, overlapping

(space),emphasis, pattern, unity. Students will work on still

life, demonstrating understanding of principles and elements.


Demonstration of principles and elements.



how emphasis is utilized by the artist. What kind of balance

do you see?

Students will review answers to worksheet. Students will

continue working on still life.


Demonstration of principles and elements


5 O.A. Looking at artwork projected on the screen describe how

elements and principles are utilized to bring a feeling of unity or

harmony.

Students will take test over terminology and concepts relating to

Principles of Art/Design. Students will begin line drawing of

drawing still life demonstrating use of elements and principles.


Test

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Independent work on 2D

project (media choice by student) demonstrating

understanding of principles. A written reflection to be turned

in with the piece.


Grade

Week 3


Understandings Skills and Concepts Related Core Content AH-6-PA-U-2 AH-6-PA-S-VA1 AH-06-4.4.1

AH-06-4.4.2



introduced or reviewed in

processes used in 2-

Dimensional Design.

Students will review or be

introduced to art

vocabulary in regard to 2-

D processes.

Students will analyze

works of art in regard 2-D

processes. Students will

determine assets and

drawbacks of each

process.


demonstrate

understanding with



product.

1 O.A. Definitions of sketch, gesture drawing, contour line

drawing





presentation.


Notes

Oral responses, instructor observation 2 O.A. Looking at the picture projected on the screen, identify

the media employed. What drawbacks does this media have?

What assets?

Continue 2-D media and processes via PowerPoint or Smart


respond to questions. Students identify and analyze use of

media/processes in selected artwork during presentation.


Notes


3 O.A. Describe the subject matter of the picture projected on

the screen.

Students begin contour line drawing of still life. Students

choose four media to explore. Line drawing is divided into

four spaces and drawn using grid method. Grid is left and

each section done in a different media.

Take home worksheet: terminology




4 O.A. Compare and contrast the use of media in the subject

matter projected on the screen.

Class reviews worksheet. Students continue Exploration of 2-

D Media. As each section is completed in their artwork, they

evaluate the media either using written format or with

modifications, oral.


Worksheet responses



Evaluation of media by students

5 O.A. Discuss the mood of the subject matter projected on the

screen. Discuss the tools the artist used to create the mood.

Exam over 2D media terminology and processes. Students

complete explorations and work on evaluations.



Evaluations of media by students


Final project

Exam over terminology and processes

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Continue independent work

on 2D project (media choice by student) demonstrating

understanding of principles. A written reflection and analysis

to be turned in with the piece.

Course #1 General Art/6th Grade

Week 4

Topic: Perspective



AH-6-SA-S-VA2

AH-6-SA-S-VA-3

AH-06-1.4.2

AH-06-1.4.1


Objectives Day Activities Students will explore 1-

and 2-point perspective in

individual projects.


proficiency in perspective

with final 1-pt.

perspective drawing.

1 O.A. Definitions of horizon line, vanishing point, 1-pt.

perspective, 2-point perspective.

Students are introduced to the process of 1- and 2-point

perspective and do small demonstrations of understanding.



Teacher observation

2 O.A. List methods of creating the illusion of depth in an

artwork.

Students begin 1 point perspective drawing of stairsteps.


Student listing


Teacher observation

3 O.A. Looking at painting projected on screen, list all the

ways depth is created in the artwork.

Students continue 1-point perspective drawing.


Student listing


Teacher observation

4 O.A. Create a 1-pt. perspective box and using 2-point

perspective create a box above the horizon line, on the

horizon line and below the horizon line.

Students continue 1-point perspective drawing. Students

begin inking drawing.



Teacher observation

5 O.A. Definitions of architect, architectural drawing,

blueprint

Students complete inked perspective drawing.


Completed inked perspective project

Modifications

Oral assessments where necessary

FMD students given blackline master to trace or copy


Grade

Week 5



AH-6-SA-U-3

AH-6-SA-U-4

AH-6-SA-S-VA1

AH-6-SA-S-VA2

AH-6-SA-S-VA3

AH-6-SA-S-VA4

AH-6-SA-S-VA5

AH-06-1.4.1

AH-06-1.4.2



introduced to/reviewed in

processes of 3-

Dimensional Design


use proper terminology

for 3-Dimensional Design

Students will analyze and

evaluate examples of 3-

Dimensional Design.


demonstrate

understanding by written,

oral and artistic product.

1 O.A. Discuss the elements utilized in the displayed 3D

sculpture.





presentation.


Notes


2 O.A. Where do you see evidence of contrast, emphasis and

rhythm in the displayed 3D artwork.





presentation. Students are introduced to independent

assemblage project and reviewed in process. Rubric is

discussed.

Take home worksheet of terminology and processes

Take home rubric of Found Object Art


Notes


3 O.A. If a sculpture could be designed for the school foyer,

what do you think it should look like? What material do you

think should be used? Would the sculpture be subtractive or

additive, in the round or in relief?

Students view PowerPoint of relief sculpture done in paper.

Demonstration of paper sculpture techniques. Students

practice techniques and design relief sculpture. Students

continue work on assessment.




Student plan for project

4 O.A. What considerations do you think a sculptor should

think over thoroughly before beginning work?

Students review answers to take-home worksheet of

terminology and processes. Students work on relief

sculptures. Students continue work on assemblages at home.


Oral responses/discussion; Instructor observation.


5 O.A. What creates unity in the displayed sculpture?

Students take exam over 3-D. Students complete work on

relief sculptures. Students continue work on assemblages at

home.


Exam

Final project(s)

Modifications




needing scribes.


Special Education students led through modified 3-D sculpture

in the round creating symmetrical forms using repetitive folds

of catalog/magazine pages.

Gifted and Talented (Visual Arts): Independent work on

subtractive or additive sculpture (student choice). A written

reflection and analysis to be turned in with the piece.


Grade

Week 6

Topic: Purposes of Visual Art

Understandings Skills and Concepts Related Core Content AH-6-PCA-U-1

AH-6-PCA-U-2

AH-6-PCA-U-3

AH-6-PCA-S-VA1

AH-6-PCA-S-VA1

AH-06-3.4.1



introduced to purposes of

art.

Students will identify

motivation behind various

artworks.


understanding of

purposes of art and how

the same subject matter

can be approached

differently in order to

meet a different need or

purpose.


understanding of

terminology and concepts

relating to purposes of

art.

1 O.A. Students identify purposes of artwork displayed on

SmartBoard

Review and introduce Purposes of Art via PowerPoint or

Smart Board presentation. Students will take notes and orally


purposes and subject matter in selected artwork during

presentation.


Notes


2 O.A. Students discuss use of color and imagery to “convince”

or “persuade” in Smart Board display.

Students are given a motif and must choose four purposes of

art for which it might be used, sketching designs for the

artwork. For example: The motif of a shamrock might

become a table design, but it could also become part of a logo

for a business. Students choose one of their designs to develop

fully. Students choose media and color scheme.


Demonstration


3 O.A. Students discuss story “being told” in picture on display

(narrative art).

After completing thumbnail of image, students begin working

on projects. Take-home study guides of terminology and

concepts.


Demonstration of understanding in artwork

4 O.A. Students list ideas of artwork that could also be

functional and draw and label a sketch of a functional

artwork.

Review of take-home worksheets. Students continue working

on project.


Worksheet and oral responses.


Demonstration of concepts.

5 O.A. Students discuss clues in artwork displayed that point to

it being a ceremonial artwork.

Exam over terminology and concepts. Students complete

projects. Students complete self reflection in regard to chosen

purpose and success of technique.


Written (modification-oral) exam

Completed project.

Self reflection

Modifications




needing scribes.

FMD students will receive revised project.


Gifted and Talented (Visual Arts): Must use media not tried

before. A written reflection and analysis to be turned in with

the piece.


Grade

Week 7

Topic: Culture and Visual Art


AH-6-HA-U-2

AH-6-HA-U-3

AH-6-HA-S-VA1

AH-6-HA-S-VA2

AH-6-HA-S-VA3

AH-6-HA-S-VA4

AH-6-HA-S-VA5

AH-06-2.4.1



introduced to Mural Art

Students will be

introduced to Diego

Rivera and his influence

on other mural artists


utilize correct

1 O.A. Students will discuss elements in Rivera painting

displayed.

Introduce mural painting and Diego Rivera via PowerPoint

or Smart Board presentation. Students will take notes and

orally respond to questions. Students identify and analyze the

examples in selected painting during presentation.


terminology when

describing murals.

Students will complete a

team project (mural) in

Rivera style.

Notes


2 O.A. Students will discuss principles of design in Rivera

painting displayed

Continue PowerPoint or Smart Board presentation. Students

will take notes and orally respond to questions. Students

identify and analyze examples in selected paintings during

presentation.


Notes


3 O.A. Students will discuss subject matter and narrative

aspects of Rivera painting displayed.

Students will begin planning as teams a “mini mural”

collaboration.




4 O.A. Students will give personal response to Rivera painting

displayed.

Students begin mini mural in Rivera style.




5 O.A. Students discuss use of color in mural depicted.

Students complete mini mural.


Exam (written or oral, if necessary)

Completed project

Modifications




needing scribes.


Gifted and Talented (Visual Arts): Student finds at least fifteen

examples of Neoclassical influence in architecture within the

community.


Grade

Week 8

Topic: Culture/Pottery and Evolution of Ceramics


AH-6-HA-U-2 AH-6-HA-U-3

AH-6-HA-S-VA1

AH-6-HA-S-VA2 AH-6-HA-S-VA3

AH-6-HA-S-VA4

AH-6-HA-S-VA5

AH-06-2.4.1



Students will be

introduced to pottery

techniques

Students will be

introduced to the

evolution of ceramics in

China.

Students will use correct

terminology when

discussing concepts.

Students will examine,

understand and explain

how pottery of different

cultures reflect that

culture.

1 O.A. Students will discuss use of line, color, form and texture

in displayed pottery

Students will be introduced to the techniques of pottery in

video. Students will take notes and respond orally.


Notes


2 O.A. Students will label handout on techniques of pottery.

Students will be introduced to the Chinese tradition of

ceramics via PowerPoint. Students will take notes and

participate orally.


Notes


3 O.A. Students will discuss balance, rhythm, contrast and

pattern in displayed pottery.

Students will begin design project incorporating drawings of

pottery from various cultures.




4 O.A. Students will discuss cultural influences in displayed

pottery.

Review of material; discussion of historical conditions and

influences. Students continue artwork.


Discussion, oral question and answer

O.A. open response

Teacher observation

5 O.A. Crossword puzzle: terminology and concepts of unit.


Students will complete pottery design project.

Observation


Crossword answers

Modifications




needing scribes.

Gifted and Talented (Visual Arts): Student creates graph

illustrating connections of visual art, historical events,

historical personages, music and drama in the United States

during the specified time period.


Grade

Week 9

Topic: Critiquing Visual Art

Understandings Skills and Concepts Related Core Content AH-6-PA-U-1

AH-6-PA-U-2

AH-6-PA-U-3

AH-6-PA-U-4

AH-6-PA-S-VA2

AH-6-PA-S-VA3

AH-6-PA-S-VA4

AH-6-PA-S-VA5

AH-06-4.4.2

Objectives Day Activities Students will demonstrate



peer review.




self reflection.



thorough and insightful

critique of visual art.

1 O.A. List as many concepts as possible in regard to what you

have learned in this class.

Students review methods of self reflection and choose one

piece from their portfolios to write an in-depth reflection and

analysis about. Students complete self reflection.


Discussion

Teacher observation


Written product

2 O.A. Complete a crossword puzzle using art terminology.

Students review methods of peer review. Students choose one

piece from their portfolios to submit for peer review.

Students participate in peer review.


Discussion

Teacher observation


Written product

3 O.A. What was your favorite assignment in this class? What

did you learn from it?

Students are led through PowerPoint presentations of various

artworks. Discussion and insights accompany the

presentation as each piece is analyzed utilizing the steps of

effective art criticism.


Discussion

Teacher observation

4 O.A. What would you most like to see changed or added to

this class?

Students are given one artwork and asked to analyze it

utilizing concepts and steps of art criticism already shared.


Teacher observation

5 O.A. Write a letter to a student who will take this class next

nine weeks telling him or her what to expect and giving

advice.

Works analyzed by students are displayed on Smart Board

and those students critiquing each are asked to present their

ideas orally to the class.


Oral presentation

Written product

Modifications

Arrangements for students needing scribes, or analysis done

orally.


lesson details for reaching core content/program of ... plans 2011_12.pdfand 2-point perspective in...

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