Unit 2: Line, Shape, Texture Art I & Art II

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1 Unit 2: Line, Shape, Texture Art I & Art II Grade: Time Allotted: Unit Introduction: 6th-8th 6 weeks This unit focuses on three of the elements of art and how artists can use them within their works. Students will practice observations skills in drawing, focusing on use of line in contour and gesture sketches. They will also look at ways to define shapes and mimic texture of objects within their drawings. In addition to the use of common drawing media, the medium of printmaking will be introduced. Individual Lesson Topics/Focus: Line o Review o Contour Drawings o Gesture Drawings o Simple prints o Implied Line Shape o Review o Non-objective shape drawing o Cubist-style still life Texture o Review o Scavenger Hunt o Sketchbook Practice Halloween/Fall Themed Drawings Self-Reflections through Artist s Statements Peer Critiques/Discussions Unit Objectives: Students will be able to: -understand and practice classroom rules and procedures -understand the use of elements and principles of design within works of art -use the elements and principles within their own works of art focus on line, shape, and texture -self reflect upon their artworks and the choices they made to create the work of art -discuss respectfully the work of others in terms of the elements, principles, and choices the artist made -demonstrate proper cleanup of materials and tools -practice printmaking techniques and procedures to create works of art -practice basic drawing contour and gesture while also practicing observation skills

2 Unit Standards: (Oklahoma Priority Academic Student Skills, grade 8) 1:1 Identify and apply knowledge of the principles of design in personal artwork and the artwork of others 1:2 Identify and apply the elements of art in works of art. 1:3 Compare and contrast works which are similar or different in expressive quality, composition, and style. 1:4 Discuss works of art of different media and styles beyond statements of mere preference. 2:2 Explain the purpose of visual art and artists in history and culture. 2:3 Identify how visual art is used by artists in today s world, including the popular media of advertising, television, and film (e.g. illustrator, fashion designer, sculptor, display designer, painter, graphic designer, animator, photographer). 2:4 Identify the relationship that exists between visual art and other art forms such as music, dance, drama. 3:1 Use observation, memory, and imagination in making original works o art. 3:2 Assess and modify art work in progress based on an understanding of art materials and techniques. 3:3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 3:4 Depict three-dimensional qualities by overlapping planes, vertical position, size, and color intensity in original artwork. 3:5 Develop and apply skills and techniques using a variety of art media and processes in making two- and three- dimensional works of art. 4:2 Demonstrate respect for personal artwork and the artwork of others. 4:3 Demonstrate thoughtfulness and care in completion of artworks. (National Arts Standards) #1 Creating Generate and conceptualize artistic ideas and works. #2 Creating - Organize and develop artistic ideas and work. #3 Creating Refine and complete artistic work. #4 Presenting Analyze, interpret, and select artistic work for presentation. #5 Presenting Develop and refine artistic work for presentation. #6 Presenting Convey meaning through the presentation of artistic work. #7 Responding Perceive and analyze artistic work. #8 Responding Interpret intent and meaning in artistic work. #9 Responding Apply criteria to evaluate artistic work. #10 Connecting Synthesize and relate knowledge and personal experiences to make art. #11 Connecting Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Teacher Resources: DeWitte, D. J., Larmann, R. M. & Shields, M. K. (2011). Gateways to art. New York: Thames and Hudson. Frank, P. (2008). Prebles artforms. 9th ed. New Jersey: Prentice Hall. Lewis, R. L. & Lewis, S. I. (2014). Power of art. 3rd ed. Independence, KY: Cengage Learning.

3 Mittler, G. (2006). Art in focus. Mission Hills, CA: Glencoe Publishing. Mittler, G. & Ragans, R. (1992). Exploring art. Mission Hills, CA: Glencoe Publishing. Stokstad, M. (2005). Art history, 3rd ed. New Jersey: Pearson Education, Inc. Art Resources - Pinterest. Available: (Through search in Art Lessons). Oklahoma Visual Arts Standard. (2013). Oklahoma State Department of Education. Available: pdf. National Art Education Association Resources/Standards. (2015). Available: Materials Needed: Textbook PowerPoint Presentations Project Directions/Rubrics Sketchbook Rubric/Handouts Artist s Statement/Self-Reflection Guidelines Peer Critique Forms/Guidelines Sketchbook/Journal Erasers Pencils Markers Colored Pencils Crayons Magazines Construction paper Glue Scissors Rulers Watercolors Sharpies/Pens Paper towels Printing ink Linoleum plates Linoleum cutting tools Brayers Barens or wooden spoons Cleanup materials Water Assessments/Evaluations: Weekly Participation Grade (discussions, cleanup, etc) Weekly Bell work/sketchbook Responses (1 daily) Semester Art List (continuous until December) Contour and Gesture Drawing Practice/Sketchbook Linoleum plate design and cut out Linoleum prints Artist s Proof and Edition Non-objective Shape Drawing Implied Line Drawing Cubism Still Life Painting Texture Scavenger Hunt and Practice Watercolor/Pastels Halloween/Fall Drawing Unit Quiz Art Starts Self-reflections/ Artist s Statements Peer Critiques

4 Extension and Modification Ideas: Provide written directions, notes, examples of project, recorded directions if necessary Establish a peer tutoring system to assist students with disabilities and to allow them to help others/ Paired working arrangements Close proximity to teacher Align content with the developmental level of the learner Summarize key content points before moving to new topics/provide written summary Ask leading questions to encourage self-assessment as work progresses Adjust pacing and time requirements for work completion/ Extend time Possibly have learner cut shapes or fold, etc instead of drawing or painting/ incorporate abstract designs into learning objective Bell work Criteria Each day, students will spend 5 minutes drawing or writing in their sketchbooks. They are to treat their sketchbooks like a visual journal. After this 5 minutes, students may retrieve projects and supplies for the day s work. This time period will be classified as the 10 minute Silent Start. Sequence of Events: Week 5 (9/04-09/08): M Labor Day/ No School T- Introduction to Contour Drawing (basic outlines). Practice drawing within sketchbooks a still life. W Continue contour drawing practice in sketchbook. Th Introduce gesture drawing. Practice drawing classmates in different poses. F Field trip to park. Continue contour and gesture drawing practice in sketchbook. Week 6 (9/11-9/15): M Introduce printmaking tools, techniques, and cleanup. Have students come up with 3 possible designs for their printing plate. Also discuss the necessity of having all words, numbers, or logos backwards in their design so the design prints correctly. T-Th Have students cut out their design from a linoleum plate. Then have students prepare their paper for the artist s proof and edition (4 in edition). Each paper needs to be colored with crayon first. They will then use black ink to print their design. Discuss signing prints correctly. F Finish up prints. Have students write an artist s statement regarding the project. Their artist s statement needs to be attached to prints. If all finish today, have students peer critique a fellow student s work.

5 Week 7 (9/18-9/22): M No school/ Professional day T- W Discuss shape. Begin non-objective shape drawing. They will finish these up on Wednesday. They may use markers, crayons, or colored pencils to define their shapes or to make some shapes stand out. Th F Review line and shape. Begin implied line drawings. Students will use words to create the lines of their image. The words need to match the image in some way (actual object, emotion, various types of the object, etc.). Week 8 (9/25-9/29): M Discuss Cubism. Set up still life. Have students draw the contour of the still life only. Then have students divide the paper with various lines cutting through the objects they had drawn. They will then use watercolors to add color and value to their work. T- Th Finish Cubism still life paiting. F Have students write an artist s statement for the project. If time permits, do a walk about and discuss students artworks. Week 9 (10/2-10/6): M Review texture. Have students complete a texture scavenger hunt where they make crayon rubbings of various objects to see how the texture shows up on paper. Then have students spend remaining time practicing drawing these textures using a pencil. Be sure to talk about pattern and how that helps mimic textures on paper. T- Review line, shape, texture, and printmaking. W Quiz over Tuesday s Review. Rest of hour practice drawing in sketchbook. Th Begin watercolor Halloween/Fall drawing. Have students create a watercolor wash on watercolor paper. F Have students begin drawing on their watercolor wash with black oil pastels. They can do a fall theme or Halloween theme.

6 Week 10 (10/9-10/13): M Have students finish Halloween/Fall drawings T- Review quiz from week before. Project self-reflection/artist s statement. W (Sub) Write critiques over classmates artworks. Th (Sub) Introduce form. Handouts for guided practice on how to create forms in drawings. F (Sub) Continue practice with forms in sketchbook/handouts. If finish, can work on grid drawing worksheet. Week 11 (10/16-10/20): M Briefly discuss ceramics. Have them plan a design for a clay sculpture. Review texture and form. T- Continue ceramics planning. Sketchbook day. Parent/Teacher Conference 3-9 pm. W - F Fall Break/ No School

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