Livingston American School Trimester Lesson Plan

Transcription

1 Livingston American School Trimester Lesson Plan Week 1 Week 2 Week 3 Week 4 Concept / Topic To Teach: Symmetrical Drawing Symmetrical Drawing Adding color with oil pastel Pattern Medium: Tempera paint Using pattern in an abstract design Pattern Adding color to patterns in an abstract design Standards Addressed: Develop Perceptual Skills and Visual Arts Vocabulary Develop Perceptual Skills and Visual Arts Vocabulary 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done 1.1 Perceive and describe rhythm and movement in works of art and in the environment. 1.2 Describe how artists use tints and shades in painting. 1.1 Perceive and describe rhythm and movement in works of art and in the environment. 1.2 Describe how artists use tints and shades in painting. 2.2 Mix and apply tempera paints to create tints, shades, and neutral colors. 2.2 Mix and apply tempera paints to create tints, shades, and neutral colors. Role and Development of the Visual Arts Role and Development of the Visual Arts 3.1 Compare and describe 3.1 Compare and describe

2 various works of art that have a similar theme and were created at different time periods. 3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions. 3.3 Distinguish and describe representational, abstract, and nonrepresentational works of art. 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done 4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. various works of art that have a similar theme and were created at different time periods. 3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions. 3.3 Distinguish and describe representational, abstract, and nonrepresentational works of art. 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done 4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.

3 Specific Objectives: Students will learn about symmetry and use the concept in a drawing project. Vocabulary: symmetry, symmetrical, line of symmetry, mirror image Students will learn how to use oil pastels correctly. Vocabulary: symmetry, oil pastels, blending, warm colors, cool colors Students will look at the images of art by artists who use pattern such as Reginald Laurent, Elizabeth Murry and Keith Haring. They will create a composition using these artists as influences. Students will look at images of different types of color schemes which can help create moods General Goal(s): Students will create a symmetrical design using the letters of their names. They will use color in a symmetrical fashion to complete their design. To create a composition which utilizes pattern. Students will use tempera paints to complete their projects. Assessment Based On Objectives: Did the student follow instructions? Is their design symmetrical? Did the student follow instructions? Is their design symmetrical in both the drawing and the coloring? Does the student understand the project and follow instructions? Did the student follow instructions? How is the craftsmanship? Did they participate in paint clean up?

4 Livingston American School Quarterly Lesson Plan Week 5 Week 6 Week 7 Week 8 Concept / Topic To Teach: Mask Making Medium: recycled materials Mask Making Medium: recycled materials Collaborative Art Project Creating a piece of the whole art work. (International Day project) Collaborative Art Project Assemblage Part 2- Completing the artwork as a group. Standards Addressed: art, emphasizing line, color, 3.4 Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets, masks, containers). 3.4 Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets, masks, containers). 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

5 Specific Objectives: Students will look at images of masks around the world from different cultures and their uses. They will create a mask in which will give them special powers (ex-protection, strength, the ability to see through walls etc) Students will incorporate pencil shading and one point perspective skills learned in previous classes in an observational still life drawing. Students will learn about collaborative art and begin a collaborative class art work. The class will work together on agreeing on the placement of their individual collages onto the painted background. General Goal(s): To create a mask out of recycled materials. Students will incorporate pencil shading into their still life drawing. Students will use either watercolor paint, oil pastel or pencil to individually complete a piece of a group image Students will actively participate as part of the group to make artistic designs which will determine the outcome of the collaborative artwork. Vocabulary: Collaborative art, collage, placement, balance, unity Assessment Based On Objectives: Is the students making an effort and following instructions? Did the students put effort into their work? How is the craftsmanship? Class will work independently to create finished pieces to be used in a group collage project. Did the student share their opinions and ideas about how to complete the artwork? Vocabulary: collage, collaboration

6 + Week 9 Week 10 Week 11 Week 12 Concept / Topic To Teach: Aboriginal style paintings Aboriginal style paintings Printmaking Self Portrait Printmaking Self Portrait Standards Addressed: Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe rhythm and movement in works of art and in the environment. 1.2 Describe how artists use tints and shades in painting. Analyze Art Elements and Principles of Design 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe rhythm and movement in works of art and in the environment. 1.2 Describe how artists use tints and shades in painting. elements of art in works of 2.2 Mix and apply tempera paints to create tints, shades, and neutral colors. Role and Development of the Visual Arts 3.1 Compare and describe various works of art that have a similar theme and were 1.1 Identify and describe the principles of design in visual compositions, emphasizing unity and harmony. 4.2 Compare the different purposes of a specific culture for creating art. 1.1 Identify and describe the principles of design in visual compositions, emphasizing unity and harmony. 4.2 Compare the different purposes of a specific culture for creating art

7 value. 2.2 Mix and apply tempera paints to create tints, shades, and neutral colors. Role and Development of the Visual Arts 3.1 Compare and describe various works of art that have a similar theme and were created at different time periods. 3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions. created at different time periods. 3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions. 3.3 Distinguish and describe representational, abstract, and nonrepresentational works of art. 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done 4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. 3.3 Distinguish and describe representational, abstract, and nonrepresentational works of art. Make Informed Judgments 4.2 Identify successful and less successful

8 compositional and expressive qualities of their own works of art and describe what might be done 4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. Specific Objectives: Students will look at images of aboriginal art and discuss what they see with attention paid to color schemes, patterns, subject matter and materials. Students will review what they know about aboriginal art. Vocabulary: pattern, balance, rhythm Students will use printmaking technique to create a self portrait. The class will look at examples of different types of self portraits by artists such as Frida Kahlo and Pablo Picasso. They will watch a demonstration on how to transfer a drawing to foam paper and how to print an image. Class will review how to print an image. They will complete their transfer and print at least 4 images of themselves in different color schemes.

9 General Goal(s): Students will sketch out a design to be completed in a technique inspired by aboriginal art. Students will complete their aboriginal design using tempera paint. Students will look in a mirror and sketch out a Simple self-portrait using contour lines.. They will complete their transfer and print at least 4 images of themselves in different color schemes. Assessment Based On Objectives: Did the student make an effort? Did they follow instructions? Did the student follow directions? Did they complete the project in a timely manner? How is the craftsmanship? Did the student make an effort? Are they following Instructions? Did the student follow directions? Did they complete the project in a timely manner? How is the craftsmanship?