Unit: Op Art Silhouettes TEKS Big Idea: Art that incorporates Math/Geometry
|
|
- Heather Sparks
- 6 years ago
- Views:
Transcription
1 Subject: Art I Week 1 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical Cultural 4. Evaluation/ STAAR Focus: Perception Expression Relevance Response Math A B A B C A B A B C D D E F C D C D M Focus: Art Criticism (Sketch/Document): Victor Vasarely, Zebras (1937) Presentation: Op-Art Movement (Focus on Riley and Vasarely); Geometric Patterns: Demonstrate basic measurement techniques (practice with rulers-centimeters); review of compass techniques Activity: The students will use a ruler to complete Geometric Pattern #1 on their practice handout. Studio: Working with multiple light stations, students will take turns tracing each other s silhouettes onto 18 x 24 drawing paper. Students should outline their silhouettes in Sharpie to clean up the sketch. Extension: Students may choose to incorporate their hands in an expressive (and appropriate) gesture to create a more complex design. Assessment: Completion of Art Criticism sketch. Completion of one geometric pattern. Observation of progress on studio project T Focus: Art Criticism (Description): Victor Vasarely, Zebras (1937) Presentation: Overview of Op-Art Silhouette Project with images of student examples and hard-copies of student work; overview of Geometric Pattern #2 Activity: The students will use a ruler and compass to complete Geometric Pattern #2 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project W Focus: Art Criticism (Analysis E.O.A./P.O.D.): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Pattern #3 Activity: The students will use a ruler to complete Geometric Pattern #3 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project Accommodations Printed copies of PPT slides Pre-measured Geometric Pattern Practice handout Extended time Preferential seating Check for understanding Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to explore the Op Art Movement and geometric design. They will work collaboratively to compose a silhouette self-portrait that demonstrates a variety of contrasting Op Art patterns Th Focus: Art Criticism(Interpretation): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Patterns #4 Activity: The students will use a ruler and compass to complete Geometric Pattern #4 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project F Focus: Art Criticism(Evaluation): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Pattern #5 Activity: The students will use a ruler to complete Geometric Pattern #5 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism (turn in for final grade). Completion of one geometric pattern (turn in for progress grade). Observation of progress on studio project (progress check grade for completed silhouette, outlined in Sharpie) Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Student Examples of Op-Art Silhouette project Technology: Document camera for Geometric pattern demonstrations; student smart phones to research additional patterns and artists Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety Key Artists: Bridget Riley, Victor Vasarely Notes: Students may also divide a blank paper into ten sections instead of tracing their silhouette (include a half inch border) OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other:
2 Subject: Art I Week 2 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical 4. Evaluation/ STAAR Focus: Math Perception Expression Cultural Relevance Response A B A B C A B A B C D D E F C D C D M Focus: The students will use a ruler to complete Geometric Pattern #6 Presentation: Op Art Silhouette Demonstration Activity: Studio: Students will use a ruler and a sketching pencil to LIGHTLY divide/shatter their silhouette into at least ten sections, incorporating a variety of line directions. They should begin to LIGHTLY plan out their geometric patterns. Students may refer to the Op-Art Pattern Packet for more design possibilities. Students should carefully consider contrast in their overall design alternating light and dark valued patterns in adjacent sections. Some designs may extend past the original sections. Extension: Students may choose to incorporate organic, personal, or symbolic designs following Notan principles Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (10 sections, pattern planning) T Focus: The students will use a ruler to complete Geometric Pattern #7 Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) W Focus: The students will use a ruler to complete Geometric Pattern #8 on their practice handout. Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) Accommodations Pre-measured Geometric Pattern Practice handout Stencils and measure strips for basic Op-Art pattern (#10) Extended time Preferential seating Check for understanding Notes: Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to explore the Op Art Movement and geometric design. They will work independently to compose a silhouette selfportrait that demonstrates a variety of contrasting Op Art patterns Th Focus: The students will use a ruler to complete Geometric Pattern #9 Presentation: Activity: The students will use a ruler to complete Geometric Pattern #9 Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) F Focus: The students will use a ruler to complete Geometric Pattern #10 Presentation: Overview of Geometric Pattern #10 Activity: The students will use a ruler to complete Geometric Pattern #10 Peer Critique Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up (turn in for grade). Observation of progress on studio project (progress check grade for more than half of the patterns completed) Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Op-Art Pattern Packet, Student Examples of Op-Art Silhouette project Technology: Document camera for Geometric pattern demonstrations; student smart phones to research additional patterns and artists Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety Key Artists: Bridget Riley, Victor Vasarely OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other:
3 Subject: Art I Week 3 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical 4. Evaluation/ STAAR Focus: Perception Expression Cultural Relevance Response Math A B A B C A B A B C D D E F C D C D M Focus: Art Criticism (Sketch/Document): Tobias Rehberger Presentation: Op Art Silhouette Demonstration Activity: Studio: The students will continue designing their Op-Art Silhouette. After LIGHTLY sketching in additional patterns, they will outline and fill in their geometric designs with Sharpie marker. Assessment: Completion of art criticism warm up. Observation of progress on studio project Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to analyze Contemporary Op-Art and create geometric designs. They will work independently to compose a silhouette selfportrait that demonstrates a variety of contrasting Op Art patterns Th Focus: Art Criticism(Interpretation): Tobias Rehberger Presentation: Activity: Studio: The students will continue outlining and filling in their geometric designs with Sharpie marker. Students may incorporate chalk pastel or acrylic paint to fill in the negative space/background. Assessment: Completion of art criticism warm up. Observation of progress on studio project T W Focus: Art Criticism (Description): Tobias Rehberger Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette. After LIGHTLY sketching in additional patterns, they will outline and fill in their geometric designs with Sharpie marker. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project Focus: Art Criticism (Analysis E.O.A./P.O.D.): Tobias Rehberger Presentation: Activity: Studio: The students will continue outlining and filling in their geometric designs with Sharpie marker. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project Accommodations Printed copies of PPT slides Stencils and mat board strips for basic Op-Art pattern (#10) Extended time Preferential seating Check for understanding F Focus: Art Criticism(Evaluation): Tobias Rehberger Presentation: Activity: Peer Critique Studio: The students will complete outlining and filling in their geometric designs with Sharpie marker. Students may incorporate chalk pastel or acrylic paint to fill in the negative space/background. Assessment: Completion of art criticism warm up (turn in for grade). Student self-evaluation of studio project. Final project grade Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Op-Art Pattern Packet, Student Examples of Op-Art Silhouette project Technology: Document camera to share student work; student smart phones to research additional patterns and artists; digital camera to document art work Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety, Space, Positive/Negative Space Key Artists: Tobias Rehberger (Contemporary, German) Notes: Students may choose to incorporate organic, personal, or symbolic designs following Notan principles OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other: Student photograph work for digital portfolios
4 Geometric Line/Organic Pattern Rubric Points Geometric Line/Organic Pattern Rubric Points Project Complete/Deadline Met (0-15 pts) Project Complete/Deadline Met (0-15 pts) Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex designs Comments: Final Grade Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade Geometric Line/Organic Pattern Rubric Points Geometric Line/Organic Pattern Rubric Points Project Complete/Deadline Met (0-15 pts) Project Complete/Deadline Met (0-15 pts) Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade
5
6
7
8
9
10
11
12
13
14
15
16
17
Shrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 4 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More informationExpand on and use appropriate art vocabulary.
UNIT: The Elements of Art and Design PROJECTS: Texture GRADE: 7 LENGTH: 1 week ACADEMIC STANDARDS: Criticism: -7.3.3 Expand on and use appropriate art vocabulary. Production: - 7.8.1 Apply elements (line,
More informationVisual Art. Course Title: Head of Department: Teacher(s) + Cycle/Division: Grade Level: Credit Unit: Duration:
Course Title: Head of Department: Teacher(s) + e-mail: Cycle/Division: Grade Level: Credit Unit: Duration: Visual Art Parisa B.Tonkaboni parisa@greenwood.sch.ae Elementary 4 1 Year\ 2 Semester: 1 session
More informationHomework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer
More informationUnit Plan Outline. Teacher Candidate: Katielynn O Toole. School: Brookland Cayce Grammar School #1. Grade Level for Unit: 3 rd
Unit Plan Outline Teacher Candidate: Katielynn O Toole School: Brookland Cayce Grammar School #1 Grade Level for Unit: 3 rd National Visual Arts Content Standards Addressed in this Unit X I. X II. X III.
More informationAdvanced level or Proficient level to pass the
Summer Assignments AP Studio Art Mr. Cusworth In order to complete the requirements to create a portfolio of 24 quality artworks to submit for your AP Exam in May of next year you will need to complete
More information75 points D. Homework 50 points E. Critiques 10 point F. Total: 150 points
Art 202-Intermediate Drawing M: 5:50-10-pm-- 818 364 7735 CAC 1. Office CAI 221 or CAC 1: M, T, Th 4:45-5:45, W: 4:20-5:50, F. 2:10-3:10 Professor Barbara Kerwin: Barbara@barbarakerwin.com This is an intermediate
More informationDrawing and Watercolor. Grades: 10-12
Drawing and Watercolor Grades: 10-12 Credits: 2.5 ABSTRACT Drawing and Watercolor provides the student with an intensive study of drawing as well as the development of technical skill with watercolor.
More informationART Dimensional Design Fall 2015
ART 110 2-Dimensional Design Fall 2015 Instructor: E-mail: Pat De Caro pdecaro@bellevuecollege.edu Phone: (425) 641-2480 Office: Office hrs: C250A T/Th 12:30-1:30 pm or by appointment Two dimensional design
More informationPolarTREC Lesson Plan Template
Name of Person Submitting Lesson: Jenifer Cameron Date: 9/12/14 Title: Two Views of Changing Climate Topic: Using repeat photography models to document change Understanding that climate change takes place
More informationAVI20 ELEMENTS OF DESIGN COLLABORATIVE POSTER
AVI20 ELEMENTS OF DESIGN COLLABORATIVE POSTER Outcome: - Students familiarize themselves with 7 important elements of design & 9 principles of design terms to further their understanding of the language
More informationART 20L: INTRODUCTION TO DRAWING
ART 20L: INTRODUCTION TO DRAWING (DRAFT) Online Course Instructor: Grant Whipple, gwhipple@ucsc.edu Chat Office Hours (via Canvas): MW 10:00am-12:00pm PST Catalog Description: Traditional handmade drawing
More informationLesson: Smartphone Macro Photography
Teacher: Analisa Shinn Date: Class: Art 1 Grades: 9-12 Lesson: Smartphone Macro Photography BIG IDEA: manipulation ESSENTIAL QUESTION: What are the rules of composition most important to photography? How
More informationHomework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer
More informationTime Required: Three 45-minute class periods DAY ONE
Concept Idea: Cubism Overview: Prior to this unit, students learned about Picasso s three major stylistic movements: the blue period, the rose period, and cubism. The following unit is an extension on
More informationCommunity-based Art Curriculum Archive
California State University, San Bernardino CSUSB ScholarWorks Curricula Community-based Art Curriculum Archive 6-2017 Beginning Drawing Jaime Hudson Catherine French Follow this and additional works at:
More informationSubject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010
Grade: 12 th Subject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010 Unit # 2/Title: Developing a Visual Vocabulary Time Frame (calendar and # of weeks): 15 class meetings Standard(s):
More informationLine Op Art. In the mid-20th century, artists such as Josef Albers, Victor Vasarely, and M.C. Escher experimented with Optical Art.
Intro Basic line, space Line Op Art Concept/Skill:When lines are close together in patterns, colors, motion or other optical illusions are created. OHS line - A1, A2, C4, C5, D3 Objective: The learner
More informationKindergarten MONTH GOAL MEDIUM PROJECT August discusss importance of a single mark, practice making small, medium, and large circles paper, markers,
Kindergarten August discusss importance of a single mark, practice making small, medium, and large circles paper, markers, "The Dot" Dots September uses scissors and glue with control, learn and apply
More informationCriticism: Expand on and use appropriate art vocabulary.
UNIT: The Elements of Art and Design PROJECT: Balance GRADE: 7 LENGTH: 1 week ACADEMIC STANDARDS: Criticism: - 7.3.3 Expand on and use appropriate art vocabulary. Production: - 7.7.1 Demonstrate refined
More informationIntroducing Cubism with A Self Portrait
Introducing Cubism with A Self Portrait Author: Shea Brook Grade Level: 5th Grade Time Span: 5 Weeks Five 45 minute sessions Essential Question: What sparks the creative process? Provoking Questions: 1.
More informationNUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: Four
I. COURSE DESCRIPTION: A. Division: Humanities Department: Art Course ID: ART 132x4 Course Title: Life Drawing Units: 3 Lecture: 2 Hours Laboratory: 3 Hours Prerequisites: None B. Catalog Description:
More informationARTS 110: Fundamentals of Drawing Fall 2011 Professor Erik Shearer Contact: Office: / Cell: (707)
ARTS 110: Fundamentals of Drawing Fall 2011 Professor Erik Shearer Contact: eshearer@napavalley.edu Office: 259 8978 / Cell: (707) 337 3979 Course Information This course meets on Monday / Wednesday 9:30
More informationART 203 REQUIRED TEXT: KERWIN, B. DRAWING FROM THE INSIDE OUT: Advanced Drawing.
Art 203-Advanced Drawing M: 5:50-10-pm--. Professor Barbara Kerwin: Barbara@barbarakerwin.com; 818 364 7735 CAC 1 Office Hours: CAI 221 or CAC 1: Office CAI 221 or CAC 1: M, T, Th 4:30--5:50, F. 2:10-3:30
More informationART 137: Fundamentals of Drawing Summer Session 2010 Professor Erik Shearer
ART 137: Fundamentals of Drawing Summer Session 2010 Professor Erik Shearer Contact: eshearer@napavalley.edu Course Information This course meets on s, s, and s from 10:00am to 2:50pm, from June 15 July
More informationAP Studio Art: Drawing Portfolio Syllabus
AP Studio Art: Drawing Portfolio Syllabus Course Description: The AP Studio Drawing Portfolio course is designed for students who are seriously interested in the practical experience of art and wish to
More informationLength of Time: 10 class sessions; 44 minute time period. Meets State Goals: 25.A.1d, 25.A.3d, 25.A.3e, 26.A.3e, 26.B.2d, 26.B.3d
Art Teacher: Katie Voegel Clinton Junior High School 701 Illini Drive, Clinton, IL 61727 Where s the Fire? Grade Level: 8 th Grade Length of Time: 10 class sessions; 44 minute time period Meets State Goals:
More informationDESIGN CHALLENGE 6 Color Project Due: 11/20/17. Size : minimum dimension of 12 X 14. Project Objectives
DESIGN CHALLENGE 6 Color Project Due: 11/20/17 Size : minimum dimension of 12 X 14 Project Objectives Develop visual understanding of the differences between subject matter and form.intentionally translate
More informationFinal Project Guidelines Artwork + Statement + E-portfolio Rubric
Final Project Guidelines Artwork + Statement + E-portfolio Rubric 15 points Project Description Your final project will utilize all of the techniques you learned in class. We will explore how to use these
More informationArt Approved: May 2008 Geneva-Fairmont Alignment: Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Approved: May 2008 Geneva-Fairmont Alignment: 1999-2000 Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009 Curriculum
More informationAdvanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios. Course Description
Advanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios Course Description Both Portfolios This course emphasizes the making of art as an ongoing process. Through studio practice, informed
More informationLiberty Pines Academy Russell Sampson Rd. Saint Johns, Fl 32259
Liberty Pines Academy 10901 Russell Sampson Rd. Saint Johns, Fl 32259 Meet the Artist Vasarely (VAH-SAH-LEE) Vasarely was born in 1908 in Hungary and moved to Paris permanently when he was 20 years old.
More information5th Grade Art Scope and Sequence
5th Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationSocial Justice Stencil Project
Social Justice Stencil Project Social Justice can involve a variety of issues such as preventing human rights abuses and ensuring adherence to international law. Focus: Issues of minority groups, especially
More informationOne and Two Point Perspectives
One and Two Point Perspectives Name(s): Sarah Hunter Title of lesson: How do you sketch a three dimensional object on a two dimensional piece of paper? Date of lesson: Week 5, Day 1-2 Day 1: Engagement,
More informationGraphic Design: BFA Portfolio Review
Graphic Design: BFA Portfolio Review Instructions For Submission Page: 1 Table of Contents Pages: 2-3 General Information: Portfolio Instructions & Requirements Page: 4 Acceptable Sizes: Portfolios & Presentation
More informationPage 1 of 5 Drawing I Curriculum Guide
High School Unit: Observation Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. 1. Observe and Learn to
More informationCOURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio
COURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio COURSE DESCRIPTION This course offers art students a concentrated Art program, which qualifies
More informationOverview. Grade Level
Title: Girl with Father Series: Gentleman Farmer - #4 of 5 Date: 1943, Poland Dimensions: 5 3/8 x 7 11/16 in (13.5 x 19.5 cm) Medium: Paper, watercolor, graphite pencil Location: Nelly Toll Collection
More informationAP Studio Art. Developing Drawing from life Extended drawing from life Reviewing contour line drawing Mastering contour line drawing
St. Mary's College High School AP Studio Art Expectations for Breadth section of CollegeBoard Portfolio Review Rubric Exemplary Portfolio work Developing Drawing from life Extended drawing from life Reviewing
More informationRigoberto Luna: Vinyl Self-Portraits
Above: Left: Objects of our Affections, 2013. Photos by Rigoberto Luna. Right: : Left: Objects of our Affections, 2013. Rigoberto Luna: Vinyl Self-Portraits ABOUT THE ARTIST Rigoberto Luna is a local designer
More informationShapes All Around Us Grade 3 Lesson 4 (Art Connections, Level 3, pgs )
Shapes All Around Us Grade 3 Lesson 4 (Art Connections, Level 3, pgs. 36-39) Big Idea Contour lines show the inside and outside of form. Gestures can express something about the character of the subject.
More informationUMASD Curriculum Guide Grades D Exploration
Time Frame: Week 1 UMASD Curriculum Guide Grades 11-12 2 D Exploration Enduring Understandings / Big Ideas: 1. Explore why artists create and introduce vocabulary and art historical periods. 2. Active
More informationARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD)
S IMPACT S-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD) LESSON TITLE: Parallel and Perpendicular Lines: Unity and Variety Visual Art and Lesson Artist-Mentor Meredith Essex Grade Level: Fourth Grade Enduring
More informationYear 6 Visual Arts Unit 2016 Perspective Art Term: Week:
Term: 1 2 3 4 Week: 1 2 3 4 5 6 7 8 9 10 11 OUTCOMES Making: investigates subject matter in an attempt to represent likenesses of things in the world - makes artworks for different audiences, assembling
More informationUnit: Shading Techniques 7-8th Grade Art
Amanda Ellis ED 337 Unit: Shading Techniques 7-8th Grade Art Purpose: This performance task will be used as a summative assessment to gauge student understanding of shading. The assessment will include
More informationWonderful Wizard of Oz!
Wonderful Wizard of Oz! Multi-grade K-5 Thematic Unit Integrating Literature, Musical Theater and ART! Sit back, relax and enjoy the show! Kindergarten Lollipops for Munchkin land First Grade Dorothy s
More informationDream Home Academic Lesson Plan
Academic Lesson Plan PREPARATION INFORMATION lesson summary This lesson reviews the geometric concepts of area and perimeter while reinforcing the Second Step concept of handling emotions by staying calm.
More informationTerm 1 Stationery Packs Pre KG to G12. Stationery pack - Student - Term 1. Jumbo Triangular Coloured Pencils 1 box 12 colours
Pre KG White Board Markers 7 Jumbo Triangular HB Pencils 7 Triangulating Pencil grip 1 Jumbo Triangular Coloured Pencils 1 box 12 colours Large glue sticks 7 Chubby Paint Brushes 3 KG1 White Board Markers
More informationREFLECTIONS OBJECTIVE
Math Reflections YOUTH ART PROJECT FOR: REFLECTIONS OBJECTIVE Students will learn about reflection and recognize lines of symmetry. Set up/prep time: 30 minutes Activity time: 2-3 hours Materials Needed:
More informationArt and Culture Center of Hollywood Distance Learning Optical Illusion: Creating a Mathematical Tessellation
Integrated Art Lesson Title: Art and Culture Center of Hollywood Distance Learning Optical Illusion: Creating a Mathematical Tessellation Description and Overall Focus: Length of Lesson Grade Range Objective(s)
More informationCrafting the Classroom
Crafting the Classroom Integrating Visual and Tactile Learning into Core Subjects EDUCATOR RESOURCES BY HOUSTON CENTER FOR CONTEMPORARY CRAFT How to Use Crafting the Classroom Houston Center for Contemporary
More informationMine Hill Township School District (2 nd Grade/Art)
Mine Hill Township School District (2 nd Grade/Art) Written by: Jenny Watson Reviewed by: Mr. Adam Zygmunt Curriculum Coordinator Mr. Lee S. Nittel Superintendent Approval date: March 21, 2016 Mine Hill
More informationVISUAL ARTS STANDARDS. Archdiocese of San Antonio Catholic Schools, 2018
VISUAL ARTS STANDARDS, 2018 OBJECTIVES BY DOMAIN KINDERGARTEN 2 ND GRADE Domain I Art Literacy Students can use the vocabulary of art to communicate through art and about art. 1. Learn and use vocabulary.
More informationPainting 2 Unit Plan
Painting 2 Unit Plan Value Scales Lesson 1 Author: Shea Brook Grade Level: 10-12 Time Span: 3 Classes 67 Minute Classes Essential Question: How does art expand and enhance our thinking? Provoking Questions:
More informationToday s Warm Up: Writing an Artist Statement
11.4.13 11.5.13 Today s Warm Up: Writing an Artist Statement An artist's statement (or artist statement) is an artist's written description of their work. The brief verbal representation is about, and
More informationDepartment of Apparel, Events, & Hospitality Management TC 278: Fashion Illustration
Department of Apparel, Events, & Hospitality Management TC 278: Fashion Illustration Instructor: Sec. 3: MWF 12:10 2:00 Meeting Place: 313 Mackay Sec. 4: MWF 2:10-4:00 Michael Mamp Office: 28 Mackay email:
More informationCOURSE DESCRIPTION Advanced 2D Art
COURSE DESCRIPTION Advanced 2D Art COURSE DESCRIPTION The Advanced 2D Art course is designed to give students additional experiences in creative thinking and problem solving using 2D art media. In this
More informationSchool Year Mariemont High School Supply Lists (by department)
2017-2018 School Year Mariemont High School Supply Lists (by department) ART Beginning Photography Camera-either a digital SLR or Compact (preferably with manual controls) or a traditional SLR 3-ring Binder
More informationGrade: Elementary (4 th 5 th ) 3 or 4 45 minute class periods
Grade: Elementary (4 th 5 th ) 3 or 4 45 minute class periods 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive
More informationOFF THE GRID. Materials. Learning Objectives
OFF THE GRID Isaiah Zagar s large public murals often feature portraits that can span more than 30 feet, and he has created over 125 of them in Philadelphia alone! Zagar works in an improvisational style,
More informationMiddle School Supply List 2017/18
Middle School Supply List 2017/18 Grade 6 ENGLISH (Yellow): 1 Binder. 1 A4 Notebook with 5 sections 1 Yellow plastic file. 1 Pack of lined A4 paper. 1 Pack of U-shape transparent plastic pockets. Note
More informationGraphic Design: BFA Portfolio Review
Graphic Design: BFA Portfolio Review Instructions For Submission Page: 1 Table of Contents Pages: 2-3 General Information: Portfolio Instructions & Requirements Page: 4 Acceptable Sizes: Portfolios & Presentation
More informationART LESSONS IN THE CLASSROOM FIFTH GRADE LESSON 3
COLOR DOMINANCE IN STILL LIFE DESCRIPTION OF PROJECT: Teach in multiple sessions Students create a still life making one object dominant through use of color. PROBLEM TO SOLVE: How are elements in a composition
More informationKindergarten. St. Joseph School and Church Painting. Shape Collage
Kindergarten St. Joseph School and Church Painting Students looked at photographs for shapes in buildings. They found triangles, squares and rectangles and drew them. They added windows, doors and other
More informationStep 1: Do exercise one using the ppt. to create rubbings with a pencil and then recreate those textures with a pen.
Ink Project Lesson Inspired by Edward Gorey Focusing on texture using pen and ink skills Employing Visual Brainstorming methods To create Surreal Absurd Imagery Step 1: Do exercise one using the ppt. to
More informationRYMAN ARTS FOUNDATION OTIS CAMPUS SPRING INSTRUCTOR: CATHY STONE. SUNDAY, 1:00 4:30
RYMAN ARTS FOUNDATION OTIS CAMPUS SPRING - 2018 INSTRUCTOR: CATHY STONE SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com COURSE DESCRIPTION. Foundation; studio class in drawing and composition will acquaint
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A, or 8A.
ART 6A/7A/8A Art, First Semester #7035, 7056, 7067 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A,
More informationCentral Valley School District (Middle School Fine Arts) Curriculum Map (Grade 8) Week 1
Week 1 Core skills Art based safety practices Pointillism: Value and Pen and Ink Techniques Introduce the key elements/principles: line, value, scale, shape/form, composition. Introduce value through discussion
More informationElements of Design Unit **All images are student work and are used here for as examples for educational purposes only**
Elements of Design Unit 1201 **All images are student work and are used here for as examples for educational purposes only** The elements of design are the building blocks of art. They are the basic concepts
More informationMISS. HANNA S CLASSROOM RULES
MISS. HANNA S CLASSROOM RULES 1. My students never fail. I believe in you and so shall you! Miss. Hanna s Quote! 2. Come to class on time. 3. Bring a positive attitude. 4. Come prepared and bring your
More informationIB Visual Arts Summer Assignment:
IB Visual Arts Summer Assignment: Objective: After Reading Persepolis students will create a Self Portrait inspired by a theme from the graphic memoir. This is the prompt that you selected from your English
More informationMIDDLE SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Department Art MIDDLE SCHOOL COURSE OUTLINE Course Title Intermediate Art 7/8 Course Code 1055 Abbreviation Art Intermed 7-8 Grade Level 7/8
More informationWelcome. Portfolio Day
Welcome Portfolio Day SUNY ESF Department of Landscape Architecture 11 November 2013 Portfolio What is a portfolio? What should a portfolio include? How can you best present artwork? What is a portfolio?
More informationKINDERGARTEN VISUAL ARTS PACING GUIDE:
KINDERGARTEN VISUAL ARTS PACING GUIDE: Art Production A Brief Overview of IPS Elementary Level Visual Arts Curriculum The IPS Visual Arts Curriculum is a standards-driven program, based in the current
More informationGreenwich Visual Arts Objectives Introduction to Drawing High School
Media, Techniques and Processes 1. Uses a pencil to create a value scale depicting a range of values (e.g. from the darkest dark to the lightest light) (*1a) 2. Experiments with different types of drawing
More informationART II GRADES THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618
ART II GRADES 10-12 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 Board Approval Date: August 29, 2016 Michael Nitti Written by: Catherine Masterson-Damm Superintendent In accordance with
More informationLesson Two MY EVERYDAY HERO COLLAGE
Lesson Two MY EVERYDAY HERO COLLAGE Lesson Overview: Being considered a hero doesn't necessarily mean you have to perform some extraordinary act of courage or make a sacrifice so uncommon it makes the
More informationBENGALI SCROLLS UNIT LESSON PLAN
BENGALI SCROLLS UNIT LESSON PLAN Grade Level: 5 th Grade Title: Past-Present-Future Bengali Scrolls Art Elements: Color, Line, Shape, Texture, Space NYS Art Standards: 1. Creating, Performing, and Participating
More informationARTS D Design. Project 1: Art Elements. Reading Guide: form. elements of art. line. shape. value. texture. color. principles of organization
ARTS 101 2-D Design Project 1: Art Elements Reading Guide: form elements of art line shape value texture color principles of organization harmony variety balance proportion dominance movement economy unity
More information4 th Grade LWSD Art Docent Project: Optical Web
4 th Grade LWSD Art Docent Project: Optical Web Element of Art: Space Objectives: To understand how to use line and color to create a 3-D effect on a flat surface and to create the illusion of depth or
More informationDRAWING. Drawing Media &Materials. Created by Olena Luggassi
DRAWING I wish I had invented blue jeans. They have expression, modesty, sex appeal, simplicity - all I hope for in my clothes, Yves Saint Laurent Here are six easy steps to shop in the Art shop 1. Plan
More informationNew Jersey Core Curriculum Content Standard Area: Visual Arts
New Jersey Core Curriculum Content Standard Area: Visual Arts Topic/Course: Photography Studio II Grades: 10-12 Date: August 2008 Essential Question 1.1Aesthetics Why is review of prior knowledge important?
More informationCity of Angels School Student
City of Angels School Student Field Test Independent Study Teacher 01/09 Los Angeles Unified School District Beg. Date Drawing B Course # End Date STUDENT S Instructional Guide Final Mark Credits: 5 The
More informationCopyright Digital Lesson.com
SQUAREA Note: All answers should include appropriate units such as square inches (in. 2 ) or cubic feet (ft. 3 ). I. SQUARE FOOT 1. Cut out a square foot. 2. Draw square inches on your square foot. 3.
More informationPerspective. Name: 7 th Grade Art Period
Perspective Objectives: By the end of this unit, you should be able to define perspective, proportion, horizon line, vanishing point and orthogonal line. illustrate a word in 1-point draw architecture
More informationCharacter Evolution Sculpture
Character Evolution Sculpture Name: Character: the aggregate of features and traits that form the individual nature of some person or thing; representing a personality type, especially by emphasizing distinctive
More informationShrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 2 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More informationArt Essentials: 7 th Grade Project #1: Impressionist Sketchbooks
Name: Period: Due OBJECTIVES: Art Essentials: 7 th Grade Project #1: Impressionist Sketchbooks Students will explore the Impressionism art movement, in the creation of sketchbook covers. In doing so, students
More informationENGLISH - Grade 6 - School Supply List 2016/2017
ENGLISH - Grade 6 - School Supply List 2016/2017 6 Duo Tang 4 200/pk Lined Loose Leaf Paper 1 50/pk Loose Leaf Quad Graphing Paper 4 to 1 (1/4 squares) 1 2 Binder 3-ring 1 5/pk Index Dividers 1 24/pk Pencil
More informationScale Drawing. Blowing up a Candy Bar
Name: Date: Period: Standards: Standards for Mathematical Practice Scale Drawing Blowing up a Candy Bar 2. Reason abstractly and quantitatively 4. Model with mathematics. 5. Use appropriate tools strategically.
More informationLESSON PLAN Sabbath Middle School Grade Level: 8 Title: Square Roots with Cubism Author: Kyle Linford Enduring
LESSON PLAN Sabbath Middle School Grade Level: 8 Title: Square Roots with Cubism Author: Kyle Linford Enduring The students will develop an understanding of finding the length of segments Understanding:
More informationLesson Title Art Form Grade Level. Media. Grade Level Theme Key Concept Link. Perception of Self Identity/Social Roles Watercolor Portraits
Lesson Title Art Form Grade Level Snapchat Self-Portrait Drawing, Painting, Multi- Media 2D Art Studio 2 (10th-12th) Grade Level Theme Key Concept Link Perception of Self Identity/Social Roles Watercolor
More informationDrawing and Painting. (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide. December, 2014
Drawing and Painting (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619
More informationSnakes Alive! Kathy Grajek K-12 Art Valley R-6 Schools
Snakes Alive! Kathy Grajek K-12 Art Valley R-6 Schools Caledonia, MO 63631. kgrajek@valley.k12.mo.us One Workshop 18 Lessons will have one or two make and take and examples of others for photo op. 1. Popsicle
More informationDelta RV Art I Revised-2012
Delta RV Art I Revised-2012 Art: Art I--9-12 Grades GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : knowledge of
More informationLEVEL: 2 CREDITS: 5.00 GRADE: PREREQUISITE: None
DESIGN #588 LEVEL: 2 CREDITS: 5.00 GRADE: 10-11 PREREQUISITE: None This course will familiarize the beginning art student with the elements and principles of design. Students will learn how to construct
More informationEnduring Understanding Contour lines show the inner and outer edges of a form. Overlapping can imply depth.
ARTS IMPACT LESSON PLAN Visual Arts and Writing Infused Lesson Lesson Two: Still Life Shapes in Space Author: Beverly Harding Buehler Grade Level: Third Enduring Understanding Contour lines show the inner
More informationPlum Borough School District
Course Art II Grade 10th Unit/Lesson Drawing Techniques and 2D design Overview Students will use a variety of drawing techniques including stippling, crosshatching, and shading to render a series of objects.
More informationThrough the Looking Glass
Through the Looking Glass Developed By Suggested Length Suggested Grade Level(s) Subject Areas Elizabeth Wendt Lesson #1: Three 80 minute classes Lesson #2: Two three 80 minute classes (plus out of class
More information