Unit Title: Line Course / Grade: Art 1, 9-12 th Grade Time Frame: Weeks 2-3 Stage 1 Desired Results Established Goals: State Goal 25: Know the language of the arts (vocabulary) State Goal 26: Through creating or performing, understand how works of art are produced (analysis/discussion) State Goal 27: Understand the role of the arts in civilizations, past and present. (history/social science) (G) Understandings: (U) Students will understand that. The importance and relevance of Visual Arts/Communication. The more time spent working with a specific medium or technique the more versatile that skill becomes when creating artwork. Essential Questions: (Q) Why is line the most essential element of the Visual Arts? How is line relevant outside of the Visual Arts? Knowledge students acquire: (K) Students will know How to use pencil to draw an object from life. How to use pencil to create a variety of line techniques. Skills students acquire: (S) Students will be able to Understanding the importance of Line and various ways it can be utilized and produced through various media. Sharpening motor skills and control through experimentations in line drawing. Understanding & conveying the connection between line/language/ pictogram/hieroglyph /written word. Stage 2 Assessment Evidence Performance Tasks: (Summary in GRASPS form) (PT) G- Students task will be to critique their peer s artwork, famous works of art, and their own artwork using vocabulary covered during the unit. R- They will be asked to use basic drawing skills while focusing of the elements and principles. A- The students need to convince themselves, their peers, and their instructor that they can effectively use line in a finished work of art. S-The challenge involves dealing with line in a unique and effective composition. P- Students need to create a contour line drawing of a shoe in order to demonstrate their understanding of the vocabulary Other Evidence: Peer-critique Self- critique Projects Quizzes Writing prompts Homework (OE)
learned in this unit. S- Their participation in verbal and written critique as well as their use of the elements and principles in their drawings will judge students work. Key Criteria: Class participation Assessments Assignments Long term projects (rubrics) Stage 3 Learning Plan Unit Title: Art/ Visual Communication & Literacy Course / Grade: Art 1, 9-12 th Grade Time Frame: Weeks 1-5 Learning Activities Consider the WHERETO elements. (L) (W) = help the students know Where the unit is going and What is expected. help the teachers know Where the students are coming from in terms of prior knowledge or interest level. Why is this worth learning? (H) = Hook all students and Hold their interest. (E) = (R) = (E) = (T) = Equip students, help them Experience the key ideas and Explore the issues. Provide opportunities to Rethink and Revise their understandings and work. allow students to Evaluate their work and its implications. be Tailored and personalized to the different needs, interests, and abilities of learners. (O) = be Organized to maximize initial and sustained engagement as well as effective learning.
Stage 3 Learning Plan/Daily Activities Unit Title: Art/ Visual Communication & Literacy Course / Grade: Art 1, 9-12 th Grade Time Frame: Week 2 Monday 8.26.13 Tuesday 8.27.13 Wednesday 8.28.13 Thursday 8.29.13 Topic: Line Vocabulary Opening: Ask the students the importance of note taking and vocabulary. Explain how understanding key terms in art will assist in each student s success in the class. (Exams, material usage etc.) Follow along with the teacher and complete the notes/ vocabulary worksheet. Closing: Students check off vocabulary in their line packets and clean up their spaces. They can now reflect on the importance of the vocabulary. Topic: Picasso Article Opening: Students are asked if they enjoy the artwork created by Picasso. Read and annotate an article about interesting facts on Picasso. Then they will respond to text-based questions from the article they read. Closing: Students re evaluate their interest in Picasso. Topic: Upside Down Picasso Drawing Opening: Students are asked the difference between their right brain and left brain. Then the teacher explains how drawing upside down can shift which part of the brain they are using. Use the upside down Picasso drawing from their packets to replicate the image they see. Closing: Students reflect on how they felt while switching side of the brain. Did time fly? Topic: Value Scale/ Line techniques Opening: Students look at images of drawings using line techniques.
Use the value scale to fill in hatching, cross hatching, and stippling. Friday 8.30.13 Closing: Students will reflect on the difficulty of this process and clean up their materials. Topic: Value Scale/ Line techniques Opening: Students revisit the assignment from the previous class period. Use the value scale to fill in hatching, cross hatching, and stippling. Students turn in artist of the week assignment and discuss. Closing: Students will reflect on the difficulty of this process and clean up their materials. Due
Stage 3 Learning Plan/Daily Activities Unit Title: Art/ Visual Communication & Literacy Course / Grade: Art 1, 9-12 th Grade Time Frame: Week 3 Monday 9.2.13 Topic: Opening: NO SCHOOL Closing: Tuesday 9.3.13 Wednesday 9.4.13 Thursday 9.5.13 Topic: Value Scale/ Line techniques Opening: Students revisit the assignment from the previous class period. Use the value scale to fill in hatching, cross hatching, and stippling. This is to be finished today. Closing: Students reflect on each technique determining their favorite. Topic: Gesture Drawing Day Opening: Students see examples of gesture drawings. Teacher demonstrates examples. Draw their tables/ peers using the gesture drawing technique. This gives them the chance to create quick 30 second to 60 second drawings focusing on movement. Closing: Students turn in work and reflect on if they were able to get loose with their lines. Topic: Contour Shoe Drawing (Practice and Rubric) Opening: Students see examples of contour line drawings. They see the difference between blind contour and regular contour. Go over rubrics for the unit project. Do one 30 minute practice drawing of their shoes using the
Friday 9.6.13 contour line method. (pencil) Closing: Explain that the final drawing done tomorrow will be done in pen. Topic: Contour Shoe Drawing Opening: Revisit the rubric and explain the final drawing. Complete a 40 minute contour line drawing of their shoe in pen. NO RE-DOS! Early finishers work on the early finisher worksheets. Turn in Artist of the Week. Closing: Students reflect on the importance of line in the visual arts. Due