Teacher: CORE Art Grade 7 Year: 2012-13 Course: Art Grade 7 Month: All Months S e p t e m b e r Elements and Principles of Design Poster Project Essential Questions If Art is a language, what is our vocabulary and our parts of speech? How does a visual artist "compose" a picture? Content Skills Assessments Lessons Review of the Elements and Principles of design Communication: visual (through use of poster format) and verbal (speaking in front of a group) create a well designed poster using text and graphics deepen and broaden knowledge of and ability to use the Elements and Principles of Design Final Product: Poster 9/30/2012 Oral presentation to class 9/30/2012 Teacher Observations 9/30/2012 Review of Elements and Principles of Design Poster Project Learning Benchmarks increased understanding of elements and principles of design enhanced ability to communicate visually and verbally Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.07-Use the appropriate
vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color VA.02.08-For line, use and be able to identify various types of line, for example in contour
drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies VA.02.09-For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes
and tesselation VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.04.05- Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects VA.04.06- Demonstrate the ability to articulate
O c t o b e r Radial Design Project ~ Essential Questions What is the building block of criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others Using Line and an understanding of Color, students will create a symetrical, radial design that incorporates all the elements and principles of design. Content Skills Assessments Lessons Characteristics of a symmetrical Students will demonstrate prior black and white outlined Teacher demonstration of Learning Benchmarks Finished radial design that uses Standards VA.01.07-Use the appropriate
design? What is a symmetrical design? What is color balance? design The student will know how to create a symmetrical design using 2 dimensional shapes. Geometric Design Compare simimarities and differences in shape and form Discuss how artist use different shapes their art work to create variety Discuss how artist use shape and form in their art work. Color balance knowledge of color and apply that to new knowledge of geometric designs. created a symmetrical design that has repetition and pattern Students will learn how to make radially symmetrical designs. design...radial design 10/31/2012 finished colored design that is balanced 10/31/2012 Completed Essay reflection questions 10/31/2012 conferences ongoing to check for understanding and reteaching 10/1/2012 final conferences on final project 10/1/2012 folding paper and creating a design that radiates from the center Discussing geometric shapes and using variety in the design Create a black and white radial design Demonstrate and discuss color balance. Use Color to create a design that has color balance Mat or mount that finished designs to create a public hall display geometric shapes and is color balanced vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color
VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes and tesselation VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D
N o v e m b e r Introduction to Color ~ Essential Questions What is a color wheel? What colors make up the color wheel and how are they arranged? compositions that give the illusion of 3D space and volume VA.04.05- Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects VA.04.08-Create and prepare artwork for group or individual public exhibitions Studets will be re-intorduced to the color wheel and color concepts including primary, secondary, tertiary, complimentary, analogous, warm, and cool. Content Skills Assessments Lessons color color schemes Color mixing Composition demonstrates awareness of color schemes demonstrates use of composition design devise paint Classroom observation 11/30/2012 Teacher evaluation of final work of art 11/30/2012 Color Wheel Review Stained Glass Color Wheel Learning Benchmarks increased understanding of elements and principles of design Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range
pattern Class discussion employ painting to analyze works techniques of art. 11/30/2012 Discover color Shape collage combinations by self-evaluation mixing paints 11/30/2012 Mix color effectively Participate in a critique Show value range in color Show value range in color Show value range in color Show value range in color Show value range in color of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques
students have learned and used in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color VA.04.04- Produce work that shows an understanding of
D e c e m b e r Cartoon characters Essential Questions How do cartoons impact our lives? What role do cartoons play in the media other than entertaining? Where do we find cartoons in other cultures? Content Skills Assessments Lessons Explore the history of cartooning drawing cartoons drawing cartoons Identify and observe the characteristic of a cartoon drawing, apply face features including elements of proportion and scale. Discuss the art of cartooning Analyze drawing techniques used in cartooning, identify career opportunities available to artists who draw cartoons and comic stips. seeing the difference between cartoon art and fine art Students will learn from the Cartoon/Comic Rubric 12/31/2012 Cartoon 12/31/2012 Cartooning 12/31/2012 Cartoon Animals (Blitz video) and Art in Action p 120-121 5D Review drawing and line techniques Expression Though Cartoons and Illustrations Cartooning Write a descriptive narrative of your cartoon character Learning Benchmarks Students create a finished cartoon character with a written description of their characters qualities the concept of craftsmanship VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.07.03-Identify and describe careers in at least one art form Standards VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.02.08-For line, use and be able to identify various types of line, for example in contour
Drawing Blitz cartoons and learn to create expressions and characters of their own design. Create an original cartoon character. Write a story about your character life and his or her special characteristics. drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes and tesselation VA.03.05-Create symbolic artwork by substituting symbols for objects, relationships, or ideas
VA.04.04- Produce work that shows an understanding of the concept of craftsmanship VA.04.05- Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects VA.04.07- Maintain a portfolio of sketches and finished work VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.06.04- Describe how artistic production can shape and be
J a n u a r y Painting Unit Essential Questions How do you create an acrylic painting? What is the proper method for using and creating an acrylic painting How can you enlarge a picture using a math process of a grid? Why is proportion important in enlarging an image? why do artists varnish a finished Content Skills Assessments Lessons 1) A painting a acrylic painting 2) Different painting techniques Review acrylic painting techniques Abstract acrylic painting Realistic acrylic painting Create an acrylic painting (from the gridded drawing done earlier) applying learned techniques (color wheel, theory, properties of color,etc) 2. Explore a variety of Acrylic painting (advanced techniques) -- a. Wet on wet b. wet on dry c. Dry on dry d. dry brush e. water mixed Observation and discussion of different acrylic painting techniques 1/31/2013 Teacher Observation-- Acrylic Painting Project rubric (Inprocess evaluation) 1/31/2013 Acrylic painting-- build up 1/31/2013 Teacher Observation-- Acrylic painting Create a grid on the Canvas and transfer the picture to the canvas Students focus on the simple abstract shapes to transer to the canvas Check scale and proportions of the paintings Look at and paint the background large spaces on the painting. Teacher demonstrates how Learning Benchmarks Create a finished acrylic painting that demonstrates students application of a gridded image that has been enlarged onto the canvas. Produce a finished painting that uses different brush strokes, many mixed colors and layering of paint that demonstrates the students understanding of influenced by the aesthetic preferences of a society VA.07.03- Identify and describe careers in at least one art form Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms,
painting? Why do artists show thier work in galleries? media f. brush strokes g. impasto Development of the understanding of acrylic painting techniques & how abstraction differs from realism project--inprocess evaluation 1/31/2013 this is done and how the painting is built up in layers. Use highlights to create contrast in the painting Use different brushes to create texture, lines and variety in the painting how a painting is developed. Create a grid and use that grid to enlarge a picture To see abstract shapes in a realistc painting Students will frame their paintings and enter them in the Newburyport Budding Artist Show carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be
able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color VA.02.09-For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and
forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes and tesselation VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.04.04- Produce work that shows an understanding of
the concept of craftsmanship VA.04.06- Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others VA.05.06- Demonstrate the ability to describe
The Romare Bearden Project the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism VA.07.03-Identify and describe careers in at least one art form VA.10.02.01- Continue the above and apply knowledge of other disciplines in learning in and about the arts Examples of this include: using number sense in mathematics as an aid to understanding scales and intervals in music;
Essential Questions How is symbolism expressed through collage? How did the attributes of the Harlem Renaissance change their society? How do artists use symbolism Content Skills Assessments Lessons The life and culture of Romare Bearden and the Harlem Renaissance How parts of various subjects come together to complete a whole composition. (Parts to whole) Analyzing and responding to different collage techniques derived by different artists. Interpret Langston Hughes Poetry through visual representations Know and understand Metaphors Color Value, foreground, middle ground, Identify Similarities and Differences between the artists; Romare Bearden, Jacob Lawrence, and Faith Ringgold. Respond to relevant historical collage artwork. Sort materials for appropriate use. Compare and Contrast the relationship between various images used for collage. Analyze images of a relevant historical artwork. Read and take notes on one of the selected artists and their artwork. Collage 1/31/2013 Reflection 1/31/2013 Brainstorm Sketch 1/31/2013 Display of work in Library 1/31/2013 introduction and research in computer lab research in library image searching in lab introduction to collage techniques build the collage Learning Benchmarks deeper understanding of the elements and principals of design developed understanding of collage as an art form and the techniques collage artists have at their disposal new awareness of art as social commentary Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras,
background. Add color values within the collage to distinguish foreground, middle ground, and background. tools anduipment for printmaking and sculpture, and computers VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting
objective studies from life and freeform abstractions that employ relative properties of color VA.02.09-For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes and tesselation
VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.03.04-Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail VA.03.05-Create symbolic artwork by substituting
symbols for objects, relationships, or ideas VA.03.07-Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers develop abstract symbols by simplifying elements of the environment VA.04.04- Produce work that shows an understanding of the concept of craftsmanship VA.04.05- Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects VA.04.06-
Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others VA.05.06- Demonstrate the ability to describe the kinds of imagery used to represent subject
matter and ideas, for example, literal representation, simplification, abstraction, or symbolism VA.06.03- Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley's portrait of Paul Revere and examples of Revere's silverware. What do these works reveal about attitudes toward
artistry in 18th century America? VA.06.04- Describe how artistic production can shape and be influenced by the aesthetic preferences of a society VA.07.02.01- Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work and the status of artists; VA.07.02.02- Describe the roles of artists in specific cultures and periods, and
compare similarities and differences in these roles, considering aspects such as: the sources of support for the arts; and VA.09.02-Identify and describe examples of how the discovery of new inventions and technologies, or the availability of new materials brought about changes in the arts in various time periods and cultures VA.09.04-Identify and describe examples of how contemporary artists use computer technology in their work. For example, students find out how software is used
F e b r u a r y Painting Unit Essential Questions How do you 1) A painting a create an acrylic acrylic painting painting? 2) Different What is the painting proper method for techniques Content Skills Assessments Lessons Create an acrylic Observation and painting (from the discussion of gridded drawing different acrylic done earlier) painting applying learned techniques Create a grid on the Canvas and transfer the picture to the canvas Learning Benchmarks Create a finished acrylic painting that demonstrates students application of a for animation, graphic design, theatrical lighting and sound design, choreography, or musical composition. VA.10.02.02- Continue the above and apply knowledge of other disciplines in learning in and about the arts Examples of this include: using research skills from history and social science to develop a monologue for a character from history; Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and
using and creating an acrylic painting How can you enlarge a picture using a math process of a grid? Why is proportion important in enlarging an image? why do artists varnish a finished painting? Why do artists show thier work in galleries? Review acrylic painting techniques Abstract acrylic painting Realistic acrylic painting techniques (color wheel, theory, properties of color,etc) 2. Explore a variety of Acrylic painting (advanced techniques) -- a. Wet on wet b. wet on dry c. Dry on dry d. dry brush e. water mixed media f. brush strokes g. impasto Development of the understanding of acrylic painting techniques & how abstraction differs from realism 2/28/2013 Teacher Observation-- Acrylic Painting Project rubric (Inprocess evaluation) 2/28/2013 Acrylic painting-- build up 2/28/2013 Teacher Observation-- Acrylic painting project--inprocess evaluation 2/28/2013 Students focus on the simple abstract shapes to transer to the canvas Check scale and proportions of the paintings Look at and paint the background large spaces on the painting. Teacher demonstrates how this is done and how the painting is built up in layers. Use highlights to create contrast in the painting Use different brushes to create texture, lines and variety in the painting gridded image that has been enlarged onto the canvas. Produce a finished painting that uses different brush strokes, many mixed colors and layering of paint that demonstrates the students understanding of how a painting is developed. Create a grid and use that grid to enlarge a picture To see abstract shapes in a realistc painting Students will frame their paintings and enter them in the Newburyport Budding Artist Show materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers VA.01.07-Use the appropriate vocabulary related to the methods,
materials,and techniques students have learned and used in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color VA.02.09-For texture, use and be
able to differentiate between surface texture and the illusion of texture (visual texture) VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes and tesselation VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of
balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.04.04- Produce work that shows an understanding of the concept of craftsmanship VA.04.06- Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom VA.04.08-Create and prepare artwork for group or individual
public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others VA.05.06- Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism VA.07.03-Identify and describe careers in at least one art form VA.10.02.01- Continue the above and apply knowledge of other disciplines
M a r c h Half Face Portraits Essential Questions What makes a good portrait? Can photographs tell stories? What is value? How can art and poetry work to enhance each other? Content Skills Assessments Lessons Review of portrait drawing skills, facial dimensions, front, side and 3/4 Portrait drawing Placement of facial features Shading techniques Portrait drawing--basics Practice and review portrait drawing The learner will use a full range of value by blending with a pencil in creating a dramatic personal portrait drawing. The learner will use a full range of value by blending with a pencil in creating a dramatic Practice creating a value scale Look at and discuss Leonardo Da Vinci,s drawings and use of values Write a poem about yourself. "All about me" poems using the template Learning Benchmarks Finished value scale Understanding of Leonardo DaVinci's drawings Finished self portraits Written poem titled "All About Me" in learning in and about the arts Examples of this include: using number sense in mathematics as an aid to understanding scales and intervals in music; Standards VA.01.05- Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects;
9. Portrait drawing--basics 9. Portrait drawing--basics personal portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. Students will relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.02.08-For
develop an understaning of value and how it applies to portrait drawing. Students will develop an understaning of value and how it applies to portrait drawing. line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies VA.02.09-For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) VA.03.04-Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail
VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others VA.07.02.01- Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work and the
status of artists; VA.07.02.03- Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them to produce or perform artistic work For example, students investigate how aspiring musicians learned playing and singing techniques in 19th century New England.
A p r i l Water color and mixed media project Essential Questions How can we use watercolor to represent real and imaginary things? What happens when you brush watercolor over a wax crayon picture? What is a resist? Why does the crayon resist the watercolor paint, but the paper absorbs it? What reaction will occur when adding salt, glue, or water to your paper before you watercolor? Content Skills Assessments Lessons exploraton of techniques to create special effects with watercolors Use and care of watercolors and brushes. Vocabulary: Primary colors, secondary colors, color wheel, payons, oil pastels, watercolors, brush, wash, how to properly use watercolor. learning about oil pastel and watercolor resist review of watercolor techniques Students will gain an understanding of warm and cool colors. Students will gain skill in the manipulation of oil pastels. Students will gain an understanding of the colors included in a color spectrum (rainbow). Students will Experiments with Watercolors- Washes/Brush Techniques/Planning a Picture 4/30/2013 Choose landscape picture of your own and paint with watercolors 4/30/2013 Learning Benchmarks Standards
M a y Introduction to Perspective Drawing ~ Essential Questions How is art like a magic trick? How do light and gain skill in the manipulation of watercolors. Using heavy wax crayon application, students will create a resist with watercolors. Using heavy wax crayon application, students will create a resist with watercolors. Using heavy wax crayon application, students will create a resist with watercolors. In this unit students will be introduced to the amazing world of linear and atmospheric perspective. Content Skills Assessments Lessons Students will learn the techniques and Following sequential steps students will learn Learning Benchmarks Students will complete a set of drawings in the Standards VA.01.05- Expand the repertoire of 2D
shadow add to the depth created in my perspective drawing? What can be learned from studying perspective drawings of other artists? terms for creating a one point perspective drawing. Illusion of 3D space on 2D surface - overlapping objects, perspective drawing, and differences in size of objects 1 Point Perspective Drawing 2 Point Perspective Drawing how to create a one point perspective drawing learning the terms and techniques needed. Understanding perspective drawing, principles of drawing, shape,line and design, Composing a Visual Perspective drawing Identify and define the basic concepts of perspective drawing. explain the different types if perspective drawings Demonstrate an understanding of the concept of proportion as it relates to a perspective workbook Create a finished perspective drawing piece of their choice and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.06-Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers
drawing. Analyze and interpret various perspective drawing examples. Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreKâ 8 VA.02.08-For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance,
Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics Compare perspective drawings from different periods and cultures to determine distinguishing visual characteristics Compare perspective drawings from different periods and cultures to determine repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.03.04-Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail VA.03.07-Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers develop abstract symbols by simplifying elements of the environment VA.04.04-
J u n e Can line make a 2-D surface appear 3-D? How do artists use color to create the illusion of depth? distinguishing visual characteristics Students will learn about and develop an appreciation for the genre of still life Still life tissue collage ~ Students will experiment with the transparent media of tissue collage Produce work that shows an understanding of the concept of craftsmanship VA.04.05- Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects
Essential Questions How do you create a still life picture using tissue collage? What are the tools of collage How can color be used to create a mood or feeling in a collage? Content Skills Assessments Lessons Painting Genre Impressionism, Expressionism, Cubism Tissue collage Basic Forms and Perspective color schemes Observation of forms and colors Critique Students will examine works of art that relate to the "Still Life" Genre Students will create pencil drawings of a still life in the style of the impressionists, expressionists and cubists. Students will learn how artists prepare their paper before starting the collage Students will use observational skills to create an actual still life arrangement. The focus of the lesson is not on creating something representational Prelimenary Sketches of collage 6/30/2013 Still Life Collage 6/30/2013 Genre and Basic Forms Test 6/30/2013 Whole Group Critique of Student Work 6/30/2013 Look at and discuss the collage works of Henri Matisse, Romare Beardon and Eric Carle Compare and contrast the works of art by each artist Demonstration and discussion collage introduction to care and use of materials Learning Benchmarks Deeper understanding of art genres Deeper understanding of elements and principles of design Standards VA.01.05-Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D â transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D â mobile and stabile forms, carved, molded, and constructed forms VA.01.07-Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used
but rather to use random color discoveries and the arranged still life to guide compositional decision making. Tissue collage technique in grades PreKâ 8 VA.01.08- Maintain the workspace, materials, and tools responsibly and safely VA.02.07-For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsdemonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color VA.02.08-For line, use and be able to identify various types of line, for example in contour
drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies VA.02.09-For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) VA.02.10-For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetrycreate complex patterns, for example, reversed shapes
and tesselation VA.02.11-For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume VA.03.05-Create symbolic artwork by substituting symbols for objects, relationships, or ideas VA.04.04- Produce work that shows an understanding of the concept of craftsmanship VA.04.05-
Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects VA.04.07- Maintain a portfolio of sketches and finished work VA.04.08-Create and prepare artwork for group or individual public exhibitions VA.05.05- Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others VA.05.06- Demonstrate the ability to describe
the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism VA.06.03- Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley's portrait of Paul Revere and examples of Revere's silverware. What
do these works reveal about attitudes toward artistry in 18th century America? VA.06.04- Describe how artistic production can shape and be influenced by the aesthetic preferences of a society VA.07.02.01- Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work and the status of artists; VA.08.05-Identify and describe
characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles VA.09.02-Identify and describe examples of how the discovery of new inventions and technologies, or the availability of new materials brought about changes in the arts in various time periods and cultures