Kirk Maynard Art Class Unit Plan

UNIT RATIONALE & PURPOSE Rationale: As an art teacher, I want my students to be able to learn real life lessons from art. Students will be able to use their creativity in the classroom to convey their sense of the world to their other peers through inclass critiques. This type of critiquing system will help students get acquainted with being able to analy e the wor! and creations of others, as well as build their communication s!ills for the real world. Students will also have to present their wor! and analy e it in front of the class, which can help them convey the message they want to send to their audience. This idea of creating and presenting a message through the visual arts can apply to real-life needs involving teaching and mar!eting products and images. Purpose: In this unit, I wish for students to communicate with their environment and e"pand their minds through the process of drawing. Students will go through the many different art concepts and principles that are part of the process of drawing with graphite or charcoal. Students will also get a perspective on drawing through a careful study of art history and what other artists did before them. #inally, students will get a chance to wor! on their own pro$ects and apply the artistic !nowledge they learn in the classroom into their own wor!. #or e"ample, students will be able to ta!e the lessons of proportion and value that they learn in class to create a portrait of their faces using pencil. This type of assignment would count as a pro$ect in my classroom. Esta!lis"ed #oals Help students understand some of the elements and principles of art and design. Students must be able to competently make use of art materials such as charcoal, graphite, and paper to create works of art. Stage 1 Desired Results / Outco es Trans$er Students will be able to independently use their learning to% Show !nowledge of elements and principles of design using a variety of drawing media. &e able to apply !nowledge of the structure of design to their own compositions. Apply !nowledge of the structure of design to discussion and critique of their own and others' artwor!. (emonstrate the concept, )*hatever your hand finds to do, do it with your might.+ ,ccl. -:./. Show the ability to understand and analy e art and art history in its conte"t. Show their ability to draw from life. %eaning 01(,2STA1(I1 ,SS,1TIA4 50,STI61S 3S Students will !eep considering% Students will understand that%. *hat is art7 8ow does value and contrast apply to art7 Art is the 8ow does repetition apply to art7 summation *hat was the reasoning being art movements li!e the of many Abstract ,"pressionist movement7 concepts *hat do contour drawings tell us about the intricacy of that come art7 together and create a unified piece of wor!. Art is influenced

by culture and is shaped by it 9in this conte"t the art historical period being discussed is Abstract ,"pressioni sm.: Anyone can be an artist as long as they put in the effort and practice. Ac&uisition ;16*4,(3, S;I44S Students will Students will be s!illed at% !now% 1. TS*&AT create a gradation from light to dar! together with pencil based on the teacher's 1. The demonstration. concepts of 2. TS*&AT create colors from light to dar! together contrast, with crayons and colored pencils based on the value, and teacher's demonstration. repetition 3. TS*&AT create a paper quilt using some of the through principles of art and design such as repetition. memori ati on in a class 4. TS*&AT create a contour drawing using some of the discussion. principles of art and design. 2. The Abstract ,"pressioni st Art movement and its themes. 3. 8ow to create their own wor!s of art using media such 5. TS*&AT fully recogni e the themes and importance of abstract e"pressionist art.

as pencil, charcoal, and paper. E(aluati(e )riteria Students will be evaluated on their ability to arrange monochrome color from dark to light in the direct lesson. Students will be evaluated on their ability to follow instructions from the teacher and put in creative effort in the classroom. Students will be assessed based on their ability to apply the elements and principles of art into their personal drawings. <2,-ASS,SS=,1T Students will get introduced to the concept of value and there will be a discussion on the topic 9through question and answer:. Students will get introduced to the concept of repetition through a class discussion on the topic 9through question and answer:. #or the contour drawing lesson, I would start out by showing pictures of what the concept I am trying to show loo!s li!e and what the concept would not loo! li!e. The concept for this lesson will be contour dra+ings. #or the contrast lesson plan, there will be a presentation of what the non-e"amples and e"amples of contrast would loo! li!e. I will e"plain abstract e"pressionistic principles by showing a picture of one of Bac!son <olloc!'s wor!s. The students will be as!ed the following question: *hat are the first four words you thin! of when you loo! at this painting7 This assignment will help me assess what the students !now about Stage ' E(idence / Assess ent <,2#62=A1>, TAS;S Students will show that they really understand by evidence of% Ability to arrange values in order from dar! to light or light to dar!. Ability to understand repetition through the creation of a paper quilt. >ontour drawings that the students will ma!e in class Answering questions during a group discussion on abstract e"pressionism 9participation points:.

0nderstanding contrast through creating a collage. 6T8,2 ,?I(,1>, 9S0==ATI?, ASS,SS=,1TS: Students will further show they have achieved desired results by% =a!ing an Iphone audio recording describing value. Students will get a chance to recreate repetition in their s!etchboo!s using charcoal. The students will have to create a contour drawing of @ ob$ects they can find in their homes. They will put it in their s!etchboo!s. Students will research one abstract e"pressionist artist and create A <ower<oint slides analy ing two of their paintings. Students will give an e"ample of contrast in their s!etchboo!s through the use of graphite pencils.

Stage * Learning Plan / Instruction Outline

abstract e"pressionism and if they understand the meaning behind the wor! being shown.

4,A21I13 <4A1 Dates Topic Aug @., @@, @C >reating and understanding ?alue in (rawing Desired Results ,a!!re(/codeEssential .uestion Show !nowledge of elements and principles of design using a variety of drawing media. *hat is the importance of value in art7 Instructiona l Strategies (irect Instruction Simple cooperative /or ati(e Assess ents / Assign ents / Acti(ities Students will get the chance to arrange pieces of paper 9provided on their des!s: from dar! to light. There will also be an open review of some of the forms of value and their relation to art. Students will each get a turn to answer questions on what value is. I will as! the students to get out a sheet of paper and write down an artist they can thin! of who used repetition in their wor!s. 6nce all the students are done, we will discuss a few of the artists briefly. Then there will be the paper quilt pro$ect.

Aug @D-@E

>reating contour drawings

Show !nowledge of elements and principles of design using a variety of drawing media. &e able to apply !nowledge of the structure of design to their own compositions. *hat do contour drawings tell us about the intricacy of art7 &e able to apply !nowledge of the structure of design to their own compositions. 8ow does repetition apply to art7

Simple >ooperative (irect Instruction

Aug @--C/

2epetition: >reating a paper quilt

>omple" >ooperative (irect Instruction

The students will get the chance to write down what they thin! of when the word )contour+ comes to mind. Students will get into groups of three and come up with C things that they were able to learn about blind and regular contour drawing from this lesson. After F minutes of going it over with their groups, they will share it with the class. Also, students will get the chance to pair up and draw contours of found ob$ects in the classroom.

Sept @-A

Abstract e"pressionis m in Art 8istory

Show the ability to understand and analy e art and art history in its conte"t. *hat was the reasoning behind art movements li!e the Abstract ,"pressionist movement7

Integrated =odel (irect Instruction Simple >ooperative

#or bell wor!, there will be a wor!sheet given to the students that will show artwor!s that span various periods of art history. The students will be as!ed to wor! together and find out if the pictures shown on the wor!sheet A2, wor!s of art or A2, 16T wor!s of art. They will place the answer directly under the pictures. I will also have a short question and answer segment here that deals with some of the themes of abstract e"pressionist art and recalling what abstract e"pressionist artwor!s belong to what artists. There will be a concept attainment activity which engages students with e"amples and non-e"amples of contrast. 4astly, there will be the collage assignment based on this concept.

Sept F-G

>reating >ontrast in Art

Show !nowledge of elements and principles of design using a variety of drawing media. &e able to apply !nowledge of the structure of design to their own compositions. 8ow does contrast apply to a holistic piece of art7

>oncept Attainment (irect Instruction