Taylor Wood

Parkside School
Fine Art 7,8, & 9
8/4/14

Long Term Plan: Fine Art

Main Thread:
Junior high art education is concerned with the organization of visual material and involves the
systematic instruction in how we see, interpret and make sense of the visual world. The primary goal of
this class is to have students think and behave as artists and to make art accessible to all individuals.
Students will be educated in the ways in which we construct and cherish artwork and will be allowed to
experiment with both contemporary and traditional artistic materials. This course will also emphasize
the discussion of artworks with proper critiquing methods and vocabulary.
Main Resources:
n/a
Relevant GLOs and SLOs:
Students will:
Art 7Drawings
-

record single images and simple units

select and identify line, value and texture in the natural and manmade environment for image
making
use expressiveness in their use of elements in making images
learn to use the basic vocabulary of art criticism in descriptions of their work

Compositions
-

experiments with color effects of compositions

experiments with techniques and media within complete compositions of two and three
dimensions
learn to use the basic vocabulary of art criticism in descriptions of their work
Explore the transformation of form in composition: progression, alteration, exaggeration

Encounters
-

Identify similarities and differences in expressions of selected cultural groups

Recognize the significance of the visual symbols which identify the selected cultural groups
Search for contemporary evidence relating to themes studied

Art 8
Drawings

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

examine and simplify basic shapes and spaces

employ space proportion and relationships for image making
use expressiveness in their use of elements in the making of images
use the vocabulary of art criticism to develop a positive analysis of their work

Compositions
-

create compositions in both two and three dimensions

experiment with transformation of space in compositions
investigate the use of pattern and emphasis in the creation of compositions
use the vocabulary of art criticism to develop a positive analysis of their work
experiments with values, light, atmosphere and color selection to reflect mood in composition

Encounters
-

investigate form and structure of natural and manmade objects as sources of images
compare varying interpretations of natural forms and manmade artifacts through time and
across cultures
consider the impact of manmade structures upon human activity in the modern world

Art 9
Drawings
-

record objects alone and in compositions

employ and arrange elements and principles to make compositions
students will use expressiveness in their use of elements in the making of images
students will use the techniques of art criticism for analysis and comparison of artworks

Compositions
-

create compositions in both two and three dimensions

become familiar with the use of transparency and opacity in the creation of compositions
investigate the effects of controlling color, space and form in response to selected visual
problems
experiment with the principles of dominance, emphasis and concentration in the creation of
compositions
use the techniques of art criticism for analysis and comparison of art works
investigate the effects of modifying color, space and form to change pictorial style

Encounters
-

consider the natural environments as a source of imagery through time and across cultures
identify thematic and stylistic variations of works as characteristics of certain artistic periods
become aware of the importance society places upon various works of art

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

Objective Breakdown:
SLOs/Projects
-Students will
Art 7: Drawings

Personal
Folder

Sketchbook

Comic
Panel

Quilled
paper

Copper
Tooling

Transfer
Printing

Clay
Expressions

Scratch
Art

Sketchbook
Assignments

record single images and

simple units

select and identify line,

value and texture in the
natural and manmade
environment for image
making

use expressiveness in
their use of elements in
making images

learn to use the basic

vocabulary of art criticism
in descriptions of their
work

experiments with color

effects of compositions
experiments with
techniques and media
within complete
compositions of two and
three dimensions

@
@

@
@

@
@

@
@

learn to use the basic

vocabulary of art criticism
in descriptions of their
work
Explore the
transformation of form in
composition:
progression, alteration,
exaggeration

Art 7:
Compositions

Art 7: Encounters
Identify similarities and
differences in expressions
of selected cultural
groups
Recognize the
significance of the visual
symbols which identify
the selected cultural
groups
Search for contemporary
evidence relating to
themes studied

Art 8: Drawings
examine and simplify
basic shapes and spaces

employ space proportion

and relationships for
image making

use expressiveness in
their use of elements in
the making of images

use the vocabulary of art

criticism to develop a
positive analysis of their
work

Art 8: Composition
create compositions in
both two and three
dimensions

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14
experiment with
transformation of space
in compositions

investigate the use of

pattern and emphasis in
the creation of
compositions
use the vocabulary of art
criticism to develop a
positive analysis of their
work

experiments with values,

light, atmosphere and
color selection to reflect
mood in composition

@
@

Art 8: Encounters
investigate form and
structure of natural and
manmade objects as
sources of images
compare varying
interpretations of natural
forms and manmade
artifacts through time
and across cultures

consider the impact of

manmade structures
upon human activity in
the modern world

Art 9: Drawings
record objects alone and
in compositions

employ and arrange

elements and principles
to make compositions

students will use

expressiveness in their
use of elements in the
making of images

students will use the

techniques of art
criticism for analysis and
comparison of artworks

Art 9: Composition
create compositions in
both two and three
dimensions
become familiar with the
use of transparency and
opacity in the creation of
compositions

investigate the effects of

controlling color, space
and form in response to
selected visual problems

experiment with the

principles of dominance,
emphasis and
concentration in the
creation of compositions

use the techniques of art

criticism for analysis and
comparison of art works

investigate the effects of

modifying color, space
and form to change
pictorial style

Art 9: Encounters

@
@

@
@

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14
consider the natural
environments as a source
of imagery through time
and across culture
identify thematic and
stylistic variations of
works as characteristics
of certain artistic periods

become aware of the

importance society
places upon various
works of art

@
@

Overview:
Below is a summary of the initial projects for the mixed 789 art class. The goal of these initial
projects is to build student confidence and excitement by offering them rewarding and engaging
projects to complete in the initial weeks of the course. Students will illustrate a folder based on
prompts related to their own interests; construct a personal sketchbook from scratch; and illustrate a
large format comic panel. These projects will thus serve to snag student interest while allowing the
instructor to establish an educated assessment of the competency levels of the group and individual
students allowing for more accurate planning for future assignments. Later assignments will allow
students to experiment with a wide array of artistic mediums. Students will also receive instruction in
the basic vocabulary of art criticism as well as an introduction to various critiquing strategies.
Rational:
ART 789 Desired Results
Established Goals

Students will:
Art 7
-Record single images and simple units

TRANSFER GOAL
-

The primary goal of these initial projects is to establish and maintain student
interest while providing evidence for an informed estimate of the artistic
competency of the class so as to better plan future projects. Later projects
allow students to explore a variety of artistic media and techniques while
sketchbook assignments allow for instruction in art vocabulary and concepts.

-use expressiveness in their use of

elements in the making of images
- Select and identify line, value and
texture in the natural and manmade
environment for image making.

MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 artistic competency can be

improved by analysis of ones own work
and the work of others

Q 1 in what ways can keeping a

sketchbook improve ones artistic
practice?

U2 an important aspect of art

education is the discussion of art

Q2 in what ways do our reactions vary

when confronted with the various

Art 8
- examine and simplify basic shapes and
spaces
- use expressiveness in their use of
elements in the making of images
- Experiment with the transformation of

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14
space in compositions
Art 9
-record objects alone and in compositions

U3 successful artworks are

constructed of various principles and
concepts with their own proper
vocabulary

- employ and arrange elements and

principles to make compositions
- use expressiveness in their use of
elements in the making of images
-investigate the effects of controlling
color, space and form in response to
selected visual problems

different forms/genres of fine art? Do

we associate certain reactions with
certain forms of art?
Q3 in what ways can we relate fine art
skills and concepts to our own interests?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
-

Students will be skilled at

depth can be implied through

the manipulation of color and
details
artworks can be created using
pre-existing images or ideas
successful compositions balance
all artistic elements

manipulating artistic elements

to create a successful
composition
evaluating source images and
replicating desired elements

STAGE 2 Evidence
Evaluative Criteria

Assessed via rubric

Students will
participate in critique
activities
Class discussion

Assessment Evidence
-

Students will submit assignments for summative evaluation

Sketchbooks will be formatively assessed and used for later summative
assignments as well as vocabulary notes and concept work.

Transfer Task:
-

The primary goal of this course is to introduce students to, and allow
them to explore, a variety of artistic media and techniques
Students will gain skills in traditional and contemporary techniques
Students will gain a foundation in basic art vocabulary and discussion

Assignments:
Project 1: Personal Storage Folders
Time estimate: 4-5, 40 minute periods
Objectives:
*see objective breakdown
Materials:

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

large-format cardstock, roughly 24x36

various dry-media, ex. Pencils, pens, pencil crayon, pastels, markers

Assignment:
The purpose of this assignment is to have students develop a large illustrated folder within
which course work can be stored during completion and returned to following evaluation. The second
reason for having this project as the initial activity students complete is that the structure of the
assignment is meant to act as a form of students interest survey to allow the instructor to quickly get a
surface level picture of the interests and hobbies of their students as well as the extent of their acquired
artistic skills coming into the class. This project is also meant to immediately catch the students interest
by allowing them the chance to immediately start drawing things that interest them on the first day.
Instructions for this assignment are simple, students simply fold a large sheet of cardstock in
half widthwise allowing for a 2 inch lip similar to your standard filing folder. Students then use the
upper lip for their name and grade and illustrate the face of the folder according to the provided
prompts. Students may divide the face of the folder to allow a space for each prompt or they may
incorporate them into a single composition according to their individual skill or ideas.
Discussion Questions/Prompts:
Prompts: students will illustrate a response to each of the following prompts
-

What is your favorite thing about school?

What is your favorite book/author?
What is your favorite medium to create art with?
What do you do with your free time after school?
How do you typically like to work? (Ex. Alone, with a friend, in a group)
What are your hobbies?
What sort of music do you like?
What are your favorite TV shows?

Project 2: Sketchbooks
Time estimate: 2-3, 40 minute periods, used periodically after that
Objectives:
*objectives will primarily be met through subsequent sketchbook assignments
Materials:
-

1/8th inch hardboard, cut to size

Corrugated cardboard
White glue

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

Printer paper
Assorted fabric scrap
Needle and thread
Cordless drill and bit

Assignment:
For this assignment students will be creating their own hardcover sketchbooks to be used both
inside and outside class. This project will allow for students to create an easy to build yet highly
personal art object with which they can practice and record the development of their artistic skills. This
sketchbook will then be used in subsequent sketchbook assignments as well as brainstorming and
preliminary sketch work.
The books themselves are constructed of 1/8th inch hardboard or corrugated cardboard
(material depends on cost and class size) covered in scrap fabric to form a hard book jacket. This jacket
is then lined, filled with the desired amount of pages and clamped. After clamping the book is drilled
out in the appropriate places and bound using a needle and thread. Once completed students will have
a personalized and functional sketchbook for future use.
Discussion Questions:
-

What might be the advantages to recording your artistic ideas in one place?
How might keeping a sketchbook improve your artistic practice?
How could your sketchbooks be personalized and improved? (Assorted paper qualities/colors,
various shapes of pages, cover materials, binding etc.)

Project 3: Large Format Comic Panel (*tentative, will likely remove*)

Time estimate: 4-5, 40 minute periods
Objectives:
*see objective breakdown
Materials:
-

Large format paper

various dry-media, ex. Pencils, pens, pencil crayon, pastels, markers
projector/smart board

Assignment:
For this assignment students will create a large scale illustration in a pop art style similar to
artists such as Roy Lichtenstein and Andy Warhol. Students will select a pre-existing panel from a comic
of their choice and prep the image for projection. Once projected students will trace their images onto
a large format sheet of paper and create a large full color Pop Art illustration. A primary goal of this

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

assignment is to allow students a chance to experience immediate success early in the term and to get
students acquainted with working with large formats. The project will introduce students to the ideas of
Pop Art and to well-known artist such as Lichtenstein and Warhol as well as getting them to begin
questioning the ideals we attribute to stereotypical fine art.
Discussion Questions:
-

In what ways do you feel Pop Art could be considered different from what we normally consider
art?
What are reactions we typically associate with seeing very small images made extremely large?

Project 4: Quilled Paper Art

Time Estimate: 3-4, 40 minute periods
Objectives:
*see objective breakdown
Materials:
-

Construction paper, assorted colour

Cardstock base
Glue sticks
Scissors

Assignment:
For this assignment students will experiment with the techniques of Quilled paper art. Students
will receive a demonstration from the instructor on the creation of the various shapes as well as viewing
and discussing various examples of professional and student work. Students will then create their own
piece using the demonstrated techniques. Students will have the choice of designing a snowflake,
flower arrangement, or capital letter. If desired students can create an illustration using quilling so long
as they present a rough sketch and an explanation as to how they plan to construct their piece.
Discussion Questions:
-

Why do we associate certain artistic practices with certain genders and classes? How might
artists challenge these assumptions?
Quilling has seen a recent resurgence, why do you think this is?

Project 5: Copper Tooling, Repousse

Time Estimate: 4-5, 40 minute periods
Objectives:

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

*see objective breakdown

Materials:
-

36 gauge aluminum foil, copper and aluminum in colour

8th inch hardboard, cut to size
Sculpting tools
Transfer paper (optional)
Newspaper/felt pad
Assorted patterns
Rolling pin
Sanding pads
Wax or hot glue sticks

Assignment:
For this assignment students will experiment with the art of tooling copper foil. Students will
each receive a cut sheet of foil and create a composition utilizing a variety of techniques involved in
copper relief including punching, stamping, folding and rub-transfer. Students will create an original
composition either from a sketch or by collaging elements of provided patterns. Once completed
students will mount the finished design on an 8th inch hardboard backer.
Step by step basic tooling:
1.
2.
3.
4.

Place metal on a pad or stack of newspapers.

Place pattern on top and trace outline of design
Remove pattern and turn over the metal on pad
Raise inside of design starting from the edge and working inward, this stretches the metal from
the back, best to use blunt tools to avoid perforating the metal
5. Turn metal over again and flatten background down by starting with the edge of the design and
working outwards
6. Mount and finish as desired
Discussion Questions:
-

In what ways can relief add to a drawn image?

What is a famous example of metal tooling or repousse? (A: Statue of Liberty, repousse features
bolted to an iron frame)

Project 6: Transfer Printing

Time Estimate: 3-4, 40 minute periods
Objectives:

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

*see objective breakdown

Materials:
-

Foam scratch pads

Printing ink
Roller
Paper or t-shirt(student provided)
Carving tools

Assignment:
Using scratch foam plates students will create a transferable plate that can be printed in
multiple additions either on paper or cloth. Students will have free reign in terms of the design of their
print although it will be required that students make proper use of the entire provided plate. Once
completed students will transfer their print onto paper creating multiple additions. Students may
choose to experiment with various materials on which to apply their print or they may choose to bring a
blank t-shirt from home.
Discussion Questions:
-

How can creating art in additions change the way we react to that art?
What advantages can working in print making offer to ones artistic practice?

Project 7: Clay Expressions

Time Estimate: 2-3, 40 minute periods (2 weeks of drying before painting)
Objectives:
*see objective breakdown
Materials:
-

Air-dry clay
Sculpting tools
Sculpting boards
Assorted items (student provided)

Assignment:
For the purposes of this assignment students will be introduced to clay and instructed to create
a hollowed head with an exaggerated facial expression. Students will aim to create a convincing
representation of a specific expression with an eye to maintaining proper facial proportions. Once
sculpted and dry students will paint their heads and fill the hollowed portion with items appropriate to

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

the selected expression (i.e. a puzzled looking head filled with puzzles pieces). Students will receive
instruction in basic clay techniques and terminology as well as facial proportions, time will also be taken
to brainstorm expressions and item combinations as a class.
Discussion Questions:
-

How can symbolic meaning be implied through the juxtaposition of different visual elements
and objects?
How might the exaggeration of facial features add to a composition?

Project 8: Scratch/Op Art

Time Estimate: 2-3, 40 minute periods (completed while previous project dries)
Objectives:
*see objective breakdown
Materials:
-

Scratch art pre-inked pads

Nails, pins, and other assorted scratching tools
Carbon paper

Assignment:
For this assignment students will develop an op art style composition using scratch art pads.
Students will be shown a large selection of black and white optical illusions from which they can develop
their own compositions and as a class we will discuss the various perspective tricks used to imply depth
and movement. Students will develop their compositions in their sketchbooks before moving onto
scratchpads and each student will be given a small swatch of pad to experiment with before moving
onto their larger finished piece.
Discussion Questions:
-

How can depth and movement be implied in a 2-d image?

Sketchbook: Sponge Activities

Time Estimates: Used periodically and between assignments
Objectives:
*see objective breakdown
Materials:

Taylor Wood
Parkside School
Fine Art 7,8, & 9
8/4/14

Student made sketchbooks

Various dry media

Assignment:
Periodically throughout the course students will be tasked with completing various sketchbook
activities. These projects will be assigned between projects and to those who finish activities earlier
than the majority of the class. Projects will involve concepts such as perspective, live drawing, still life,
and character design. Depending on the skill level of the student they may be allowed to propose and
design their own sketchbook assignments. Assignments will be checked and marked for completion
Assessment:
-

Assignments will be assessed according to a standard art rubric.

Elements and Principles
of Design
Student shows great
awareness of the
elements and principles
of design. Careful
consideration has been
made of color. Space has
been used effectively.
Most of the elements and
principles have been
considered

Not as much planning has

taken place. The color
has little meaning

Only 1-2 elements and

principles have been
considered. Space is not
well used.

No evidence of planning.
Poor selection of color
scheme. Lack of
understanding of space.

Craftsmanship

Creativity

Viewer Reception

Refined and sophisticated

application of artistic
qualities: line, color,
texture, and balance in
the use of materials.
Extreme attention to
detail.
Excellent understanding
and application of artistic
qualities: line, color,
texture, and balance in
the use of materials.
Good attention to detail.
Competent
understanding and
application of artistic
qualities: line, color,
texture, and balance in
the use of materials.
Adequate attention to
detail.
Improved understanding
and application of artistic
qualities. Little attention
to detail

Refined and sophisticated

approach to original and
unique expression with a
high degree of risk taking.

Viewer is wowed or
amazed; wants to spend
time viewing the piece
and is excited to converse
about the piece with the
artist.

Excellent approach to the

original thinking and
expression, with evidence
of risk taking.

Viewer is impressed;
wants to ask questions
about the piece and is
interested in artists
interpretation.

Competent development
in expression of creative
idea with increased
attempt at risk taking.

Viewer wants to move

closer to look at the
artwork, but doesnt
spend much time there.

Improved thinking and

expression in
development of creative
ideas, but with limited
risk taking.
Novice and restricted
approach to developing
the idea with no evidence
of risk taking.

The piece doesnt catch

the viewers eye.

Novice understanding
and application of artistic
qualities: line, color,
texture and balance in
the use of details

Viewer is confused or
apathetic; piece does not
invite the viewer to enjoy
it