October

Monday 1 IIntro to Tuesday 2 Wednesday 3 Thursday 4

Pacing Calendar Shape & Form Unit

Friday 5

Shading Shape & Form intro to unit and different vocab words; types of Sketchbook shading with assignment sketchbook drawing assignment shapes
8 9

How to write an art critique explain final art crit paper (due at end of unit)

Figure ground Tessellation tessellation work day project intro & demonstration

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Tesellation work day

Still-life 3-D drawing project intro. tessellation wrap-up.

Still-life work day. (tessellation projects due)

Still-life work day.

Still-life wrap up. Student work day (can work on still-life or work on art critique draft)
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15

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Art critique rough draft due. Intro to cubism and cubism collage (final project)

Cubism collage work day.

Vocab review. Cubism Collage work day. Individual meetings (go over rough draft of paper)/portfolio check-ins.
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Test over vocab words and art critique information from unit.

Work day. Students can work on final project or paper.

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25

26

Work day. Students can work on final project or paper.

Work day. Students can work on final project or paper.

Work day. Cubism Students can collage due. work on final project or paper.

Unit wrap-up. Final papers due.

Lesson Plan #1

Topic of lesson: Shape & Form Length of class: 50 minutes Who are your students and what are their specific learning needs? High school students mostly 9-10 grade students (but some 11-12 grade students as well). Survey intro to art class with beginning art students. Standard(s) to be addressed in this lesson: Observe and learning to comprehend; Invent and discover to create Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After being introduced to the shape and form unit and vocab words, students will draw three examples of shapes and three examples of forms in their sketchbook. After practicing drawing shapes and forms, students will create a drawing using these shapes and forms in their sketchbook. Instructional method(s) chosen for this lesson (and why): Lecture to introduce the unit and new vocab words. Independent study where students complete sketchbook assignments. Materials/Resources: Computer Overhead to show powerpoint Paper and writing utensils (students should have these but have available in case they do not). Sketchbooks (students need to bring have these with them).

Lesson Sequence: (How will you organize your lesson?) 1. Explain that for this unit will be moving on to two elements of art (shape & form). Also, preview the unit by letting students know that over the next four weeks they will complete three projects and an art critique paper (3-4 pages); positive/negative space project, still-life drawing, and a cubism project. 2. Introduce shape & form by going through the powerpoint. During this time, students should write down the vocab terms. (Pre-teaching these terms is essential for meeting objectives and completing assignments throughout the unit.) 3. Ask students to get out their sketchbooks and draw three examples of different shapes and three examples of different forms. 4. After completing the drawing exercises, students should create an illustration using the different shapes and forms. This is informal and can be completed in their sketchbook. Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Sketchbook assignments to demonstrate comprehension of shape and form.

 Lesson Plan #2

Topic of lesson: Shading Techniques Length of class: 50 minutes Who are your students and what are their specific learning needs? High school students mostly 9-10 grade students (but some 11-12 grade students as well). Survey intro to art class with beginning art students. Standard(s) to be addressed in this lesson: Observe and learning to comprehend; Invent and discover to create; Relate and connect to transfer Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After discussing shading techniques, students will draw four circles and turn them into spheres using shading. After creating the spheres, students will comprehend that the illusion of form can be created from a 2-D surface using the four methods of shading. Instructional method(s) chosen for this lesson (and why): Lecture and demonstration to introduce shading. Independent study where students complete sketchbook assignments. Materials/Resources: White 9x12 paper Pencils (students should have these with them but have extra for those who do not). Erasers Shading Techniques handout Sphere examples for students to draw from (use baseballs)

 Lesson Sequence: (How will you organize your lesson?) 1. Review differences between/characteristics of shape & form from prior days lesson. 2. Draw an example of a cube and a circle on the board. Ask students if each one is a shape or a form. 3. Discuss the uses of 3-D illusion (forms) in art and explain how practicing these techniques is build up for future projects in class. 4. Distribute shading techniques handout and discuss. 5. Explain that the first step in drawing is observation. Now, give each table a baseball (or sphere example) and help them determine where the source of light is and how it is reflecting on the sphere. 6. Work with them to point out shadows and how they take a curved nature on rounded forms like a sphere. 7. Demonstrate the process of shading a sphere using the source of light and shadows. 8. Have students grab a sheet of 9x12 paper and draw four circles. Students will turn each circle into a sphere by using the baseball as their model. They should practice the four shading techniques from the handout and refer back to the handout for reference (one shading technique per sphere). Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Students will complete an assignment where they turn circles into spheres using four different shading techniques.

Lesson Plan #3

Topic of lesson: Written Art Critiques Length of class: 50 minutes Who are your students and what are their specific learning needs? High school students mostly 9-10 grade students (but some 11-12 grade students as well). Survey intro to art class with beginning art students. Standard(s) to be addressed in this lesson: Envision and critique to reflect; Observe and learning to comprehend; Relate and connect to transfer. Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After discussing written art critiques, students will understand the uses for art critiques and will be able to list several ways that art critiques impact the art world. After learning about written critiques, students will be able to write a formal analysis about a Picasso painting. Instructional method(s) chosen for this lesson (and why): Lecture and discussion about written art critiques (how and why they are done and how they influence the art world). Materials/Resources: Computer Overhead to show handout. Paper and writing utensils for student note-taking (students should have these but have available in case they do not). Handout about art critiques (including assignment directions and Picasso painting to be analyzed).

 Lesson Sequence: (How will you organize your lesson?) 1. Give each student an art critique handout that includes assignment details, information about what art critiques are, and an image of the Picasso painting they will be analyzing. 2. Start lesson by going over the art critique paper assignment and discussing the details and requirements with the students. Also go over the rubric during this time. 3. Hold a discussion about what art critiques are how they fit in the art world. Start by explaining what art criticism is and who art critics are. Encourage students to ask questions to further their own understanding. 4. Next, go through the list of what is included in an art critique spend the most time discussing formal analysis (since this is what students will be doing on their own for their final paper. 5. Wrap up by answering any remaining student questions and reminding them of due dates. Also, let students know that the teacher is available to assist them at any point during the process and that there will be individual meetings held with each student after turning in their rough drafts to ensure student success. Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Students will complete a 3-4 written formal analysis of an assigned Picasso painting. They will submit a rough draft midway through the unit, so that the teacher can check for student progress and understanding. The final paper will be submitted at the end of the unit.

Art Critique Paper Details: Write a 3-4 page paper about the Picasso painting provided on the next page. The paper should be written in 12 pt font with 1 and spaced pages. This assignment is worth 50 points, and the final draft is due October 26th. A rough draft will due on October 15th. What to include: Within the paper, you need to do a formal analysis of the painting. A formal analysis includes: a description (what you see describe in detail) of the painting; an analysis (how does Picasso utilize shape, form, and shading?); an interpretation (what do you believe Picasso is trying to communicate or express? what is the meaning of this painting?); and your judgment (what do you personally think/feel about this painting and why?) Make sure to also include an intro and a conclusion! Rubric: 5 points for following directions (font, spacing, meeting page requirements) 20 points for including all four categories (description, analysis, interpretation, judgment) 15 points for quality of reflective writing within each section 10 points for correct spelling, punctuation, and grammar

 Painting: Pablo Picasso Woman with Mandolin 1910

 The How & Why of Written Critiques What is art criticism? -Art criticism means responding to, interpreting meaning, and making judgments about a specific work of art. -Art criticism helps viewers understand and interpret art, so that the viewer can make their own judgments about the artwork. Who are art critics? -Art critics (people who critique artwork for a living) typically focus on more contemporary and modern art from cultures close to their own; while art historians study artwork made in a variety of cultures throughout history. -Art critics could be newspaper or magazine reporters assigned to the art section, scholars writing for professional journals or academic texts, or even an artist writing about other artists (this is you!). -Art critics are NOT spokespeople for the artist. What does an art critique include? -Art critiques always include a formal analysis. Formal analysis = description, analysis, interpretation, judgment. -Description answers the question, What do you see? It describes what type of art you are looking at (painting, sculpture, architecture, etc), and the medium it was made out of (paint, clay, mixed media, etc). It discusses the colors used, the surface texture of the work, the subject matter, and the relationships present. -Analysis answers the question, How did the artist do it? This is when the elements of art are discussed. It is also a time for a discussion on the most distinct features or characteristics of the work (whether it be drastic lines, bright colors, rough texture, etc). -Interpretation answers the question, Why did the artist create this and what does it mean? This is section that relates the painting to culture and the world around you. When writing this section, it is helpful to ask yourself, Can I express what I think the artwork means in one sentence? Next, ask yourself, What evidence in the painting or in the culture supports my interpretation? Also keep in mind, because of the impact of culture, an artwork is not always about what the artist wanted it to be about.

-Judgment answers the question, Is this a good work of art? I like to ask myself, Would I hang this in my living room? Judging an artwork gives means ranking it in relation to other pieces of work in the art world or throughout art history. Judgments can be based on a variety of categories, including: artistic technique and quality, originality, meaning, etc.

Lesson Plan #4

Topic of lesson: Figure/Ground Tessellation Project Length of class: 50 minutes Who are your students and what are their specific learning needs? High school students mostly 9-10 grade students (but some 11-12 grade students as well). Survey intro to art class with beginning art students. Standard(s) to be addressed in this lesson: Envision and critique to reflect; Invent and discover to create; Relate and connect to transfer. Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After learning about tessellations, students will create a tessellation template using repeating squares, triangles, or hexagons. After creating the tessellation, students will use repeating colors, objects, and designs to fill in the template to demonstrate their comprehension of figure/ground relationships. After completing the project, students will do a self-evaluation to reflect on and critique their own work. Instructional method(s) chosen for this lesson (and why): Lecture and demonstration about tessellations and project assignment. Independent work time for students to begin working on their projects. Materials/Resources: Computer Overhead to show powerpoint & examples. Geometric shape templates (hexagon, equilateral triangle, parallelogram, or rectangle) Tag board for students to cut out own shapes (have some shapes pre-cut for

differentiated student needs) Paper (11x16) Scissors Sketchbooks (students should bring these) Pencils (students should bring these but have extra for those who do not) Markers Colored pencils Lesson Sequence: (How will you organize your lesson?) 1. Start lesson by showing the powerpoint introducing and defining tessellations. 2. Demonstrate the creation of a tessellation. Show students how to utilize shapes to create a pattern by rotating a geometric shape and tracing it on a large sheet of paper. The edges of the shape should line up and fill the entire page. 3. After the demonstration, have students get out their sketchbooks and sketch some ideas of objects, shapes, animals, etc. they want to use to create their tessellation. Students who struggle (or SPED students) should utilize the pre-cut shape templates to assist with their project. 4. Now students should get a piece of tag board & an 11x16 sheet of paper. 4. Students should draw their object on the tag board and cut it out. 5. Next, they should trace the cut-out object on 11x16. They should continue this step until the entire page is filled. (Make sure students are using pencils for this step, because they will most likely need to erase/start over a few times). 6. Once the tracing is complete, they should use colored pencils or markers to color in their design. 7. After completing the tessellation, students will fill out a self-evaluation. Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Tessellation project to demonstrate use of shapes and patterns. This project will also assess whether students understand the use of figure/ground. Student self-evaluation.

 Student Name: Class: Project: 1. Graded Objective: Completed Tessellation (successful repeating pattern no gaps/overlay) 10 9 8 7 6 5 4 3 2 1 2. Graded Objective: Used at least two colors (no black & white) 10 9 8 7 6 5 4 3 2 1 3. Graded Objective: Presentation (not messy or incomplete) 10 9 8 7 6 5 4 3 2 1 4. Use of Class Time: 10 9 8 7 6 5 4 3 2 1 Teacher Evaluation (X2) 1. 10 9 8 7 6 5 4 3 2 1 2. 10 9 8 7 6 5 4 3 2 1 3. 10 9 8 7 6 5 4 3 2 1 4. 10 9 8 7 6 5 4 3 2 1 Self Evaluation Score __________________ Teacher Evaluation Score ___________________ Final Score ____________________ Student Evaluation

 **Use the back to write a reflection statement about your project. You can use this space to address the graded objectives and to talk about your ideas/inspiration.

Final Project

Topic of lesson: Cubism Collage Length of class: 50 minutes Who are your students and what are their specific learning needs? High school students mostly 9-10 grade students (but some 11-12 grade students as well). Survey intro to art class with beginning art students. Standard(s) to be addressed in this lesson: Envision and critique to reflect; Observe and learning to comprehend; Invent and discover to create; Relate and connect to transfer. Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After discussing cubism, students will understand the cubist style by creating a multi- media composition showing multiple views of various objects. In creating a cubist collage, students will develop skills in shading using black and white to show value and utilizing the four shading techniques. After completing the project, students will do a self-evaluation to reflect on and critique their own work. Instructional method(s) chosen for this lesson (and why): Lecture and discussion about cubism and cubist techniques. Demonstration of cubism collage. Independent work time for students to complete projects. Materials/Resources: Computer Overhead to show cubist examples. Drawing pencils. Rulers. Still-life objects.

Colored paper scraps/old magazines/newspaper/sheet music, etc. White and black charcoal. Black sharpie markers. Scissors. Spray Adhesive. Erasers. 11x16 paper. Lesson Sequence: (How will you organize your lesson?) 1. Present cubism and cubist techniques (showing work examples of Picasso, Braques, etc) and briefly discuss cubist movement. 2. Demonstrate how to show multiple views of one object through drawing and demonstrate fracture plane. Also explain/demonstrate collage techniques. 3. After intro and demonstration, have students select items from around the room/supply closet to set up a mini still life. (They can do this in groups). 4. Have students get an 11x16 sheet of paper, drawing pencils, and an eraser. 5. Sitting around the still life they created, students should begin by drawing a few straight lines (around 5 to start) on their paper (some vertical, some horizontal, and some vertical). 6. Now, students should begin to draw the shapes of the objects in the still life. They should start at the top and move down the page. When they get to the lines they previously drew, they should shift over and continue to draw the object. They should continue this process by adding more lines extending from parts of the objects that they have started drawing. They should make at least three studies differing the object used and new lines. 7. Once students are finished drawing the lines and objects, they should use charcoal (both black and white) to show blunt shadows and highlights. 8. Next, students should collage scraps of paper/music sheets/magazines, etc to fill in parts of the objects they have drawn. They can also use these scraps to create a background. They should be sure to leave some spaces blank and to not cover up their shadows and highlights. 9. They should use colored pencils to fill in the remaining blank spaces. They may also

finish by outlining certain objects in black sharpie (if they want).

Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Cubism Collage project. Student self-evaluation.

Student Name: Class: Project: 5. Graded Objective: Completed project with at least three different object studies as well as background and all spaces/objects filled in 10 9 8 7 6 5 4 3 2 1 6. Graded Objective: Effective use of different shading techniques 10 9 8 7 6 5 4 3 2 1 7. Graded Objective: Used mixed-media (collage, paper/magazine scraps, colored pencil, etc) 10 9 8 7 6 5 4 3 2 1 8. Use of Class Time: 10 9 8 7 6 5 4 3 2 1 Teacher Evaluation (X2) 1. 10 9 8 7 6 5 4 3 2 1 2. 10 9 8 7 6 5 4 3 2 1 3. 10 9 8 7 6 5 4 3 2 1 4. 10 9 8 7 6 5 4 3 2 1 Self Evaluation Score __________________ Teacher Evaluation Score ___________________ Final Score ____________________ **Use the back to write a reflection statement about your project. You can use

Student Evaluation

this space to address the graded objectives and to talk about your ideas/inspiration.

Shape & Form Unit Test Student name: Class: 1. Define tessellation (5 pts): 2. Explain (or illustrate) foreground, middleground, background (9 pts): 3. Draw examples of two shapes and name them (10 pts): 4. Draw examples of two forms and name them (10 pts):

5. List the four types of shading we discussed in class and show me an example of each (16 pts): 6. List the four components of an art critique (8 pts):

7. Tell me one fact you learned about Picasso (2 pts):