Category

Criterion
Course: Painting and Drawing
Class: Inked! Introduction to the Elements of Art
Grade 9

Technology/Resources/Materials:
Background
(4 parts)

1 per student:

Elements Handout
16 inch x 23 inch heavy
weight drawing paper
3 Set of Micron Pens
Pencils
Erasers
Sketch Pads (Already
provided)

1 per group:

N/A

Accommodations
For students who work best in silence, a designated quite
space will be available.

1 per class:

Other:

Assorted markers/
watercolors/ paints
and supplies

Projector
PowerPoint
Web 2.0 Kahoot
Web 2.0 Plickers
Classroom music
Artsy.net

Modifications
For students who require more guidance. A step-by-step guide will
be available to follow.

Web Link to Curriculum: http://tinyurl.com/gnrhnqn

Essential Question: How does art communicate ideas to others?
Objectives

Given a rubric, learners will design pen and ink grids incorporating the first three Elements of Art: Line, Shape and Color with 80% accuracy.

Standards:
NJCCCS
1.1.12.D.1 Distinguish innovative
applications of the elements of art and
principles of design in visual artworks from
diverse cultural perspectives and identify
specific cross-cultural themes.

Orient
the
leaner

1.3.12.D.1 Synthesize the elements of art and

principles of design in an original portfolio
of two- and three-dimensional artworks that
reflects personal style and a high degree of
technical proficiency and expressivity.
1.3.12.D.2 Produce an original body of
artwork in one or more art mediums that
demonstrates mastery of visual literacy,
methods, techniques, and cultural
understanding.
1.3.12.D.3 Organize an exhibit of personal
works of visual art that convey a high level
of understanding of how the expression of
ideas relates to the art media, art mediums,
and techniques used.

Common Core
Standard 1.1 The Creative Process: All students will
demonstrate an understanding of the elements and
principles that govern the creation of works of art in
dance, music, theatre, and visual art.
Standard 1.2 History of the Arts and Culture: All
students will understand the role, development, and
influence of the arts throughout history and across
cultures.
Standard 1.4 addresses two ways students may
respond to the arts, including (1) the study of aesthetics
and (2) the application of methodologies for critique.
1.2.5.A.2 Relate common artistic elements that define
distinctive art genres in dance, music, theatre, and
visual art.
1.2.2.A.1 Identify characteristic theme-based works of
dance, music, theatre, and visual art, such as artworks
based on the themes of family and community, from
various historical periods and world cultures.

NJCCCS for Technology

ISTE

8.1.12.A.1 Create a personal

digital portfolio which reflects
personal and academic interests,
achievements, and career
aspirations by using a variety of
digital tools and resources

6a. Students choose the

appropriate platforms and tools for
meeting the desired objectives of
their creation or communication.

8.1.12.D.1 Demonstrate
appropriate application of
copyright, fair use and/or
Creative Commons to an
original work.

6b. Students create original works

or responsibly repurpose or remix
digital resources into new creations.

8.1.12.D.5 Analyze the

capabilities and limitations of
current and emerging technology
resources and assess their
potential to address personal,
social, lifelong learning, and
career needs.

Interdisciplinary Standards
NJCCCS
NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats,
including visually and quantitatively, as well
as in words.
NJSLSA.W7. Conduct short as well as more
sustained research projects, utilizing an

Common Core
9.2.8.B.3 Evaluate
communication,
collaboration, and
leadership skills that can
be developed through
school, home, work, and
extracurricular activities

ISTE
6c. Students communicate complex
ideas clearly and effectively by creating or
using a variety of digital objects such
as visualizations, models or simulations.

Next Generation
RST.11-12.7 Integrate and evaluate multiple
sources of information presented in diverse formats
and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve
a problem. (HS-ESS3-5)
HSN-Q.A.3 Choose a level of accuracy appropriate

inquiry based research process, based on

focused questions, demonstrating
understanding of the subject under
investigation.

for use in a career.

to limitations on measurement when reporting

quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS35),(HS-ESS3-6)

Hook: Use Plickers Web 2.0 tool to create a poll to determine what famous artworks interest
the students. (Students are familiar with this tool..)
This will be displayed on the Smart Board.
After polls are in, we will discuss how and why the learners made their decision. This will
segue into our lesson.
Time to complete: 3 minutes

Input/Modeling or Present Information:

Distribute Elements of Art handout.
PowerPoint Presentation: Define Line, Shape, and Color.
Show examples of art that successfully incorporates the Line, Shape and Color on PPT (Images from Artsy.net)
Explain to learners how using the Elements make an artwork more interesting or successful to the viewer.
Time to complete: 10 minutes

Instructional Design:

(45 minutes)

Check for Understanding/Provide Learner Guidance:

Kahoot quiz on projector
Time to complete: 3 minutes

What is Line as an Element of Art? - A point moving in space.

What is Shape as an Element of Art? - A closed line that is limited to two directions: width and length.

What is Color as an Element of Art? The element of art that is produced when light, striking an object, is reflected back to the eye.

What are the Properties of Color? Hue, value, and saturation.

List ways to manipulate/create line: Change thickness, change direction, change pattern.

Guided Practice with coaching /Elicit Performance:

Line, Shape, Color Exercise: Students will create a 3 x 3 grid in their sketchpads, with 2 inch boxes.
Using Micron Pens and assorted materials, students will exemplify 3 emotions that can be communicated through art with the use of these Elements.
This will give me the opportunity to see that the students understand the applications of these Elements, and guide them if needed.
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Time to complete: 10 minutes

Independent Practice/Provide informative feedback:

Students will finish grid independently, and discuss quietly amongst classmates. (Additional feedback will be given if needed) Time to complete: 10 minutes

Closure:
Students will hang finished grids on Crit Wall.
We will discuss what works and what doesnt.
To keep conversation moving, direct questions may be asked:

Is there a particular piece that stands out to you?

Which element was demonstrated with the most confidence?

What about this piece draws the viewer in?

What kinds of emotion are being expressed in this work?

Is there anything that still needs to be clarified regarding this exercise or these elements?

Time to complete: 7 minutes

Formal Assessment:
Given a rubric, learners will design pen and ink grids incorporating the first three Elements of Art: Line, Shape and Color with 80% accuracy .
Does not affect class time.

Enhance/Transfer:
Revisit essential question, expand on it.
In what ways can we transfer the Elements of Art to real life? (Specifically, non-artists?)
Architecture, logo design, food, magazines/ articles, etc.
Explain that these elments will be applied to a larger project in a few days.

Time to complete: 2 minutes

Student Feedback: How can the teacher present this information to make it more interesting? What Elements or ideas still need clarification? What did you
enjoy about this project? What did you struggle with?

Recommendation:
Teacher Feedback: How can I, the teacher, encourage students to blend the direct applications of art (The Elements) and the creative aspects in a successful
way?