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ART 12/13 A

ESSENTIAL UNIT 1 (E01)


(Elements/Principals of Art (Design))
(July 2012)

Unit Statement: The student will learn that multi-sensory experiences, such as hearing,
touching, moving, and seeing help them perceive and identify the elements of art, as well
as the visual principles of Art (design).
Essential Units: (assessed for mastery)
1. The Student Will demonstrate participation in the art classroom by putting forth
his/her best effort, showing respect for art materials, displaying positive attitudes
towards the art process (from beginning to end), and demonstrating safe behavior.
2.

TSW create, produce, and complete various works of art using an


assortment of art materials and tools using some of the elements and
principles of art into various artworks.

3.

TSW define the visual elements and principles of art.

4.

TSW identify and name the visual elements and principles of art while
looking at professional artwork.

5.

TSW distinguish differences between the visual elements and principles of


art while looking at professional artwork.

6.

TSW apply knowledge of the visual elements and principles of art while
looking and discussing student artwork.

7.

TSW define the parts of the art critique process: describe, analyze, interpret,
and decide (judgment).

8.

TSW organize personal artworks in an ongoing portfolio.

9.

TSW reflect on personal artwork portfolio at the end of the unit/year


applying the visual elements and principles of art.

Suggested Materials:
Portfolios Teacher edition, Middle School Level by Robyn Montana Turner
Portfolios Fine Art Prints, Middle School Sets A & B
Students will/can use computers, art prints, books and art text as resources for learning
about artists and their work.
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Suggested Internet Sources:


http://www.crayola.com/lesson-plans/
http://www.kinderart.com/
http://www.artsandactivities.com/
Suggested Activities:
Percept:
analyze and describe how factors of time and place influence visual characteristics
that give meaning and value to a work of art.
generate questions and possible answers to questions about works of art.
describe ways that social and cultural beliefs can influence responses to works of
art.
describe personal sensory responses to the visual qualities of a work of art.
Creative Art Process:

identify and use analogous, complementary, and monochromatic color


relationships in works of art.
create the illusion of movement in two-dimensional and three-dimensional works
of art.
apply the elements of art and the principles of design in two-dimensional and
three-dimensional works of art, including line, shape, form, color, value, texture,
space, proportion, rhythm, balance, emphasis, variety, and unity.
use line variations, including directionality, width, and implied line to create
contrasting qualities in a composition.
communicate information and ideas through illustration.
create the illusion of depth in two-dimensional works of art using a variety of the
following devices: overlapping, atmospheric perspective, diminishing size and
detail, and object placement in the picture plane.
create contour line drawings that demonstrate perceptual skill.
use two-point perspective to create the illusion of depth in a two-dimensional
drawing.
create two-dimensional and three-dimensional works of art emphasizing one of the
elements of art.
create three-dimensional works of art using geometric forms.
create works of art by representing and interpreting ideas from other fields of
knowledge.
use mechanical graphic arts instruments and devices to solve commercial design
problems.
create original works of art using computer design programs.
use problem-solving skills to create a work of art that communicates ideas or
emotions.
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Suggested Assessment Tools and Strategies:

Unit rubric (see below)


Collection and analysis of artworks in a portfolio.
Art Journal: Handy reference tool to practice and record creative ideas through
sketching and writing
Vocabulary: Writing/adding the vocabulary words and terms in Art Journals
(vocabulary section)
Teacher observation and questioning.
Student participation and response.
Encouragement of individual exploration and experimentation.
Art Assessments
Displaying Students Art
Art and Cross-Curricular Connections (Mathematics, Science, Social Studies, The
Arts Reading/Language arts etc.

Vocabulary
Vocabulary words and terms relevant to the concept of the lesson/topic can be added to the
vocabulary section of the students art journals.
Aesthetics
Collage
Graphic design
Warm and Cool(M.C. Escher)
Cartoonist
Fashion designer
Line variation
Product design illustrator
Implied line
Industrial Designer
Contour
Legal ethical copyright laws
Movement
Pottery/ functional/ sculptural
Figure
Green ware
Cartoon Overlapping
Slab Bisque ware
Perspective
Drape Glaze ware
Depth
Coil Analyze
Shadows/shading
Slip Process
Critique
Score Elements of art
Aerial perspective
Plastic/ wet Tactile texture
Linear perspective
Leather hard Visual texture
One - point perspective
Color schemes
Two - point perspective
Analogous
Vanishing point
Monochromatic
Eye level
Complementary
Horizon line
Color schemes
Cultural Sculpture Commercial
Values/ Tints
design
Shades
Three dimensional Graphic
Critique
design
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Form Communication
Free-standing sculpture Emotions
Relief sculpture Illustration
Score/ fold/ curl/ crimping
RUBRIC FOUND ON FOLLOWING PAGE

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Unit Rubric:

Evaluation Chart
Use this evaluation as a checklist. The following criteria will be used to mark student evaluation in
each TSW. A= consistently exceptional mastery; B=demonstrates mastery; P=has not demonstrated
this skill consistently.
In order to receive an A in this class, a student must have 3 of 4 As marked in TSW 1 and 3 of the 4 A
level TSWs and Bs in the remaining B level TSWs with no Ps.
In order to receive a B in this class a student must have all mastered at the B level. Some As may be
checked, but if the students does not have the required amount of As the grade remains a B.

Names of Students

TSW 1 (rubric for participation)


giving best effort with art works
respect towards art materials
positive attitude towards art process
demonstrates safe behavior
TSW 2
TSW create, produce, and complete various
works of art using an assortment of art materials
and tools using some of the elements and
principles of art into various artworks.
TSW 3 (not A level)
TSW define the visual elements and principles of
art.
TSW 4 (not A level)
TSW identify and name the visual elements and
principles of art while looking at professional
artwork.
TSW 5
TSW distinguish differences between the visual
elements and principles of art.
TSW 6
TSW apply knowledge of the visual elements and
principles of art while looking and discussing
student artwork.
TSW 7 (not A level)
TSW define the parts of the art critique process:
describe, analyze, interpret, and decide
(judgment).
TSW 8 (not A level)
TSW organize personal artworks in an ongoing
portfolio.
TSW 9
TSW reflect on personal artwork portfolio at the
end of the unit/year applying the visual elements
and principles of art.

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QSIELEMART12/13AE01
Copyright19882012