By Ana Martin |

Elements of Art
UNIT PLAN

Table of Contents
Unit 1 Colors Around the Wheel .
2-7

Unit 2 Shade it in .
8-11

Unit 3 Drawing the Line ..

12-15

Unit 4 Textures Around You ..

16-20

Unit 5 The Space Between Us .

21-25

Unit Quiz Elements Quiz . 26

Rubric Final Project Rubric.

.27

Handouts

PAGE 1
 TEAM Lesson Plan
Teacher: Ana Martin
Class: Visual Arts
Course Unit: Elements of Art
Lesson Title: Colors Around the Wheel
LESSON OVERVIEW Summary of the task, challenge, investigation,
career-related scenario, problem, or community l

Students will have a lesson on colors and the types of colors schemes there are, they
fill out their own color wheel following the example presented using the primary colors
and white and black to make the tints and shades

Students will create a stain glass window like artwork by using a technique known as
plating, which is essential layering two pieces of glass to produce the color or shade th
want. (Although in the activity they will be using cellophane sheets of different colors.

STANDARDS Identify what you want to teach. Reference

State, Common Core, ACT College Readiness
Standards and/or State Competencies.

2.1.1: Identify the elements of art and the principles of design (e.g. name, define, and
apply one or more of the elements and/or principles.

2.1.2: Evaluate the use of the elements of art in solving a visual art problem

2.1.4: Create works that use the elements of art to solve a visual art problem

4.2.1 Examine the functions and explore the meaning of specific works of art within varied cultures, times, a
places.

National Core Arts Standards- Visual Art

Creating (Standard 1): Generate and conceptualize artistic ideas and work

Presenting (Standard 5): Develop and refine artistic techniques and work for
presentation

Responding (Standard 7): Perceive and analyze artistic work

Connecting (Standard 10): Synthesize and relate knowledge and personal

PAGE 2
 experiences to make art.

OBJECTIVE Clear, Specific, and Measurable NOT

ACTIVITIES
Student-Friendly
To be able to identify primary, secondary, and tertiary colors.
To identify the six different color schemes
Students will be able to create an artwork using the plating technique
Create artworks demonstrating understanding of the Color Wheel, Primary colors, and Second
colors.

ASSESSMENT/EVALUATI Students show evidence of proficiency through a variety of

ON assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
Assessment Forms Formative Assessment Summative Assessmen
Formative is everything
given to the students
workings towards the
Teacher and Self Evaluating Stain glass window
final exam such as
Rubrics final project
handouts, critiques,
kahoots, and quizlet Basic Critique (Sandwich Method) Quiz on art history
Visual Observation aspects
Handouts

Summative assessment
is the actual test given
to test the knowledge of
the students whether it
be hands on or written.

PAGE 3
MATERIALS Aligned with the Lesson Objective
Rigorous & Relevant
Color Wheel Handouts
Tempera Paint (primary colors, black, and white.)
Grafix Dura-Lar Clear Adhesive backed Film
Hygloss Cello Sheets
Scissors
Gloss Medium
Brushes

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more
effort when faced with a complex, open-ended, challenging,
meaningful and authentic questions.

What is the importance of understanding and creating a color wheel?

How is color organized?
What is the importance of Primary colors?

INSTRUCTION Step-by-Step Procedures-Sequence

Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies

PAGE 4
 Differentiated Instructional Strategies to Provide Intervention &
Extension

1. Cut cellophane sheets into small pieces. Strips, squares, rectangles, triangles, or random shapes are easiest
cut. Circles and curves are more difficult, due to the delicacy of the film. Place pieces in a small, flat containe
so they may be easily sorted.

2. Distribute one piece of adhesive film to each student. The film may be cut easily into shapes or left as a
rectangle.

3. Carefully peel away backing paper to expose the adhesive. For best results, peel half of the paper up and fo
back so half of it remains covered and allows for a place to rest the hand. Adhesive is very sticky.

4. Layer the cut-out shapes so they overlap one another. Shape patterns can be very random or thoughtfully
planned with repetition and color placement. Here are some hints: Keep shapes in a container until it's time
place them, so they don't accidentally stick to the film and have to be pulled up. Work with a piece of white
paper underneath so it is easier to see the colors as they overlap. Fill the entire piece of film with shapes, so
that no adhesive is left exposed. It's okay for pieces to not be completely attached or loose. They will be
secured in the next step.

5. In a separate container, mix a solution of two parts polymer gloss medium and one part water. Brush over t
top of the cellophane pieces. This will add gloss and secure any loose ends. 6. Allow to dry and display in a
sunny window. Scrap pieces of adhesive film can be used to help hang the "veils."

PAGE 5
GUIDED & INDEPENDENT We Do-You Do
PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
Have students able to link the history aspect of stain glass windows to colors,
Have a ticket out the door form online or paper
Have different types of brushes and scissors that will adhere to each students needs. (Safety
scissors, left handed scissors, sponge brushes.)
Have proper equipment to accommodate each student

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Students will learn about color schemes, the proper color wheel order, and they will have a hand in mixi
colors where they will make natural colors that wont be right out of the bottle which is an essential pa
when designing a project.

CROSS-CURRICULAR
CONNECTIONS

Students will learn about history through presentation on

stain glass window found in gothic-era European
cathedrals that adhere to the project assigned.

NOTES: Play music while they work, have dull tools to

accommodate special needs.

PAGE 6
 TEAM Lesson Plan Template
Teacher: Ana Martin
Class: Visual Arts
Course Unit: Element of Art Unit 3 Value
Lesson Title: Shade It In
LESSON OVERVIEW Summary of the task, challenge,
investigation, career-related scenario,
problem, or community link.

Students will get a worksheet that will have a series of boxes where
they will fill in the different values according to the graphite system,
they will also use different techniques such as cross hatching and
stippling.
Students will also receive a handout where they will learn to use
value directly by shading in a sphere and learning the names of the
different types of shadows. (Cast shadow, mid-tone, core shadow
highlight, reflected highlight.
For the finial part of the lesson they will create a self-portrait in all

PAGE 7
graphite to demonstrate their knowledge of value. (They will use the
grid method)

STANDARDS Identify what you want to teach.

Reference State, Common Core, ACT College
Readiness Standards and/or State
Competencies.

2.1.1: Identify the elements of art and the principles of design

(e.g. name, define, and/or apply one or more of the elements
and/or principles.

2.1.2: Evaluate the use of the elements of art in solving a

visual art problem

Creating (Standard 1): Generate and conceptualize artistic

ideas and work
Connecting (Standard 10): Synthesize and relate knowledge
and personal experiences to make art.

OBJECTIVE Clear, Specific, and Measurable NOT

ACTIVITIES
Student-Friendly
To identify the different shadows created by value
Learn the value scale
Enlarge a photography using the grid method
Learn the importance of value to drawing realistically

ASSESSMENT/EVALUATIO Students show evidence of proficiency

N through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

Teacher and Self Evaluating Rubrics

Visual Observation

PAGE 8
 Walk Around Gallery
Basic Critique (Sandwich Method)
Handout on techniques used

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant

Graphite pencils (4H-6B)

Rulers
Handouts of value scale and sphere
Large white sheets
Camera (provided by teachers)
Markers

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more
effort when faced with a complex, open-ended, challenging,
meaningful and authentic questions.

What is the importance of learning the proper value scale?

Why can we not just use one graphite pencil to create a whole artwork?
Why do we need to know the characteristics of each graphite pencil and how is it helpful?

INSTRUCTION Step-by-Step Procedures-Sequence

Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

For the first handout students are to learn the proper use of each graphite pencil (4H-6B).
They will start with the darkest color (6B) and change pencils gradually getting to the lighter pen
(H)
They will do the above two more times but do the stippling method and cross hatching method to
complete the activities
For the next handout they will follow the directions to fill in the different shadows using the right
value the they had previously learned.

PAGE 9
 Lastly they will have their picture taken in black and white
Then they will grid their photography and they will double the measures they make to enlarge the
grid onto the blank white sheets
They will have a few days to work on their self-portrait using the darkest of the values to white of
the paper.

GUIDED & INDEPENDENT We Do-You Do

PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
Students will have to think logically when enlarging their grid, they will use mathematics to creat
proper and accurate scale grid to fit both the photograph and the blank sheet
Students will answer EQs before they leave the class

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Students will learn importance of value and will enact that knowledge in the handouts and portrait proje
they will reflect by answering the EQs.

CROSS-CURRICULAR
CONNECTIONS
Students will use math to create a grid that will be used to draw out their self portraits

NOTES: play music while they work

PAGE 10
 TEAM Lesson Plan Template
Teacher: Ana Martin
Class: Visual Arts
Course Unit: Elements of Art
Lesson Title: Drawing the Line
LESSON OVERVIEW Summary of the task, challenge, investigation, career-
related scenario, problem, or community link.
We will start with a presentation on line and its different techniques. We then will have a brief wa
up, where we will execute each technique, the students are to do quick gestures of volunteer
students as well as contour drawings of their hands and blind contour of each other. (each one
varying from 30 seconds to five minutes.
After that brief warm up students will have object placed on their tables which they are to use the
previously learn techniques to recreate those objects using only the element of line
Throughout the activities the students will have to think logically about what line can used to cre
the appearance of dimension, value, and space. They will have map out how close to place the li
markings and what types of marking will help them give the illusion of form.
Students will learn about drawing medias such as felt tip pens, regular pens, and graphite pencils
and how each can be used in different manners to give some of the same illusion.

PAGE 11
STANDARDS Identify what you want to teach. Reference State,
Common Core, ACT College Readiness Standards and/or
State Competencies.

2.1.1: Identify the elements of art and the principles of design (e.g. name, define, and/o
apply one or more of the elements and/or principles.

2.1.2: Evaluate the use of the elements of art in solving a visual art problem

1.3 Create visual art that communicates ideas through the use of media, techniques, and processes.

1.4 Analyze, synthesize, and evaluate the application of media, techniques, and processes used to solve visua
art problems.

OBJECTIVE Clear, Specific, and Measurable NOT ACTIVITIES

Student-Friendly
Identify different kinds of lines
Identify different line technique
The student will learn the concept of contour lines. The student will learn the line quality and its
effects on form and light.
The student will learn how to sue cross contour lines to give the illusion of form and light.

ASSESSMENT/EVALUATION Students show evidence of proficiency through a

variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

Visual Representation
Rubric
Walk around gallery

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant

PAGE 12
Graphite,
black pens
markers
9 by 12 white drawing paper
Objects to place on tables (apples, books, shoes, etc.)

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more
effort when faced with a complex, open-ended, challenging,
meaningful and authentic questions.
What is line?
What is line quality?
What is the difference between cross contour lines and contour lines?
What are cross contour lines used for?

INSTRUCTION Step-by-Step Procedures-Sequence

Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension
Delivery of info: The teacher will present PowerPoint on Line. (PowerPoint is available to members) Th
presentation exposes students to the concepts of line, line quality, contour line and cross contour line.

Guided Practice: Students will have objects placed on their table. One object shall be on each table.
The teacher will lead in a series of exercises designed to reinforce concepts.

1. Students will draw a contour line of the the object

2. Students will trade objects and do another contour line drawing

3.Students will then do a blind contour line drawing

4. Students will trade objects and do another blind contour line drawing

5. Students will trade objects and do a contour line drawing and then enhance that drawing by adjusting

PAGE 13
line quality

6.Students will then enhance the drawing further by adding cross contour lines to indicate form and valu

The teacher will then show examples of finished cross contour line drawings and set high expectations fo
completed work. Students will draw imagery first of their choosing in graphite lightly on 9" by 12" white
drawing paper. Then they will go over the graphite with markers and pens and enhance line quality and
create cross contour lines. Students will then erase pencil lines last.

GUIDED & INDEPENDENT We Do-You Do

PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
Before leaving class I will hand out a ticket out the door based on the Essential questions asked in class.
Have them relate and think about the lines that make our everyday objects?

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating,
Connecting
Students will learn the importance of line to give illusion of realism and dimension.
Students will be able to practice the use of line through their assignment using the
different techniques. They will have to evaluate and analyze where exactly each line
should be placed and why it should be placed there.

CROSS-CURRICULAR
CONNECTIONS

NOTES: play music while they work

PAGE 14
 TEAM Lesson Plan Template
Teacher: Ana Martin
Class: Visual Arts
Course Unit: Texture
Lesson Title: Textures Around You
LESSON OVERVIEW Summary of the task, challenge, investigation, career-
related scenario, problem, or community link.
Students will learn how to create different texture with a variety of mediums and
natural object that already contain texture.
Each student will have a turn in reaching into the texture box and will have to
guess what the object is based on what they feel.
They will then be let around the classroom or outside to each find unique texture
and for others to guess what that texture was based on what they see before
them.
Then students will learn how to create the illusion of texture through cutting
magazines segments that display fake texture
Students will also have a hand in creating their own fake texture through a mini
scratch book project where they will draw an animal that has various textures.
To finalize the lesson, the students will conduct a mini research project on the
problems with our eco system and display they through a collage based on textu

STANDARDS Identify what you want to teach. Reference State,

Common Core, ACT College Readiness Standards and/or
State Competencies.

2.1.1: Identify the elements of art and the principles of design (e.g. name, define, and/o
apply one or more of the elements and/or principles.

2.1.2: Evaluate the use of the elements of art in solving a visual art problem

PAGE 15
1.3 Create visual art that communicates ideas through the use of media, techniques, and processes.

1.1.2 Analyze and employ different types of media, techniques, and processes used to create various art form

2.1.4: Create works that use the elements of art to solve a visual art problem

Presenting (Standard 5): Develop and refine artistic techniques and work for
presentation

OBJECTIVE Clear, Specific, and Measurable NOT ACTIVITIES

Student-Friendly
To learn the different ways to create texture
To be able to create fake texture
To be able to apply to the artwork

ASSESSMENT/EVALUATION Students show evidence of proficiency through a

variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

Teacher and Self Evaluating Rubrics

Visual Observation
Walk Around Gallery
Basic Critique (Sandwich Method)

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant

A box

PAGE 16
 Textures found around the home or room. Examples: rubber bands, clips, sandpaper, cloth,
silk flowers, scissors.

Magazines, glue, and scissors

Cardboard, glue, textures

Printers ink, water solvable

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more
effort when faced with a complex, open-ended, challenging,
meaningful and authentic questions.

Do you recognize these marks?

What are some ways that artists create texture?
What is the importance of knowing how to create unrealistic texture?
Does all texture have to be felt physically?

INSTRUCTION Step-by-Step Procedures-Sequence

Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

Textures are all around us. We see them in nature, fur, whiskers, paw prints, we see them in the
kitchen, and we see them in the playground. But how can you place them in an art project?

First, a child must know what it is and how to describe it. Let us make a TEXTURE BOX and make
game out of the learning. This is an ordinary box 10" by 10" or larger. Place into this box anything
that can be described by the students, that has texture, size, weight, depth. The box has a hole in
the side. The student takes his hand places it in the box, picks up and object and describes the
object he is holding to the teacher or the adult or the class. Thus developing his verbal skills, and
also his tactile skills. The class then guesses what the object is and the one that guesses is the nex
one to the box.

PAGE 17
This leads to finding texture into magazines and a project call TEXTURE MAGAZINE MONTAGE.
(Many students have trouble understanding that textures can also be seen as well as felt. Many
students came to me and said "All the pages feel the same" For you see the eyes can detect textur
as well as the hands. The Montage Magazine assignment helps develop eye and hand coordination.
this assignment the student is to cut out textures from the magazine and glue them on to an 12" b
14" sheet of paper. The textures can be objects, or animals or plants as long as a texture can be
seen. This project stresses neatness, of glue and cutting and the covering and overlapping of the
objects on the page.

From this project we go to a COLLAGRAPH PRINTING PROJECT with textures. Using the texture
found in the box and other textures in the room these items will be cut and glued on to a picture o
cardboard of problems in the environment. List them for the student and describe the problem in th
eco system: Oil spills, fires, earthquakes, volcanoes, pollution of the world. Then draw the idea on
cardboard and cut carefully and glue the texture down to the picture on the cardboard. They must
have at least five different textures and no more than 1/4-inch-high off the cardboard. Add glue to
the top with a brush, this will hold the textures into place. Let dry one day. Then lay out newspape
on a table, the art work on the newspaper and the ink on a paper plate. Use a soft roller roll the in
over the textured collagraph. Place any type of paper on top of the collagraph and press with hand
Do not move the paper or you will get a double image. Lift the paper and you have a print of your
collagraph. Mount the print on cardboard for display.

GUIDED & INDEPENDENT We Do-You Do

PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
Students will have a link into the environmental problems through the collagraph printing project (they w
have a mini research project.)
Have tickets out the door based on the EQs

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Over all students will learn what kinds of texture each different unique surface makes. Students will will
analyze how they can use those surface to create texture but not only will they use real texture, student
will also be able to create their own sense of texture by their own hand or by other resources such as

PAGE 18
magazine cut outs where the illusion of texture is already there. Students will have to critically think abo
how to bring all the texture together both the fake and the real.

CROSS-CURRICULAR
CONNECTIONS
Science through guessing objects that come directly from nature
Environmental awareness through the magazine collages they will create about o
eco systems and all the problems within it.
English through their mini research project about problems in our eco system.

NOTES: Play music in the background for students to relax

PAGE 19
 Elements of Art Quiz
1. The Primary Colors are _________________.
a. Red, Orange, and Yellow
b. Purple, Red, and Green
c. Red, White, and Blue
d. Red, Blue, Yellow
2. Colors on the color wheel opposite of each other are
called _______________.
a. Monochromatic
b. Secondary
c. Complimentary
d. Tertiary

3. Fill in the Color Wheel and label Primary and Secondary

colors

a.
4. ______________ is a point that moves through space.
a. Shape
b. Line
c. Color
d. Space
5. Anything that is around and between forms, shapes and
lines is ___________________.
a. Texture
b. Space

PAGE 20
 c. Shape
d. Color
6. Create a quick Gesture Drawing.

7. Create a contour drawing.

8. Shade in the sphere and label the shadow and

highlights

9. Name three techniques to create natural and fake

texture
___________________
___________________
___________________

10. What is the different between negative and

positive space?

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