TEACHER NAME Jenelle Grosser GRADE 9,10,11,12 VISUAL ART WEEK PLAN UNIT TITLE Water Color Optical Color Mixing and Transparency!

2015 DATES 2-6-15 – 2-19-15

National Visual Arts Standard(s)

VA:Cr2-I a. Engage in making a work of art or design without having a preconceived plan. c. Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place. VA:Pr5-II a. Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place. VA:Cn10-II a. Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.

Materials Projector Intro video Lady bug projector Thumbtacks Newsprint for drying paintings on Pre and post tests

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic. CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Focus / Theme Optical Color Mixing

Learning Objective(s)

1. Students will research optical color mixing on the Internet and save at least 5 examples to show in class. VA:Cn10-II a. 2. Students will research images of patterns on the Internet and save at least 5 examples to show in class. VA:Cn10-II a. 3. Students will create three paintings (one light value painting, one middle value painting, one dark value painting) made using optical color

mixing, which will combine at least two values of paint with various patterns. VA:Cr2-I a. 4. Students will collaboratively design a mural that incorporates at least one of their individual optically mixed paintings into a single project.

VA:Cr2-I c. VA:Pr5-II a.

Assessments (Form & Sum) Formative Assessments: Daily participation, research examples, Checklist Summative Assessment: Pre and post testing using a matching format where students match terms with definitions. Scantron.

Modifications / Accommodations

• Throughout the lessons I will ask each student with an IEP individually to summarize the information to check for understanding. • I will provide frequent verbal positive feedback on each students work throughout the lessons. • I will provide students with an IEP with extended time to complete their paintings. • I will provide students with an IEP with extended time to complete their computer-based research. • Students with gaps in prior knowledge will be provided with visual and verbal information to build their new knowledge base on. • Students will be allowed water breaks during class as needed.

Forms 2D 3D 4D Frames Cultural Subjective Structural Postmodern Conceptual Framework Artwork Artist Audience World

Water Colors Paint brushes Chobani Cups for water 4”x6” Mat board to paint on Newsprint to paint on Computer Research assignment on class server PowerPoint presentation Teacher examples Value scale Research assignment on class server Artist examples

Key Artists

Chuck Close, Seurat, Van Gogh, Monet, Claire Joyce, Inge Jacobsen, Aubrey Longley-Cook

Key Artworks Seurat, A Sunday Afternoon on the Island of La Grande Jatte, 1884, Chuck Close, Lucas I, (1986–1987)

Key Critical Questions

1. Have you ever looked at a picture under a magnified glass? 2. What color does your eye perceive when two complementary colors optically mix? 3. What does your eye perceive when a white pattern is placed on top of a colored background? 4. What does your eye perceive when a black pattern is placed on top of a colored background? 5. What colors did you use to make your painting with, what color does your eye perceive through the optical color mixing occurring?

Language Functions Analyze, compare/contrast, describe, discuss, Language Tasks & Activities 1. The students will participate in a discussion about their research on optical color mixing.

2. The students will participate in a group discussion to determine the installation plan for their class mural.

Language Supports 1. Photo examples optical color mixing will be projected on the front board to help the students understand the language functions and demands of this unit. 2. Visual aids of the vocabulary terms will be posted around the room to help students understand the language functions and demands throughout this unit.

DAY(S) STUDIO PRACTICE VOCAB CRIT/HIST CONTEXT ACTIVITIES CRITICAL QUESTIONS

Set Induction: Have you ever looked at a picture under a magnified glass? 1. A projected image of a Seurat painting to pair with a verbal

introduction of the concept of optical color mixing- when small particles of different colors are mixed in the eye.

2. Assign students to work on computer-based research finding 5 examples of optical color mixing and 5 examples of pattern.

3. Students share research findings about optical color mixing with the class.

1

Research Symmetrical Radial Asymmetrical

Seurat Chuck Close

Closure: Can anyone explain to the class an example of what optical color mixing is and an example of what optical color mixing isn’t?

Set Induction: Can someone explain to me what happened in Cameron’s eyes when he was looking at Seurat’s painting? Why was he so amazed? 1. https://youtu.be/y7fxkiolT-k Ferris Beuler’s day off video for

introduction of optical color mixing. 2. Introduce project requirements. Student work time 3. Student sharing of their work up to this point.

2

Project introduction Water color painting Optical color mixing

Primary color Secondary color Weighted line

Van Gogh Monet

Closure: How have you used optical color mixing in your painting?

Set Induction: What are the first 3 things you think the artist had to do to go about installing this mural? What colors did you use to make your painting with? What color does your eye perceive through the optical color mixing occurring? 1. A projected image of a mural installation will pair verbal question.

Installation processes explained. 2. Student work time, and installation of student work in display cases. 3. Class discussion. Two positives from today and 1 negative from

today.

3

Installation of class mural

Tints Shades Color Scheme

Claire Joyce Inge Jacobsen Aubrey Longley-Cook

Closure: Question: Name two things that went well today and one thing that can be improved for tomorrow.

Set Induction: Describe the difference between optical color mixing and mixing color using layer of transparent colors. What is the difference between geometric and organic shapes? 1. Project two images one of optical color mixing, one of layers of

transparent colors. Discuss difference between optical color mixing and transparent color mixing.

2. Tell students to begin working on computer-based research. Research 1 artist that uses layering of transparent watercolor for their work. In the program paint design a balanced composition using organic or geometric shapes that employs layering of transparent colors.

3. Students share research findings about transparent color mixing.

4

Research Monochromatic Complementary Colors Analogous Colors

Helen Frankenthaler Mark Rothko

Closure: Can someone make an argument that the displayed image is an example of transparent color mixing?

Set Induction: Can anyone give me an example of transparency? How can you make new colors by layering transparent colors?

5 Project introduction Water color painting transparencies

Optical Color Mixing Fluid line Expressive line Organic Geometric Transparency

Maya Hayuk

1. Project examples of transparencies using watercolors. 2. Introduce details of watercolor transparency project 3. Student work time

Closure: Tell me something you learned about during this unit. Is there something you now know that you didn’t know before?

Teacher Notes/Reflections