CAEA Lesson Plan LESSON TITLE: Scribble Your Way To A Masterpiece Name of Presenter: Michele J Mazzei Grade Level: HS, can be adjusted for MS Background Information: We will look at artists with particular styles and techniques that made them unique to the art world. Artists such as van Gogh, Seurat, Close, etc. will be shown as well the most current artists of today. Content Standards: 1.0 ARTISTIC PERCEPTION Analyze Art Elements and Principles of Design 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work. 2.0 CREATIVE EXPRESSION Skills, Processes, Materials, and Tools 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 4.4 Articulate the process and rationale for refining and reworking one of their own works of art. Common Core Content Standards addressed with the lesson: Examine and discuss the art/artists - SL.11-12.1, SL.11-12.2, SL.11-12.4, and SL.11-12.5 Learning Objectives/Goals/Essential Understandings: To explore the element of line by comparing ones scribble through repetitive motion. To create an artwork by applying the scribble technique that is unique to the artist. Vocabulary: Line, Value, Texture, Shape, Repetition, Contrast, Movement, Scribble Materials: Drawing Paper and Ball Point Pens (Black or any color) Motivation: Exposure to reproductions of famous art works that employ variety of distinctive techniques. A look at today’s ball point pen artists at http://www.theballpointer.com/

Procedure: Start with a small strip of paper for practice of your scribble. Everyone has a scribble – now you need to hone it. Once your scribble is found and controlled practice a value scale with it. Go from light to dark by repeating your scribble over and over. Once you have successfully created a value scale you are now ready to create a masterpiece. In the high school art class I have had students choose a famous artist or musician. Because of time during this session you can choose from a variety of famous artworks to work your masterpiece. Will it be a portrait? Still Life? Animal? Landscape? Assessment and/or Evaluation: Art Project Rubric and Peer Critique (handout-see below)

Teacher example Student example

Rubric/Reflection – Mrs. Mazzei Name: ________________________ Date: ___________________

Period: _____ Project/Assignment: ___________________ Criteria Points

1 2 3 4 S T

Concept Concept lacks originality; is copied from another source

Concept is trite or commonplace; worn out

from overuse

Concept is generally fresh and original, if not

striking Concept is strikingly

original and interesting ___ ___

Design Displays a total lack of

awareness of organizing principles

Displays little awareness of understanding of organizing principles

Displays a basic understanding of

organizing principles; needs more elaboration

or development

Displays a mastery of organizing principles used to striking effect

___ ___

Execution (Craftsmanship)

Lacks even basic control of medium or technique;

generally sloppy execution

Displays poor control of medium or technique; needs improvement

Displays generally good control of medium and technique; room for

improvement

Displays mastery of medium and technique ___ ___

Time Management and Effort

Class time was generally wasted; minimum effort

exerted in class

Class time poorly managed; greater effort

is needed

Class time generally well managed; room for

improvement exists

Outstanding effort; class time well

managed; little or no wasted time

___ ___

Expressed Project Objectives/Requirements

Objectives/requirements ignored or misunderstood;

did not follow directions

Fewer than half of the objectives/requirements met; others missing or

misunderstood

More than half of the objectives/requirements met; others missing or

misunderstood

All objectives/requirements

met and clearly understood

___ ___

Total----> ___ ___

Student Reflection:

Teacher Reflection: