Instructional Guidelines - saisd.net€¦ · Web viewCollege Prep Vocabulary Resources...

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Painting Level II – High School Week 1 Unit of Study: Acrylic Painting Second Grading Period TEKS Level II (Content) 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary. 3 B analyze specific characteristics of artworks in various cultures. TEKS Level II (Skills and Processes) 2 C select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art. Vocabulary Resources Instructional Guidelines SAISD © 2007-08 Painting II (Second Grading Period – Week 1) Page 1 of 24

Transcript of Instructional Guidelines - saisd.net€¦ · Web viewCollege Prep Vocabulary Resources...

Painting Level II – High School Week 1 Unit of Study: Acrylic Painting Second Grading PeriodTEKS Level II (Content)

1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

3 B analyze specific characteristics of artworks in various cultures.

TEKS Level II (Skills and Processes) 2 C select from a variety of art media and tools to communicate specific ideas in drawing,

painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

Vocabulary Resources Instructional Guidelines

SAISD © 2007-08 Painting II (Second Grading Period – Week 1) Page 1 of 24

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pWord Wall acrylicopaque canvas board

Exploring Painting Chapter 8 – Acrylic Lesson – Acrylics, tools

and materials Lesson – Painting

Techniques

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: Guide students as they examine a variety of acrylic paintings Demonstrate and facilitate tools and materials

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

1. How are acrylics different from watercolors?

2. What subject will you illustrate using opaque acrylics?

3. Which part of your painting was most successful? Explain.

Identify and describe acrylic painting characteristics in a variety of artworks.

Create a painting using opaque acrylic on canvas board.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of acrylic painting characteristics and process through classroom discussion. Students will complete a painting on canvas board using opaque acrylics. Students will participate in classroom critic of the finished paintings

Before: EngageJackson Pollock?Have students examine several Jackson Pollock images.

During: Check for Understanding

Have students describe the artist's painting technique and style.

After: Evaluate

Have students answer the questions on page 89.

Have students create an acrylic painting that reflects Jackson Pollock's style.

Technology Connection WEB LINKShttp://en.wikipedia.org/wiki/Jackson_Pollock

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Exploring PaintingInstructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students use a Jackson Pollock image for inspiration. Have students partner with another student to complete their research of the artist.

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Painting Level II – High School Week 2 Unit of Study: Acrylic Painting Second Grading PeriodTEKS Level II (Content)

1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

3 B analyze specific characteristics of artworks in various cultures.

TEKS Level II (Skills and Processes) 2 C select from a variety of art media and tools to communicate specific ideas in drawing,

painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

Vocabulary Resources Instructional Guidelines

SAISD © 2007-08 Painting II (Second Grading Period – Week 1) Page 4 of 24

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pWord Wall acrylic solvent transparentopaque impastomuralist

Exploring Painting Chapter 8 – Acrylic Lesson – Acrylic Painting

Techniques

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: Guide students as they study the Mexican muralist such as Jose Clemente Orozco Demonstrate transparent, opaque, and impasto acrylic painting techniques

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

4. What was the overall theme the muralist illustrated in their artwork?

5. What is impasto painting?6. How did you enhance your

painting? Explain.

Recognize and articulate personal responses to artworks by Mexican muralist.

Create a series of painting that explores the complete range of visual effects possible with acrylics.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of acrylic painting techniques through classroom discussion. Students will complete a series of paintings using opaque acrylics and demonstrating transparent, opaque and

impasto techniques. Students will participate in classroom critic of the finished paintings

Before: EngageWhat is a muralist?Have students discuss murals and muralist that they have seen.

During: Check for Understanding

Have students create a list of characteristics necessary for mural painting.

After: Evaluate

Have students write a short paragraph that compares and contrasts the painting styles of Jose Clemente Orozco and Jackson Pollock.

Technology Connection WEB LINKShttp://www.metmuseum.org/toah/hi/hi_orozcojoseclemente.htm

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students work with another student as they research the artists. Have students use a limited pallet for their series of paintings.

SAISD © 2007-08 Painting II (Second Grading Period – Week 1) Page 6 of 24

Painting Level II – High School Week 3 Unit of Study: Oil Painting Second Grading PeriodTEKS Level II (Content)

1 A interpret visual parallels between structures of natural and human-made environments. 1 B compare the suitability of art materials and processes to express specific ideas relating to

visual themes, using precise art vocabulary. 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

TEKS Level II (Skills and Processes) 2 B apply design skills in creating practical applications, clarifying presentations, and

defining choices made by consumers.

Vocabulary Resources Instructional Guidelines

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pWord Wall oil paints thinner solvent turpentine linseed oilpainting mediumpigments

Exploring Painting Chapter 9 – Oil Painting Lesson – Paints, Mediums

and Surfaces Lesson – Brushes, Knives

and Other Equipment Lesson – Ways to Work

With Oils

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: Question students as they examine a variety of oil paintings , from the Renaissance to the present Demonstrate and facilitate techniques, tools and materials needed for oil painting

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

BRigor

Relevance

7. How have oil paintings influenced modern art?

8. What is the difference between thinner and solvent?

9. When would you use a pallet knife instead of a brush

10. Do you feel confident enough to work will oil paints?

Explore oil painting from the Renaissance to the present.

Develop basic technical experiences using oil paints.

Develop sample board to experiment with paints, mediums, surfaces, brushes and knives for oil painting.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of oil painting techniques through classroom discussion. Students will complete a sample board that demonstrate competency in the use of the media, techniques and

tools. Students will participate in classroom critic of the finished paintings

Before: EngageWhen was oil painting invented?Have students research the history of oil painting.

During: Check for Understanding

Have students discuss its early development briefly; then list the advantages and technical advances that oils provided.

After: Evaluate

Have students explain what revolutionary painting developments were possible as oil painting developed as a major art medium.

Technology Connection WEB LINKS

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students use work in groups.

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Painting Level II – High School Week 4 Unit of Study: Oil Painting Second Grading PeriodTEKS Level II (Content)

1 A interpret visual parallels between structures of natural and human-made environments. 1 B compare the suitability of art materials and processes to express specific ideas relating to

visual themes, using precise art vocabulary. 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

TEKS Level II (Skills and Processes) 2 B apply design skills in creating practical applications, clarifying presentations, and

defining choices made by consumers.

Vocabulary Resources Instructional Guidelines

SAISD © 2007-08 Painting II (Second Grading Period – Week 1) Page 10 of 24

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pWord Wall pallete knife impasto texture solventopaque

Exploring Painting Chapter 9 – Oil Painting Lesson –

Demonstration/Basic Oil Painting on Canvas

Lesson – Try Several Ways to Work With Oils

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: Demonstrate and facilitate the traditional oil painting technique Guide students as they develop their compositions

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

BRigor

Relevance

11. How have oil paintings influenced modern art?

12. What is the difference between thinner and solvent?

13. When would you use a pallet knife instead of a brush

14. Do you feel confident enough to work will oil paints?

Explore oil painting from the Renaissance to the present.

Develop basic technical experiences using oil paints.

Develop sample board to experiment with paints, mediums, surfaces, brushes and knives for oil painting.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of oil painting techniques through classroom discussion. Students will complete a sample board that demonstrate competency in the use of the media, techniques and

tools. Students will participate in classroom critic of the finished paintings

Before: EngageBrush or Pallete Knife?Have student examine a variety of brushes and pallete knifes.

During: Check for Understanding

Have students compare and contrast the effects created with these tools.

After: Evaluate

Have students interpret the visual and emotional impact created with these tools.

Technology Connection WEB LINKS

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students use a limited color pallete when creating their paintings.

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Painting Level II – High School Week 5 Unit of Study: Pastel Second Grading PeriodTEKS Level II (Content)

1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

3 B analyze specific characteristics of artworks in various cultures. 4 A select and critique artworks in progress, making decisions about future directions in

personal work. 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

TEKS Level II (Skills and Processes) 1 B compare the suitability of art materials and processes to express specific ideas

relating to visual themes, using precise art vocabulary. 2 A formulate multiple solutions to expand personal themes that demonstrate intent.

Vocabulary Resources Instructional Guidelines

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pWord Wall pastelblendingoil pastels fixativekneaded rubber

eraser

Exploring Painting Chapter 10 – Pastel Lesson – Tools and

Materials Lesson – Surfaces Lesson - Basic Pastel

Techniques

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine examples of artists who used pastels, such as Degas, Cassatt, and

Redon demonstrate and facilitate texture and color blending techniques

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

BRigor

Relevance

15. Which of the artist that worked in pastels, is your favorite? Explain.

16. What effects can you achieve through the use of a kneaded rubber eraser?

17. Which technique works best with the pastel medium?

Identify and describe the historical importance of pastel as a media for painting.

Create a sample board using pastels that illustrates texturing and blending techniques.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of pastel painting techniques through classroom discussion. Students will complete a sample board that demonstrate competency in the use of the media, techniques and

tools. Students will participate in classroom critic of the finished paintings

Before: EngageWhy did the artist choose pastels?Have students study the works of Degas, Cassatt and Redon.

During: Check for Understanding

Have students discuss the style and subject matter of the images.

After: Evaluate

Have students select a painting that was rendered in another media and explain how working it in pastels would enhance it.

Technology Connection WEB LINKShttp://www.sanford-artedventures.com/study/bio_cassatt.html

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students complete a sample board that with less samples and a limited pallete.

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Painting Level II – High School Week 6 Unit of Study: Pastel Second Grading PeriodTEKS Level II (Content)

3 A study a selected historical period or style of art 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

TEKS Level II (Skills and Processes) 1 B compare the suitability of art materials and processes to express specific ideas

relating to visual themes, using precise art vocabulary. 2 A formulate multiple solutions to expand personal themes that demonstrate intent. 2 C select from a variety of art media and tools to communicate specific ideas in drawing,

painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

Vocabulary Resources Instructional Guidelines

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pWord Wall pastelvolume shading texture realism

Exploring Painting Chapter 10 – Pastel Lesson – Other Ways To

Use Pastels

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: demonstrate pastel techniques guide students as they develop their pastel painting

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

18. What is the best way to illustrate texture using pastels?

19. Which of the elements or principles of design will you emphasize in your pastel painting?

20. Which technique works best with the pastel medium?

Demonstrate pastel techniques to render volume, shading and texture.

Develop an original pastel painting.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of pastel painting techniques through classroom discussion. Students will complete a pastel painting that demonstrate competency in the use of the media, techniques and

tools. Students will participate in classroom critic of the finished paintings

Before: EngageHow did the artist use pastels to enhance the subject of the paintings?Have student study the paintings on pages 110 and 111.

During: Check for Understanding

Have students discuss the color choices, composition and technique of the paintings.

After: Evaluate

Have students write a self evaluation of their pastel painting.

Technology Connection WEB LINKShttp://painting.about.com/od/pastelpainting/

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students use an enlargement of their photo to create their painting.

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Painting Level II – High School Week 7 Unit of Study: Pastel Second Grading PeriodTEKS Level II (Content)

1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

3 A study a selected historical period or style of art.

TEKS Level II (Skills and Processes) 2 A formulate multiple solutions to expand personal themes that demonstrate intent. 2 C select from a variety of art media and tools to communicate specific ideas in drawing,

painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

Vocabulary Resources Instructional Guidelines

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pWord Wall charcoal composition emphasisportrait

Exploring Painting Chapter 10 – Pastel Lesson – Charcoal

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine a variety of charcoal portraits guide students as they develop their composition

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

21. What do you look at when you judge a composition?

22. Why is value so important when you are using charcoal?

23. How did you use light to enhance the drama in your composition?

Identify and describe compositional choices that enhance charcoal portraits.

Develop a composition using a student model using charcoal.

Evaluate original artworks by self and peers.

Lecture Group Discussions Graphic Organizers Guided Practice Review and Re-teaching Teacher Questions Primary Resources

Assessment Students demonstrate understanding of composition in charcoal painting techniques through classroom

discussion. Students will complete a composition using charcoal to illustrate student models. Students will participate in classroom critic of the finished paintings

Before: EngageWhat emotion was the artist trying to express?Have students study the image on page 113.

During: Check for Understanding

Have students discuss the emotional impact of the image and how the artist achieved it.

After: Evaluate

Have students write a short paragraph explaining the choices they made when working on their charcoal paintings.

Technology Connection WEB LINKShttp://painting.about.com/od/pastelpainting/

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Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students explain their choices orally.

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Painting Level II – High School Week 8 Unit of Study: Artist Preparation for Exhibit/Art Contest /Evaluation Second Grading PeriodTEKS Level II (Content)

1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

3 B analyze specific characteristics of artworks in various cultures. 4 A select and critique artworks in progress, making decisions about future directions in

personal work.

TEKS Level II (Skills and Processes) 1 B compare the suitability of art materials and processes to express specific ideas

relating to visual themes, using precise art vocabulary. 2 B apply design skills in creating practical applications, clarifying presentations, and

defining choices made by consumers. 2 C select from a variety of art media and tools to communicate specific ideas in drawing,

painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

Vocabulary Resources Instructional Guidelines

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Exploring Painting The teacher will use resources and Before, During, and After strategies to: clarify ideas, materials and methods used to create art, explain and demonstrate selection and preparation procedures

.

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

DRigor

Relevance

24. Why is composition so important?

25. What is the difference between oil and acrylic painting?

26. Why did you select this painting for exhibit?

Demonstrate understanding of elements and principals of design in master artworks and in personal artworks.

Demonstrate an understanding of the techniques used in charcoal, pastel, oil and acrylic painting.

Select, prepare and exhibit personal artworks

Discussions Questions Demonstrations Primary Resources

Assessment Students demonstrate understanding of art criticism through classroom critiques of master artworks and personal

artworks. Students demonstrate understanding of the use of the elements and principles of design in master artworks and

original artworks through classroom discussions and critiques. Students will complete a written exam. Students will select and prepare a personal artwork for exhibition and or contest.

Before: EngageArt concept: techniques, materials?Have students set up a graph that reflect the key words.

During: Check for Understanding

Have students complete the graph using art vocabulary.

After: Evaluate

Have students select one of their artworks and use the art criticism format to evaluate their work.

Technology Connection

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Exploring Painting

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students respond orally.

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