Lesson Details for Reaching Core Content/Program of ... Plans 2011_12.pdfand 2-point perspective in...
Transcript of Lesson Details for Reaching Core Content/Program of ... Plans 2011_12.pdfand 2-point perspective in...
Lesson Details for Reaching Core Content/Program of Studies Goals
Courses and Periods Taught
1 6th
Grade General Art
2 8th
Grade General Art
3 Planning
4 8th
Grade General Art
5 6th
Grade General Art
6 8th
Grade General Art
7 6th
Grade General Art
Kentucky Core Content/Program of Studies Covered During Quarter/9-Week
Course Core Content Program of Studies 6th Grade General Art All 6
th Grade Arts and Humanities
4.1 KCC
All Program of Studies related to
4.1 KCC
8th Grade General Art All 8th
Grade Arts and Humanities
4.1 KCC
All Program of Studies related to
4.1 KCC
Course #1 General Art/8th
Grade
Week 1
Topic: Elements of Art
Understandings Skills and Concepts Related Core Content AH-8-SA-U-2
AH-8-SA-U-3
AH-8-SA-U-4
AH-8-SA-S-VA-1
AH-8-SA-S-VA3
AH-8-SA-S-VA3 AH-8-SA-S-VA4
AH-8-SA-S-VA5
AH-08-1.4.1
AH-08-1.4.2
Week 1: Description of Daily Lessons
Objectives Day Activities Students will be
reinforced in the
concepts of
Elements of Art
Students will
review art
vocabulary.
Students will
analyze a work of
art in regard to
these concepts.
Students will
individually
demonstrate
understanding
with product
involving both
1 O.A.: Students write information for instructor in regard to
feelings about art and what they hope to do and learn in the class.
Go over class syllabus and expectations. Introduce students to
concept of Peer Review and expectations. Review Art Elements of
line and color via PowerPoint or Smart Board presentation.
Students will take notes and orally respond to questions.
Students will demonstrate use of hatching, crosshatching,
directional lines and shading within notes. Students identify and
analyze the use of elements during presentation.
Formative assessments:
Complete notes
Demonstration of hatching, crosshatching, directional
lines, shading
Oral responses, instructor observation
written and
artistic product.
Students will learn
procedure for peer
review.
2 O.A.: Looking at artwork projected on screen, describe the use of
line.
Continue review of Art Elements via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students identify and analyze elements in various
works displayed in presentation. Students will demonstrate Shape
to Form during presentation.
Formative assessments:
Notes on elements.
Oral responses, instructor observation.
Demonstration of Shape to Form.
3 O.A.: Looking at artwork projected on screen, describe the use of
value.
Continue review of Art Element (Color) via PowerPoint or Smart
Board presentation. Students take notes and orally respond to
questions. Students identify and analyze elements in various
works displayed in presentation.
Students begin color project demonstrating four color schemes of
student choice based on information given in presentation.
Take home worksheet of terminology.
Formative Assessments:
Notes on Elements
Oral Responses, Instructor Observation
Demonstration of color theory understanding
Element terminology worksheet
4 O.A. Looking at artwork projected on screen, describe the use of
color.
Students continue to work on color project demonstrating color
theory understanding. Students review art terminology and
understandings.
Formative Assessments:
Written O.A. Responses.
Oral feedback and teacher observation.
Demonstration of color theory understanding in
artwork.
5 O.A. Looking at artwork projected on screen, describe the use of
texture.
Students take test over element terminology and concepts.
Students continue work on color project. Students turn in Visual
Art notebook.
Formative assessments:
Written O.A. Response
Demonstration of color theory understanding in artwork.
Summative assessment:
Test
Visual Art Notebook
Final color project
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students needing
scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Independent work on 2D project
(media choice by student) demonstrating understanding of principles.
A written reflection to be turned in with the piece.
Course #1 General Art/8th
Grade
Week 2
Topic: Principles of Design
Understandings Skills and Concepts Related Core Content AH-8-SA-U-2
AH-8-SA-U-3 AH-8-SA-U-4
AH-8-SA-S-VA-1
AH-8-SA-S-VA3 AH-8-SA-S-VA3
AH-8-SA-S-VA4
AH-8-SA-S-VA5
AH-08-1.4.1
AH-08-1.4.2
Week 2: Description of Daily Lessons
Objectives Day Activities
Students will be reinforced
in the concepts of
Principles of Design.
Students will review art
vocabulary.
Students will analyze a
work of art in regard to
these concepts.
Students will individually
demonstrate
understanding with
product involving both
written and artistic
product.
1 O.A. Looking at artwork projected on the screen make one
relevant statement about each element of art utilized.
Review Principles of Design via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students demonstrate balance (symmetrical,
asymmetrical, radial), repetition and balance during
presentation. Students identify and analyze the use of
principles in selected artwork during presentation.
Formative Assessment:
Notes
Demonstration of principles
Oral responses, instructor observation
2 O.A.: Looking at artwork projected on the screen, describe
the use of balance and rhythm.
Review Principles of Design via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students will demonstrate rhythm, contrast,
emphasis and pattern during presentation. Students will
identify and analyze use of principles in selected artwork
during presentation.
Take home worksheet of terminology and concepts.
Formative Assessment:
Notes
Demonstration of principles
Oral responses, instructor observation
Worksheet responses
3 O.A. Looking at artwork projected on the screen describe
the movement employed. Where is contrast noted? How is
contrast utilized?
Students will be introduced to art project involving
demonstration of balance, value, overlapping
(space),emphasis, pattern, unity. Students will work on still
life, demonstrating understanding of principles and elements.
Formative Assessment:
Demonstration of principles and elements.
Instructor observation
4 O.A. Looking at artwork projected on the screen describe
how emphasis is utilized by the artist. What kind of balance
do you see?
Students will review answers to worksheet. Students will
continue working on still life.
Formative Assessment:
Demonstration of principles and elements
Instructor Observation
5 O.A. Looking at artwork projected on the screen describe how elements and principles are utilized to bring a feeling of unity or
harmony.
Students will take test over terminology and concepts relating to
Principles of Art/Design. Students will begin line drawing of
drawing still life demonstrating use of elements and principles.
Summative Assessment:
Test
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Independent work on 2D
project (media choice by student) demonstrating
understanding of principles. A written reflection to be turned
in with the piece.
Course #1 General Art/8th
Grade
Week 3
Topic: 2-Dimensional Processes/Media exploration
Understandings Skills and Concepts Related Core Content AH-8-SA-U-2
AH-8-SA-U-3 AH-8-SA-U-4
AH-8-SA-S-VA-1
AH-8-SA-S-VA3 AH-8-SA-S-VA3
AH-8-SA-S-VA4
AH-8-SA-S-VA5
AH-08-1.4.1
AH-08-1.4.2
Week 3: Description of Daily Lessons
Objectives Day Activities Students will be
introduced or reviewed in
processes used in 2-
Dimensional Design.
Students will review or be
introduced to art
vocabulary in regard to 2-
D processes.
Students will analyze
works of art in regard 2-D
processes. Students will
determine assets and
drawbacks of each
process.
Students will individually
demonstrate
understanding with
product involving both
written and artistic
product.
1 O.A. Definitions of sketch, gesture drawing, contour line
drawing
Review and introduce 2-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation 2 O.A. Looking at the picture projected on the screen, identify
the media employed. What drawbacks does this media have?
What assets?
Continue 2-D media and processes via PowerPoint or Smart
Board presentation. Students will take notes and orally
respond to questions. Students identify and analyze use of
media/processes in selected artwork during presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. Describe the subject matter of the picture projected on
the screen.
Students begin contour line drawing of landscape. Students
choose four media to explore. Line drawing is divided into
four spaces and drawn using grid method. Grid is left and
each section done in a different media.
Take home worksheet: terminology
Formative Assessment:
Demonstration of technique
Instructor Observation
4 O.A. Compare and contrast the use of media in the subject
matter projected on the screen.
Class reviews worksheet. Students continue Exploration of 2-
D Media. As each section is completed in their artwork, they
evaluate the media either using written format or with
modifications, oral.
Formative Assessment:
Worksheet responses
Oral responses, instructor observation
Demonstration of technique
Evaluation of media by students
5 O.A. Discuss the mood of the subject matter projected on the
screen. Discuss the tools the artist used to create the mood.
Exam over 2D media terminology and processes. Students
complete explorations and work on evaluations.
Formative Assessment:
Demonstration of technique
Evaluations of media by students
Summative Assessment:
Final project
Exam over terminology and processes
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Continue independent work
on 2D project (media choice by student) demonstrating
understanding of principles. A written reflection and analysis
to be turned in with the piece.
Course #1 General Art/8th
Grade
Week 4
Topic: Perspective
Understandings Skills and Concepts Related Core Content AH-8-SA-U-3
AH-8-SA-U-4
AH-8-SA-S-VA1
AH-8-SA-S-VA2
AH-8-SA-S-VA-4
AaH-8-SA-VA5
AH-08-1.4.1
AH-08-1.4.2
Description of Daily Lessons
Objectives Day Activities Students will explore 1-
and 2-point perspective in
individual projects.
Students will demonstrate
proficiency in perspective
with final 1-pt.
perspective drawing.
1 O.A. Definitions of horizon line, vanishing point, 1-pt.
perspective, 2-point perspective.
Students are introduced to the process of 1- and 2-point
perspective and do small demonstrations of understanding.
Formative assessment:
Student demonstrations
Teacher observation
2 O.A. List methods of creating the illusion of depth in an
artwork.
Students begin large scale 1-point perspective drawing of
school hallway.
Formative assessment:
Student listing
Student demonstrations
Teacher observation
3 O.A. Looking at painting projected on screen, list all the
ways depth is created in the artwork.
Students continue 1-point perspective drawing.
Formative assessment:
Student listing
Student demonstrations
Teacher observation
4 O.A. Create a 1-pt. perspective box and using 2-point
perspective create a box above the horizon line, on the
horizon line and below the horizon line.
Students continue 1-point perspective drawing. Students
begin inking drawing.
Formative assessment:
Student demonstrations
Teacher observation
5 O.A. Definitions of architect, architectural drawing,
blueprint
Students complete inked perspective drawing.
Summative assessment:
Completed inked perspective project
Modifications
Oral assessments where necessary
FMD students given blackline master to trace or copy
Course #1 General Art/8th
Grade
Week 5
Topic: 3-Dimensional Processes/Media exploration
Understandings Skills and Concepts Related Core Content AH-8-SA-U-2 AH-8-SA-U-3
AH-8-SA-U-4
AH-8-SA-S-VA-1 AH-8-SA-S-VA3
AH-8-SA-S-VA3
AH-8-SA-S-VA4
AH-8-SA-S-VA5
AH-08-1.4.1 AH-08-1.4.2
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to/reviewed in
processes of 3-
Dimensional Design
Students will learn and
use proper terminology
for 3-Dimensional Design
Students will analyze and
evaluate examples of 3-
Dimensional Design.
Students will individually
demonstrate
understanding by written,
oral and artistic product.
1 O.A. Describe subject matter and purpose behind displayed
3D sculpture.
Review and introduce 3-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Describe balance and movement in displayed 3D
sculpture.
Review and introduce 3-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation. Students are introduced to independent
assemblage project and reviewed in process. Rubric is
discussed.
Take home worksheet of terminology and processes
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. Describe contrast and emphasis in displayed 3D
sculpture.
Students view PowerPoint of relief sculpture done in paper.
Demonstration of paper sculpture techniques. Students
practice techniques and design relief sculpture. Students
continue work on assessment.
Formative Assessment:
Oral responses, instructor observation
Demonstration of technique
Student plan for project
4 O.A. Describe rhythm and pattern in displayed 3D sculpture.
Students review answers to take-home worksheet of
terminology and processes. Students work on relief
sculptures. Students continue work on assemblages at home.
Formative Assessment:
Oral responses/discussion; Instructor observation.
Demonstration of technique
5 O.A. Describe process of displayed 3D sculpture.
Students take exam over 3-D. Students complete work on
relief sculptures. Students continue work on assemblages at
home.
Summative Assessment:
Exam
Final project(s)
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Independent work on
subtractive or additive sculpture (student choice). A written
reflection and analysis to be turned in with the piece.
Course #1 General Art/8th
Grade
Week 6
Topic: Purposes of Visual Art
Understandings Skills and Concepts Related Core Content AH-8-PCA-U-1
AH-8-PCA-U-2
AH-8-PCA-U-3
AH-8-PCA-S-VA1
AH-8-PCA-S-VA1
AH-08-3.4.1
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to purposes of
art.
Students will identify
motivation behind various
artworks.
Students will demonstrate
understanding of
purposes of art and how
the same subject matter
can be approached
differently in order to
meet a different need or
purpose.
Students will demonstrate
understanding of
terminology and concepts
relating to purposes of
art.
1 O.A. Discuss narrative art displayed in terms of subject
matter of displayed artwork.
Review and introduce Purposes of Art via PowerPoint or
Smart Board presentation. Students will take notes and orally
respond to questions. Students identify and analyze the
purposes and subject matter in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Discuss principles of design in terms of displayed
artwork.
Students are given a motif and must choose four purposes of
art for which it might be used, sketching designs for the
artwork. For example: The motif of a shamrock might
become a table design, but it could also become part of a logo
for a business. Students choose one of their designs to develop
fully. Students choose media and color scheme.
Formative Assessment:
Demonstration
Instructor observation.
3 O.A. Discuss purpose of displayed artwork.
After completing thumbnail of image, students begin working
on projects. Take-home study guides of terminology and
concepts.
Formative Assessment:
Demonstration of understanding in artwork
4 O.A. Discuss use of artistic elements in functional piece
displayed.
Review of take-home worksheets. Students continue working
on project.
Formative Assessment:
Worksheet and oral responses.
Instructor observation.
Demonstration of concepts.
5 O.A. Discuss use of elements and how the artist’s choices
work for the persuasive piece’s purpose in the display.
Exam over terminology and concepts. Students complete
projects. Students complete self reflection in regard to chosen
purpose and success of technique.
Summative Assessment:
Written (modification-oral) exam
Completed project.
Self reflection
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Must use media not tried
before. A written reflection and analysis to be turned in with
the piece.
Course #1 General Art/8th
Grade
Week 7
Topic: Culture and Visual Art
Understandings Skills and Concepts Related Core Content AH-8-HA-U-1
AH-8-HA-U-2
AH-8-HA-U-3
AH-8-HA-S-VA1
AH-8-HA-S-VA2
AH-8-HA-S-VA3
AH-8-HA-S-VA4 AH-8-HA-S-VA5
AH-08-2.4.1
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to European
Neo-Classical influences
(architecture) in the
United States.
Students will recognize
famous buildings in the
U.S. utilizing these
elements.
Students will learn and
utilize correct
terminology when
1 O.A. Discuss rhythm in the displayed building.
Introduce Neoclassical Architecture via PowerPoint or Smart
Board presentation. Students will take notes and orally
respond to questions. Students identify and analyze the
examples in selected architecture during presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Discuss use of line and texture in the building displayed.
Continue PowerPoint or Smart Board presentation. Students
describing Neo-Classical
architectures.
Students will complete a
design project utilizing
elements of Neo-Classical
architecture.
will take notes and orally respond to questions. Students
identify and analyze examples in selected architecture during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation.
3 O.A. Discuss balance and unity in the displayed building.
Students begin design project utilizing elements of Neo-
Classical architecture. Projects must incorporate: Symmetry,
positive/negative design, at least four features found in
Neoclassical architecture.
Formative Assessment:
Demonstration of concepts
Instructor observation
4 O.A. Compare and contrast the use of elements in the two
buildings portrayed.
Students continue design projects utilizing elements of
Neoclassical architecture. Oral review of subject matter.
Formative Assessment:
Demonstration of concepts
Oral responses, instructor observation
5 O.A. Compare and contrast use of principles in the two
buildings displayed.
Exam over Neoclassical architecture and influences. Students
complete design projects.
Summative Assessment:
Exam (written or oral, if necessary)
Completed project
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Student finds at least fifteen
examples of Neoclassical influence in architecture within the
community.
Course #1 General Art/8th
Grade
Week 8
Topic: Culture/Early American Painting and Photography
Understandings Skills and Concepts Related Core Content AH-8-HA-U-1
AH-8-HA-U-2
AH-8-HA-U-3
AH-8-HA-S-VA1
AH-8-HA-S-VA2
AH-8-HA-S-VA3
AH-8-HA-S-VA4
AH-8-HA-S-VA5
AH-08-2.4.1
Description of Daily Lessons
Objectives Day Activities
Students will be
introduced to Early
American painting and
photography in the
United States.
Students will recognize
styles of John James
Audubon, Thomas Cole,
George Catlin and
Matthew Brady.
Students will use correct
terminology when
discussing concepts.
Students will understand
the impact of
photography as a new
medium.
Students will recognize
conditions that led to the
unique art styles
emerging in early
America.
1 O.A. Definitions of style, stylized, Romanticism, nature study
Introduce Early American painting and photography via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the examples in selected architecture during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Definitions of movement, figure study, allegory
Students will continue exploring art of Audubon, Cole, Catlin
and Brady in early America. Students take notes and orally
respond to questions and discussion. Students identify and
analyze the examples. Students discuss impact of
photography and conditions allowing emerging art styles.
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. Definitions of illustration, portfolio, photography
Students choose to explore either Audubon, Cole, or Brady
and plan artwork in style of that artist using subject matter
that particular artist would have utilized. Students begin
preliminary work.
Formative Assessment:
Demonstration in artwork
Instructor observation
4 O.A. Definitions of photojournalism, daguerreotypes
Review of material; discussion of historical conditions and
influences. Students continue artwork.
Formative Assessment:
Discussion, oral question and answer
Teacher observation
5 O.A. Crossword puzzle: terminology and concepts of unit.
Students complete open response question in regard to
conditions making climate right for subject matter and
unique style development. Students may work on art after
finishing.
Summative assessment:
Open response
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Gifted and Talented (Visual Arts): Student creates graph
illustrating connections of visual art, historical events,
historical personages, music and drama in the United States
during the specified time period.
Course #1 General Art/8th
Grade
Week 9
Topic: Critiquing Visual Art
Understandings Skills and Concepts Related Core Content AH-8-PA-U-1 AH-8-PA-U-2
AH-8-PA-U-3
AH-8-PA-U-4
AH-8-PA-S-VA2 AH-8-PA-S-VA3
AH-8-PA-S-VA4
AH-8-PA-S-VA5
AH-08-4.4.2
Objectives Day Activities Students will demonstrate
ability to conduct a
thorough and appropriate
peer review.
Students will demonstrate
ability to conduct a
thorough and appropriate
self reflection.
Students will demonstrate
ability to conduct a
thorough and insightful
critique of visual art.
1 O.A. List concepts you have learned in this class.
Students review methods of self reflection and choose one
piece from their portfolios to write an in-depth reflection and
analysis about. Students complete self reflection.
Formative assessment:
Discussion
Teacher observation
Summative assessment:
Written product
2 O.A. List as many art terms and definitions that you can
remember from what we have done in this class.
Students review methods of peer review. Students choose one
piece from their portfolios to submit for peer review.
Students participate in peer review.
Formative assessment:
Discussion
Teacher observation
Summative assessment:
Written product
3 O.A. Describe your favorite project of this class. Why was it
your favorite? What did you learn from doing it?
Students are led through PowerPoint presentations of various
artworks. Discussion and insights accompany the
presentation as each piece is analyzed utilizing the steps of
effective art criticism.
Formative assessment:
Discussion
Teacher observation
4 O.A. What art process do you like best? Why? Describe a
piece you have completed doing this process.
Students are given one artwork and asked to analyze it
utilizing concepts and steps of art criticism already shared.
Formative assessment:
Teacher observation
5 O.A. Write a letter to a student who will begin this class next
nine weeks.
Works analyzed by students are displayed on Smart Board
and those students critiquing each are asked to present their
ideas orally to the class.
Summative assessment:
Oral presentation
Written product
Modifications
Arrangements for students needing scribes, or analysis done
orally.
Peer tutoring and peer review applied as needed.
Course #1 General Art/6th Grade
Week 1
Topic: Elements of Art
Understandings Skills and Concepts Related Core Content AH-6-SA-U-3
AH-6-SA-U-3
AH-6-SA-S-VA1
AH-6-SA-S-VA2
AH-6-SA-S-VA3
AH-6-SA-S-VA4 AH-6-SA-S-VA5
AH-06-1.4.1
AH-06-1.4.2
Week 1: Description of Daily Lessons
Objectives Day Activities Students will be
reinforced in the 1 O.A.: Students write information for instructor in regard to
feelings about art and what they hope to do and learn in the class.
concepts of
Elements of Art
Students will
review art
vocabulary.
Students will
analyze a work of
art in regard to
these concepts.
Students will
individually
demonstrate
understanding
with product
involving both
written and
artistic product.
Students will learn
procedure for peer
review.
Go over class syllabus and expectations. Introduce students to
concept of Peer Review and expectations. Review Art Elements of
line and color via PowerPoint or Smart Board presentation.
Students will take notes and orally respond to questions.
Students will demonstrate use of hatching, crosshatching,
directional lines and shading within notes. Students identify and
analyze the use of elements during presentation.
Formative assessments:
Complete notes
Demonstration of hatching, crosshatching, directional
lines, shading
Oral responses, instructor observation
2 O.A.: Looking at artwork projected on screen, describe the use of
line.
Continue review of Art Elements via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students identify and analyze elements in various
works displayed in presentation. Students will demonstrate Shape
to Form during presentation.
Formative assessments:
Notes on elements.
Oral responses, instructor observation.
Demonstration of Shape to Form.
3 O.A.: Looking at artwork projected on screen, describe the use of
value.
Continue review of Art Element (Color) via PowerPoint or Smart
Board presentation. Students take notes and orally respond to
questions. Students identify and analyze elements in various
works displayed in presentation.
Students begin project demonstrating understanding of form,
value and texture.
Take home worksheet of terminology.
Formative Assessments:
Notes on Elements
Oral Responses, Instructor Observation
Demonstration of form, value and texture
Element terminology worksheet
4 O.A. Looking at artwork projected on screen, describe the use of
color.
Students continue to work on project demonstrating. Students
review art terminology and understandings.
Formative Assessments:
Written O.A. Responses.
Oral feedback and teacher observation.
Demonstration of color understanding in artwork.
5 O.A. Looking at artwork projected on screen, describe the use of
texture.
Students take test over element terminology and concepts.
Students continue work on project. Students turn in Visual Art
notebook.
Formative assessments:
Written O.A. Response
Demonstration of color theory understanding in artwork.
Summative assessment:
Test
Visual Art Notebook
Final color project
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students needing
scribes.
Peer tutoring and peer review applied as needed.
FMD students given blackline masters in order to demonstrate value.
Gifted and Talented (Visual Arts): Independent work on 2D project
(media choice by student) demonstrating understanding of principles.
A written reflection to be turned in with the piece.
Course #1 General Art/6th
Grade
Week 2
Topic: Principles of Design
Understandings Skills and Concepts Related Core Content AH-6-SA-U-3
AH-6-SA-U-3
AH-6-SA-S-VA1
AH-6-SA-S-VA2
AH-6-SA-S-VA3
AH-6-SA-S-VA4
AH-6-SA-S-VA5
AH-06-1.4.1
AH-06-1.4.2
Week 2: Description of Daily Lessons
Objectives Day Activities
Students will be reinforced
in the concepts of
Principles of Design.
Students will review art
vocabulary.
Students will analyze a
work of art in regard to
these concepts.
Students will individually
1 O.A. Looking at artwork projected on the screen make one
relevant statement about each element of art utilized.
Review Principles of Design via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students demonstrate balance (symmetrical,
asymmetrical, radial), repetition and balance during
presentation. Students identify and analyze the use of
principles in selected artwork during presentation.
demonstrate
understanding with
product involving both
written and artistic
product.
Formative Assessment:
Notes
Demonstration of principles
Oral responses, instructor observation
2 O.A.: Looking at artwork projected on the screen, describe
the use of balance and rhythm.
Review Principles of Design via PowerPoint or Smart Board
presentation. Students will take notes and orally respond to
questions. Students will demonstrate rhythm, contrast,
emphasis and pattern during presentation. Students will
identify and analyze use of principles in selected artwork
during presentation.
Take home worksheet of terminology and concepts.
Formative Assessment:
Notes
Demonstration of principles
Oral responses, instructor observation
Worksheet responses
3 O.A. Looking at artwork projected on the screen describe
the movement employed. Where is contrast noted? How is
contrast utilized?
Students will be introduced to art project involving
demonstration of balance, value, overlapping
(space),emphasis, pattern, unity. Students will work on still
life, demonstrating understanding of principles and elements.
Formative Assessment:
Demonstration of principles and elements.
Instructor observation
4 O.A. Looking at artwork projected on the screen describe
how emphasis is utilized by the artist. What kind of balance
do you see?
Students will review answers to worksheet. Students will
continue working on still life.
Formative Assessment:
Demonstration of principles and elements
Instructor Observation
5 O.A. Looking at artwork projected on the screen describe how
elements and principles are utilized to bring a feeling of unity or
harmony.
Students will take test over terminology and concepts relating to
Principles of Art/Design. Students will begin line drawing of
drawing still life demonstrating use of elements and principles.
Summative Assessment:
Test
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Independent work on 2D
project (media choice by student) demonstrating
understanding of principles. A written reflection to be turned
in with the piece.
Course #1 General Art/6th
Grade
Week 3
Topic: 2-Dimensional Processes/Media exploration
Understandings Skills and Concepts Related Core Content AH-6-PA-U-2 AH-6-PA-S-VA1 AH-06-4.4.1
AH-06-4.4.2
Week 3: Description of Daily Lessons
Objectives Day Activities Students will be
introduced or reviewed in
processes used in 2-
Dimensional Design.
Students will review or be
introduced to art
vocabulary in regard to 2-
D processes.
Students will analyze
works of art in regard 2-D
processes. Students will
determine assets and
drawbacks of each
process.
Students will individually
demonstrate
understanding with
product involving both
written and artistic
product.
1 O.A. Definitions of sketch, gesture drawing, contour line
drawing
Review and introduce 2-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation 2 O.A. Looking at the picture projected on the screen, identify
the media employed. What drawbacks does this media have?
What assets?
Continue 2-D media and processes via PowerPoint or Smart
Board presentation. Students will take notes and orally
respond to questions. Students identify and analyze use of
media/processes in selected artwork during presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. Describe the subject matter of the picture projected on
the screen.
Students begin contour line drawing of still life. Students
choose four media to explore. Line drawing is divided into
four spaces and drawn using grid method. Grid is left and
each section done in a different media.
Take home worksheet: terminology
Formative Assessment:
Demonstration of technique
Instructor Observation
4 O.A. Compare and contrast the use of media in the subject
matter projected on the screen.
Class reviews worksheet. Students continue Exploration of 2-
D Media. As each section is completed in their artwork, they
evaluate the media either using written format or with
modifications, oral.
Formative Assessment:
Worksheet responses
Oral responses, instructor observation
Demonstration of technique
Evaluation of media by students
5 O.A. Discuss the mood of the subject matter projected on the
screen. Discuss the tools the artist used to create the mood.
Exam over 2D media terminology and processes. Students
complete explorations and work on evaluations.
Formative Assessment:
Demonstration of technique
Evaluations of media by students
Summative Assessment:
Final project
Exam over terminology and processes
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Continue independent work
on 2D project (media choice by student) demonstrating
understanding of principles. A written reflection and analysis
to be turned in with the piece.
Course #1 General Art/6th Grade
Week 4
Topic: Perspective
Understandings Skills and Concepts Related Core Content AH-6-SA-U-2
AH-6-SA-U-3 AH-6-SA-U-4
AH-6-SA-S-VA2
AH-6-SA-S-VA-3
AH-06-1.4.2
AH-06-1.4.1
Description of Daily Lessons
Objectives Day Activities Students will explore 1-
and 2-point perspective in
individual projects.
Students will demonstrate
proficiency in perspective
with final 1-pt.
perspective drawing.
1 O.A. Definitions of horizon line, vanishing point, 1-pt.
perspective, 2-point perspective.
Students are introduced to the process of 1- and 2-point
perspective and do small demonstrations of understanding.
Formative assessment:
Student demonstrations
Teacher observation
2 O.A. List methods of creating the illusion of depth in an
artwork.
Students begin 1 point perspective drawing of stairsteps.
Formative assessment:
Student listing
Student demonstrations
Teacher observation
3 O.A. Looking at painting projected on screen, list all the
ways depth is created in the artwork.
Students continue 1-point perspective drawing.
Formative assessment:
Student listing
Student demonstrations
Teacher observation
4 O.A. Create a 1-pt. perspective box and using 2-point
perspective create a box above the horizon line, on the
horizon line and below the horizon line.
Students continue 1-point perspective drawing. Students
begin inking drawing.
Formative assessment:
Student demonstrations
Teacher observation
5 O.A. Definitions of architect, architectural drawing,
blueprint
Students complete inked perspective drawing.
Summative assessment:
Completed inked perspective project
Modifications
Oral assessments where necessary
FMD students given blackline master to trace or copy
Course #1 General Art/6th
Grade
Week 5
Topic: 3-Dimensional Processes/Media exploration
Understandings Skills and Concepts Related Core Content AH-6-SA-U-2
AH-6-SA-U-3
AH-6-SA-U-4
AH-6-SA-S-VA1
AH-6-SA-S-VA2
AH-6-SA-S-VA3
AH-6-SA-S-VA4
AH-6-SA-S-VA5
AH-06-1.4.1
AH-06-1.4.2
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to/reviewed in
processes of 3-
Dimensional Design
Students will learn and
use proper terminology
for 3-Dimensional Design
Students will analyze and
evaluate examples of 3-
Dimensional Design.
Students will individually
demonstrate
understanding by written,
oral and artistic product.
1 O.A. Discuss the elements utilized in the displayed 3D
sculpture.
Review and introduce 3-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Where do you see evidence of contrast, emphasis and
rhythm in the displayed 3D artwork.
Review and introduce 3-D media and processes via
PowerPoint or Smart Board presentation. Students will take
notes and orally respond to questions. Students identify and
analyze the use of media/processes in selected artwork during
presentation. Students are introduced to independent
assemblage project and reviewed in process. Rubric is
discussed.
Take home worksheet of terminology and processes
Take home rubric of Found Object Art
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. If a sculpture could be designed for the school foyer,
what do you think it should look like? What material do you
think should be used? Would the sculpture be subtractive or
additive, in the round or in relief?
Students view PowerPoint of relief sculpture done in paper.
Demonstration of paper sculpture techniques. Students
practice techniques and design relief sculpture. Students
continue work on assessment.
Formative Assessment:
Oral responses, instructor observation
Demonstration of technique
Student plan for project
4 O.A. What considerations do you think a sculptor should
think over thoroughly before beginning work?
Students review answers to take-home worksheet of
terminology and processes. Students work on relief
sculptures. Students continue work on assemblages at home.
Formative Assessment:
Oral responses/discussion; Instructor observation.
Demonstration of technique
5 O.A. What creates unity in the displayed sculpture?
Students take exam over 3-D. Students complete work on
relief sculptures. Students continue work on assemblages at
home.
Summative Assessment:
Exam
Final project(s)
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Special Education students led through modified 3-D sculpture
in the round creating symmetrical forms using repetitive folds
of catalog/magazine pages.
Gifted and Talented (Visual Arts): Independent work on
subtractive or additive sculpture (student choice). A written
reflection and analysis to be turned in with the piece.
Course #1 General Art/6th
Grade
Week 6
Topic: Purposes of Visual Art
Understandings Skills and Concepts Related Core Content AH-6-PCA-U-1
AH-6-PCA-U-2
AH-6-PCA-U-3
AH-6-PCA-S-VA1
AH-6-PCA-S-VA1
AH-06-3.4.1
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to purposes of
art.
Students will identify
motivation behind various
artworks.
Students will demonstrate
understanding of
purposes of art and how
the same subject matter
can be approached
differently in order to
meet a different need or
purpose.
Students will demonstrate
understanding of
terminology and concepts
relating to purposes of
art.
1 O.A. Students identify purposes of artwork displayed on
SmartBoard
Review and introduce Purposes of Art via PowerPoint or
Smart Board presentation. Students will take notes and orally
respond to questions. Students identify and analyze the
purposes and subject matter in selected artwork during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Students discuss use of color and imagery to “convince”
or “persuade” in Smart Board display.
Students are given a motif and must choose four purposes of
art for which it might be used, sketching designs for the
artwork. For example: The motif of a shamrock might
become a table design, but it could also become part of a logo
for a business. Students choose one of their designs to develop
fully. Students choose media and color scheme.
Formative Assessment:
Demonstration
Instructor observation.
3 O.A. Students discuss story “being told” in picture on display
(narrative art).
After completing thumbnail of image, students begin working
on projects. Take-home study guides of terminology and
concepts.
Formative Assessment:
Demonstration of understanding in artwork
4 O.A. Students list ideas of artwork that could also be
functional and draw and label a sketch of a functional
artwork.
Review of take-home worksheets. Students continue working
on project.
Formative Assessment:
Worksheet and oral responses.
Instructor observation.
Demonstration of concepts.
5 O.A. Students discuss clues in artwork displayed that point to
it being a ceremonial artwork.
Exam over terminology and concepts. Students complete
projects. Students complete self reflection in regard to chosen
purpose and success of technique.
Summative Assessment:
Written (modification-oral) exam
Completed project.
Self reflection
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
FMD students will receive revised project.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Must use media not tried
before. A written reflection and analysis to be turned in with
the piece.
Course #1 General Art/7th
Grade
Week 7
Topic: Culture and Visual Art
Understandings Skills and Concepts Related Core Content AH-6-HA-U-1
AH-6-HA-U-2
AH-6-HA-U-3
AH-6-HA-S-VA1
AH-6-HA-S-VA2
AH-6-HA-S-VA3
AH-6-HA-S-VA4
AH-6-HA-S-VA5
AH-06-2.4.1
Description of Daily Lessons
Objectives Day Activities Students will be
introduced to Mural Art
Students will be
introduced to Diego
Rivera and his influence
on other mural artists
Students will learn and
utilize correct
1 O.A. Students will discuss elements in Rivera painting
displayed.
Introduce mural painting and Diego Rivera via PowerPoint
or Smart Board presentation. Students will take notes and
orally respond to questions. Students identify and analyze the
examples in selected painting during presentation.
Formative Assessment:
terminology when
describing murals.
Students will complete a
team project (mural) in
Rivera style.
Notes
Oral responses, instructor observation
2 O.A. Students will discuss principles of design in Rivera
painting displayed
Continue PowerPoint or Smart Board presentation. Students
will take notes and orally respond to questions. Students
identify and analyze examples in selected paintings during
presentation.
Formative Assessment:
Notes
Oral responses, instructor observation.
3 O.A. Students will discuss subject matter and narrative
aspects of Rivera painting displayed.
Students will begin planning as teams a “mini mural”
collaboration.
Formative Assessment:
Demonstration of concepts
Instructor observation
4 O.A. Students will give personal response to Rivera painting
displayed.
Students begin mini mural in Rivera style.
Formative Assessment:
Demonstration of concepts
Oral responses, instructor observation
5 O.A. Students discuss use of color in mural depicted.
Students complete mini mural.
Summative Assessment:
Exam (written or oral, if necessary)
Completed project
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Peer tutoring and peer review applied as needed.
Gifted and Talented (Visual Arts): Student finds at least fifteen
examples of Neoclassical influence in architecture within the
community.
Course #1 General Art/6th
Grade
Week 8
Topic: Culture/Pottery and Evolution of Ceramics
Understandings Skills and Concepts Related Core Content AH-6-HA-U-1
AH-6-HA-U-2 AH-6-HA-U-3
AH-6-HA-S-VA1
AH-6-HA-S-VA2 AH-6-HA-S-VA3
AH-6-HA-S-VA4
AH-6-HA-S-VA5
AH-06-2.4.1
Description of Daily Lessons
Objectives Day Activities
Students will be
introduced to pottery
techniques
Students will be
introduced to the
evolution of ceramics in
China.
Students will use correct
terminology when
discussing concepts.
Students will examine,
understand and explain
how pottery of different
cultures reflect that
culture.
1 O.A. Students will discuss use of line, color, form and texture
in displayed pottery
Students will be introduced to the techniques of pottery in
video. Students will take notes and respond orally.
Formative Assessment:
Notes
Oral responses, instructor observation
2 O.A. Students will label handout on techniques of pottery.
Students will be introduced to the Chinese tradition of
ceramics via PowerPoint. Students will take notes and
participate orally.
Formative Assessment:
Notes
Oral responses, instructor observation
3 O.A. Students will discuss balance, rhythm, contrast and
pattern in displayed pottery.
Students will begin design project incorporating drawings of
pottery from various cultures.
Formative Assessment:
Demonstration in artwork
Instructor observation
4 O.A. Students will discuss cultural influences in displayed
pottery.
Review of material; discussion of historical conditions and
influences. Students continue artwork.
Formative Assessment:
Discussion, oral question and answer
O.A. open response
Teacher observation
5 O.A. Crossword puzzle: terminology and concepts of unit.
Summative assessment:
Students will complete pottery design project.
Observation
Demonstration in artwork
Crossword answers
Modifications
PowerPoint notes to be supplied to students needing scribes.
PowerPoint will be read aloud by Instructor to entire group.
Exam read aloud by instructor. Arrangements for students
needing scribes.
Gifted and Talented (Visual Arts): Student creates graph
illustrating connections of visual art, historical events,
historical personages, music and drama in the United States
during the specified time period.
Course #1 General Art/6th
Grade
Week 9
Topic: Critiquing Visual Art
Understandings Skills and Concepts Related Core Content AH-6-PA-U-1
AH-6-PA-U-2
AH-6-PA-U-3
AH-6-PA-U-4
AH-6-PA-S-VA2
AH-6-PA-S-VA3
AH-6-PA-S-VA4
AH-6-PA-S-VA5
AH-06-4.4.2
Objectives Day Activities Students will demonstrate
ability to conduct a
thorough and appropriate
peer review.
Students will demonstrate
ability to conduct a
thorough and appropriate
self reflection.
Students will demonstrate
ability to conduct a
thorough and insightful
critique of visual art.
1 O.A. List as many concepts as possible in regard to what you
have learned in this class.
Students review methods of self reflection and choose one
piece from their portfolios to write an in-depth reflection and
analysis about. Students complete self reflection.
Formative assessment:
Discussion
Teacher observation
Summative assessment:
Written product
2 O.A. Complete a crossword puzzle using art terminology.
Students review methods of peer review. Students choose one
piece from their portfolios to submit for peer review.
Students participate in peer review.
Formative assessment:
Discussion
Teacher observation
Summative assessment:
Written product
3 O.A. What was your favorite assignment in this class? What
did you learn from it?
Students are led through PowerPoint presentations of various
artworks. Discussion and insights accompany the
presentation as each piece is analyzed utilizing the steps of
effective art criticism.
Formative assessment:
Discussion
Teacher observation
4 O.A. What would you most like to see changed or added to
this class?
Students are given one artwork and asked to analyze it
utilizing concepts and steps of art criticism already shared.
Formative assessment:
Teacher observation
5 O.A. Write a letter to a student who will take this class next
nine weeks telling him or her what to expect and giving
advice.
Works analyzed by students are displayed on Smart Board
and those students critiquing each are asked to present their
ideas orally to the class.
Summative assessment:
Oral presentation
Written product
Modifications
Arrangements for students needing scribes, or analysis done
orally.
Peer tutoring and peer review applied as needed.