Art+3-4

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || 1.d. use art materials in a safe and responsible manner 2.b. describe how different expressive features and organizational principles cause different responses || 5 || theme subject facts genre subject-matter || Take 5 prints, personal drawings, maps, internet sources || Take notes on artists and locations. Compare themes expressed in various artworks. Create art with a specific theme. || Demonstrate ability to create art based on a theme. Quiz on artists and locations. Written dialogue on the ideas expressed in artwork. || look at styles and formation of ideas || 3.a. explore and understand prospective content for works of art 2.c use visual structures and functions of art to communicate ideas 5.b. describe how peoples' experiences influence the development of specific artworks || 8 || landscape nature style abstract stylized realism || Take 5 art prints, internet sources, natural tree items, personal artworks || Look at items from nature. Explore subject matter in art. Look at how similar subject matter can be presented differently in style and purpose. Discuss personal connections to subject matter and underlying experiences. || Show ability to use textural surfaces to create a subject matter in a particular style. Written statements. Style quiz. || 1.d. use art materials and tools in a safe and responsible manner 2.c. use visual structures and functions of art to communicate ideas || 6 || still-life value 3d gradation fold transparent depth || Masterworks of still-life subject matter, Take 5 prints, personal drawings || Watch demonstration of drawing from a still-life. Look at difference in imagery from still-life to photography. Practice value scale gradation. || Students will be able to submit a finished drawing of a still-life, showing overlapping, depth, and understanding of the subject matter and all its details. Written artist statement. || 6.a. understand and use similarities and differences between characteristics of the visual arts and other arts disciplines 4.a. know that the visual arts have both a history and specific relationship to various cultures || 7 || variation precision emphasis unity slip score slab kiln firing concept creativity natural literal symbolic || Take 5 prints Personal clay sculptures, Hand-built Clay books, Nature magazines, Personal Photos, Internet images of natural objects, Museum photographs || Students will look at various objects and textures found in natural forms. The students with sketch out ideas, using only parts of the whole. Students will design a nature -inspired sculpture which has mystery and also connections to the images and textures of inspiration. || Show a finished nature-inspired sculpture with connections to original design idea. Demonstrate that thought was used in the application of glaze techniques for enhancement of sculpture. Personal Statement Sheets. || 3.b. select and use subject matter, symbols, and ideas to communicate meaning 5.c. understand there are different responses to specific artworks || 2 || perspective mood composition light source theme repetition purpose connection movement style feelings viewpoint elements principles || Personal photographs, Principles and Elements posters, Composition examples, Take 5 prints Landscape || Students will look at the art of landscape and compare and contrast landscape images. Students with take time outside to notice details and natural art elements. Each student will take one photo, choosing a composition within the viewfinder. The students will examine light and contrast. || Present a finished photo with good composition and layout. Demonstrate knowledge of art elements and principles of design. Group Critique. || 6.b. identify connections between the visual arts and other disciplines in the curriculum 5.c. understand there are different responses to specific artworks || 5 || balance theme response purpose readability movement impact guidelines highlight contrast weight || Poster example, Internet images, Graphic Art examples, Military books and magazines, War information || Students will participate in a poster contest which focuses on community and world issues. They will research topics and also look at other examples of art created for past contests. Students will look at the function of the posters. They will demonstrate an awareness in theme chosen for their individual poster. || Show understanding of the purpose of the project through theme and imagery. Have good readability and craftsmanship. Allow the theme to encompass the whole composition. Group critique and judging. || 2.b. describe how different expressive features and organizational principles cause different responses 4.a. know that the visual arts have both a history and specific relationship to various cultures || 6 || visual perspective preference judgement culture, subject matter, expression tools symmetry texture movement interest emphasis balance || Take 5 prints, Line art, Contour line examples, 3-D artists Op Art || Students will examine art in various cultures and focus on the use of line as a tool. Students will understand the process of line changing to create three-dimensional form. Students will use value and variation in contrast to create movement within lines. || Demonstrate knowledge of line and process to create 3-D line. Organize shapes to create balance and movement within art. Use value changes to intensify three-dimensional effects. Group critique. Self-Evaluation. ||
 * Teachers **** : ** Chana Orton
 * Textbook: ** None
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 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1 || understand how important ideas and themes can be expressed in art. || 1.a. know the difference between materials, techniques, and processes
 * 2 || 2 || show how subject matter is expressed in art-
 * 3 || 3 || gain comfort in using still-life as a drawing source, understand purpose and positive characteristics of still-life || 1.c. use different media, techniques, and processes to communicate ideas, experiences, and stories
 * 4 || 4 || understand that artworks can be literal or symbolic || 5.b. describe how people's experiences influence the development of specific artworks
 * 5 || 5 || classify a variety of artworks produced in the Midwest region--artist's intent and recording experience || 2.a. know the differences among visual characteristics and purposes of art in order to convey ideas
 * 6 || 6 || use symbolic and literal representation in portrait, landscape, and design || 5.a. understand there are various purposes for creating works of visual art
 * 7 || 7 || analyze art that reflects the traditions and cultures of different groups of people || 1.b. describe how different materials, techniques, and processes cause different responses