Art+1-2

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || 2.b. describe how different expressive features and organizational principles cause different responses 3.b. select and use subject matter, symbols, and ideas to communicate meaning 1.c. use different media, techniques, and processes to communicate ideas, experiences, and stories || 6 || story narrative background middle ground foreground experience clues sequence order || Take 5 art prints, book illustrations, masterworks || Retell stories as represented in various masterworks. Compare clues and relate to personal experiences. || Demonstrate ability to review artwork and retell the story. Create an artwork that represents a personal story. Create art in a sequence. || 3.a. explore and understand prospective content for works of art 5.a. understand there are various purposes for creating works of visual art || 5 || character place/setting emotion position mixed media 3d 2d imagination || iIlustrated books with real and imaginary characters Personal illustrations Character drawings || Use personal experience and imagination to tell a story. Develop an original character in 2d and 3d which can demonstrate a personality and participate in an illustrated story. || Show a consistency in three areas of finished product/artwork: an original character, a story, and illustration. Group critique || 2.a. know the differences among visual characteristics and purposes of art in order to convey ideas 4.b. identify specific works of art as belonging to particular cultures, time, and places || 4 || transformation imagination experience repetition unity changes drawing illustration blending negative space || Books Personal Art examples Letters Animal images Animal books Internet examples || Students will view illustrated book with project examples. They will choose a letter from the alphabet and relate it to an animal. Students will trace and transform letters to create the animal form. Attention to detail in the animal and also in the negative space should be shown. A total of four steps will be done in the final art. || Group Critique Statements Demonstration of transformation in 4 steps with blending in colored pencil. || 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 4.c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art || 5 || recording experiences cultures stories viewpoints clues time/ place artifacts archaeology || Take 5 art prints World History prints Native American books and art Actual artifacts Handouts -design symbols || Students will examine Native American art and artifacts. They will learn about the properties of clay and create a box form, using learned building techniques. Examples of symbols and design will be used to embellish the outer sides of box. Glaze techniques will be added. || Finished box with good building techniques. Show examples of symbols and designs related to information learned. Statements. Self-evaluation || 4.a. know that the visual arts have both a history and specific relationship to various cultures 5.c. understand there are different responses to specific artworks || 4 || globe-3d map-2d size balance proportion unity variety contrast contour line comparisons function decoration || Maps Globe Booklets Outline Maps Take 5 prints Internet examples || Students will look at maps in booklets and images of the world on a globe. Students will follow the edges of countries and continents with contour line to create an abstract sketch of the world in 2-d. Students will use watercolor techniques to change values within all of the shapes and also experiment will textural, decorative effects. || Demonstrate understanding of value changes within painting. Follow all edges of color and value changes. Show several different watercolor techniques within art. Statements. Group Critique. || 5.b. describe how people's experiences influence the development of specific artworks 5.a understand there are various purposes for creating works of visual art 6.b. identify connections between the visual arts and other disciplines in the curriculum || 9 || function decoration balance repetition purpose response readability theme movement guidelines impact highlight || Don't Waste It Calendar, Poster examples, Internet examples, Artsonia collection of posters, Artist of Posters, Graphic Art examples, Military Books, Military Magazines || Students will participate in poster contests that focus on the community and world issues. They will research topics and also look at other examples of art created for contests in the past. Students will look at the function of the posters and use their awareness to interpret the meaning of the contest and the theme they choose to focus on. Students will finish posters with a well thought-out composition and good readability. || Show well-thought out ideas for finished poster. Allow the theme to encompass the whole composition. The final artworks should have good readability and be able to be viewed from a distance. Group critique and judging. || 1.d. use art materials in a safe and responsible manner 2.c. use visual structures and functions of art to communicate ideas || 4 || fiber line geometric organic fluid relief texture- actual and implied dry brush || Yarn art examples, Contour line images, Animal Images, Prehistoric Art examples, Take 5 art prints || Students will look at images in different media. They will compare and contrast effects of each. Students will draw image and cover in fiber. Next, the students will create relief over art with foil and find new ways to bring the image into view. || Students will complete a relief with variation in size and shape in the negative spaces. They will demonstrate techniques of dry brush. Self evaluation. ||
 * Teachers **** : ** Chana Orton
 * Textbook: None **
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 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1 || interpret the sequence of events as told in an artwork || 2.a. know the difference among visual characteristics and purposes of art in order to convey ideas
 * 2 || 2 || demonstrate the steps in the process of developing a character and a story || 2.c. use visual structures and functions of art to communicate ideas
 * 3 || 3 || use personal experience and imagination to tell a story || 1.b. describe how different materials, techniques, and processes cause different responses
 * 4 || 4 || learn how various cultures create art that tells stories about their lives and viewpoints || 5.b. describe how people's experiences influence the development of specific artworks
 * 5 || 5 || compare and contrast art made in many visual forms--decoration and function in artworks || 3.b. select and use subject matter, symbols, and ideas to communicate meaning
 * 6 || 6 || learn to create art with/for world and community betterment || 5.c. understand there are different responses to specific artworks
 * 7 || 7 || understand art may be seen as art or artifact || 1.a. know the difference between materials, techniques, and processes