Art+8

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || value shading stump tortillion || http://www.artyfactory.com/portraits/drawing_techniques/pencil_shading.htm || *Create a five-step tonal value scale using pressure/repeated coverage; compare with tonal value scale using different pencils. following directions, use of materials, care of equipment, planning, effort, attention to detail, quality of construction/ craftsmanship, design/composition, balance, capturing a style/artist, attention to theme, project completion. || LA 8.1.5.e Determine meaning using print and digital reference materials LA 8.1.6.d Summarize, analyze, and synthesize informational text using main idea and supporting details || 5 || Mehndi henna pattern symbol India ink || http://www.hennapage.com
 * Teachers** (list): Melanie Steskal
 * Textbook** (name, publisher, year):
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * ||  || Learn to use tonal value in drawing. || LA 8.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies || 3 || tone
 * Graduated tonal value shading exercises to create the illusion of shape and form. || All projects will be graded using the following criteria:
 * ||  || View/read power point to become familiar with Mehndi, the ceremonial art of skin decoration using lines and traditional patterns. || LA 8.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.

Henna Page Guide To Henna || *Create a Mehndi design on an outline of their own hand. Traditional designs will be utilized. ||  || LA 8.1.6.f Analyze and evaluate information from text features (e.g., index, annotations, maps, charts, tables, graphs, headings, subheadings, lists) || 3 || line contour edge line weight parallel figure background perspective foreshortening dimension plane highlight half-tone base tone || Teacher created examples || *Create free-form figures using graduated, parallel, curving lines to suggest surface quality, depth and dimension. Graduated tonal value shading will be applied to further suggest space and form. ||  || LA 8.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading LA 8.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct || 15 || self-portrait proportion implied lines reflected light balance expression terminology for individual facial features on board || http://www.artyfactory.com/portraits/drawing_techniques/drawing_the_eye.htm
 * ||  || Experiment drawing a series of graduated, curving, parallel lines to create undulating figures. || LA 8.1.6.e Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support)
 * ||  || *Study proportions of the head and individual characteristics of facial features.
 * Apply various lines, line weights, implied lines, graduated tonal value shading, and knowledge of features and proportions of a head to draw with various pencils for reproduction. || LA 8.1.6.i Use narrative and informational text to develop a national and global multi-cultural perspective

http://www.artyfactory.com/portraits/drawing_techniques/proportions_of_a_head_1.htm

http://www.artyfactory.com/portraits/pencil_portraits/pencil_portrait_1.htm

http://www.fivepencilmethod.com/tutorials/drawing-critiques/critique-no-4-tips-on-drawing-eyes-and-hair/?ref=video|206

http://www.fivepencilmethod.com/tutorials/other-tips-and-tricks/how-to-draw-realistic-hair-demo/?ref=video|162 || *Create studies of individual facial features, their proper placement, and proportion to each other. LA 8.2.1.a Use prewriting activities and inquiry tools to generate and organize information, guide writing, answer questions, and synthesize information LA 8.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting || 5 || sphere reflective reflection bulge three- dimensional distort || http://www.dickblick.com/lesson-plans/have-a-ball-with-distorted-self-portraits/
 * Create a self-portrait by drawing over a computer printout of their own photograph. Photograph is printed fainter than the original, but distinct enough to follow principle masses and outlines. Students use knowledge of proportions and characteristics of facial features, registration marks, a reference photograph, and mirror to create their likeness. ||  ||
 * ||  || *Study, and be able to identify, the works of M.C. Escher, specifically Hand With Reflecting Sphere.
 * Study, and be able to identify three-dimensional contemporary works by Dick Termes.
 * Understand the distortion to images that occurs when viewed from a reflective spherical surface. || LA 8.1.6.o Respond to text verbally, in writing, or artistically

http://termespheres.com/ || *Investigate reflective spheres and the witness the distortion that happens to reflected images. LA 8.3.2.b Listen and ask questions concerning the speaker’s content, delivery and purpose. LA 8.3.2.c Listen to, analyze, and evaluate thoughts, ideas, and credibility of information being communicated || 8 || sculpture bronze armature base paper mache base coat highlight sealer artist statement || http://www.dickblick.com/lesson-plans/modern-figure-sculpture-in-the-style-of-alberto-giacometti/ || *Create a sculpture in the style of Alberto Giacommeti using a wire armature built up with tinfoil and covered with paper mache and painted to resemble bronze. ||  || LA 8.3.3.c Respect diverse perspectives while collaborating and participating as a member of the community || 7 || ceramics clay bisque bone dry coils firing form glaze gloss green ware kiln leather hard matte pottery press mold score slip under glaze wedging || http://www.jhpottery.com/tutorial/pinch.htm
 * Investigate Photo Booth bulge digital effect to create 3 different images of themselves.
 * Create a distorted self-portrait on a completely round "canvas"by transferring image with graphite paper, then applying paint. ||  ||
 * ||  || *Study and become familiar with the works of Alberto Giacommeti.
 * Discuss the connection of Giacommetti's sculptures to world events.
 * Discuss the importance of simplicity and pose to create a connection and emotion to sculpture. || LA 8.3.2.a Apply listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group)
 * ||  || Become familiar with ceramics tools, clay properties, terminology, and methods of constructing a hand-built pot. || LA 8.3.3.b Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats

http://www.jhpottery.com/tutorial/coil.htm

http://www.dickblick.com/multicultural/coilpots/

http://www.calstatela.edu/faculty/psemrau/lesson.htm

http://www.lakesidepottery.com/Pages/Pottery-tips/Making-a-clay-coiled-pot-Lakeside-Pottery-Tutorial.htm || *Read pinch pot and coil building techniques. commercial consumer mass culture collage repeated images comic strip || http://www.artcyclopedia.com/history/pop.html
 * Participate in class discussion.
 * Watch demonstration of techniques.
 * Choice: design and construct a pinch pot or coiled pot. Low relief incising and/or press molding to embellish.
 * Glaze final product.
 * Roll a small slab and create pendant for a necklace, if time allows. ||  ||
 * ||  || *Study selected pieces by Andy Warhol, Roy Lichtenstein, and Peter Max; be able to identify artists' styles.
 * View Pop Art Power Point. and be able to state basic distinguishing features of movement.
 * Create a piece featuring some basic features of Pop Art. ||  || 3 || pop art

http://www.dickblick.com/lesson-plans/peter-max-style-ties/ || Choice of project:
 * Pop Art tie
 * Photo Booth Pop Art digital effect color photo
 * Photo Booth comic digital effect photo with speech bubble ||  ||
 * ||  || Respond to lessons, lectures, and discussions by taking notes and drawing examples ||   ||   ||   ||   || Create an Art Journal of illustrated terms, studies, and examples of techniques. Bind on completion. ||   ||