Art+2

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teachers** (list):
 * Textbook** (name, publisher, year):
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * ||  || **All art work off of the Element and Principle of design. Art 2 is a continuation of Art 1, but requires the students to develop their skills and creativity in the media they use in the lesson**


 * Art 2 students must have taken Art 1 and passed with a grade as acceptable to the Art 2 instructor – and then receive permission from the Art 2 instructor before enrolling in Art 2. **

I. Objectives – students will be able to:


 * 1) Understand the language of Art 4.
 * 2) Name and describe the parts of a work of art.
 * 3) Name the elements of art and the principles of design.

II. Outline of Content


 * 1) Elements and principles.
 * 2) Media of art.
 * 3) Parts of work:
 * 4) Subject.
 * 5) Form.
 * 6) Content.

III. Resources


 * 1) Text Art Talks.
 * 2) Art magazines and books in the Art Room and library.
 * 3) Slides and VCR Movies.

IV. Evaluation


 * 1) Test on elements and principles.
 * 2) Use of critique sheets.

ELEMENTS AND PRINCIPLE OUTLINE LINES I. Objectives – students will be able to: BALANCE I. Objectives – students will be able to: II. Outline of Content SHAPE, FORM, AND SPACE I. Objectives – students will be able to: II. Outline of Content VARIETY, EMPHASIS, AND UNITY I. Objective - students will be able to: RHYTHM AND MOVEMENT I. Objective – students will be able to: COLOR I. Objective – students will be able to:
 * 1) Elements / Principles:
 * 2) The students will be able to identify different types of line A.
 * 3) To create a 9-step value scale using various pencils.
 * 4) To make a color wheel, value and intensity scale using the mediums of watercolor and acrylic.
 * 5) To create a project to emphasize texture.
 * 6) To create a project to emphasize shape and form.
 * 7) Principles of design:
 * 8) Make a project to emphasize balance 4.
 * 9) Make a project to emphasize rhythm and movement.
 * 10) Make a project to emphasize proportion.
 * 11) Review or art history:
 * 12) Identify the different periods of art.
 * 13) Identify major works of art.
 * 14) Write a paper on a teacher assigned artist.
 * 1) Observe lines in environment.
 * 2) Name the different kinds of line.
 * 3) Tell the 5 ways lines vary in appearance.
 * 4) Understand the expressive quality produced.
 * 5) Make contour, gesture, and calligraphic drawings.
 * 6) Use line to change value.
 * 1) Understand why people need balance.
 * 2) Explain visual weight.
 * 3) Describe and use different types of balance.
 * 4) Use different types of balance expressively.
 * 1) Visual balance – formal, informal, radial balance.
 * 1) Explain the difference between shape and form.
 * 2) Create 2 and 3 dimensional works of art.
 * 3) Understand point of view and perspective to make drawings.
 * 4) Understand expressive quality of shape, form, and space.
 * 1) Shape and form relationship with an example made by student.
 * 2) Relationship of space and form and shape – make examples of negative and positive space.
 * 3) Difference between depth and distance
 * 4) Understand how to perceive proportion and scale – weekly exercise: students will use a pencil taped to a yard stick to draw the contour shapes from a still-life (5 to 10 minutes – 3 to 4 times a week).
 * 5) Understand how artists use proportion and distortion to create meaning.
 * 1) Identify and describe variety, emphasis, and unity in art.
 * 2) Understand how artists use the above to express ideas and feelings.
 * 3) Understand how artists use the elements and principles of art to create unity in their work.
 * 1) Identify rhythm in nature.
 * 2) How rhythm creates a sense of movement.
 * 3) Identify and explain motif and pattern.
 * 4) Use rhythm to create works of art – create a collage to show rhythm.
 * 1) Understand how the eyes see color.
 * 2) Name the properties of color and the color spectrum:
 * 3) How to see color:
 * 4) Hue
 * 5) Value/tint
 * 6) Intensity
 * 7) Color schemes:
 * 8) Monochromatic
 * 9) Analogous
 * 10) Complementary
 * 11) Triads
 * 12) Split complements
 * 13) Mix paint to achieve a desired color – pigments.
 * 14) Use color expressively in works.

MEDIA Students will be able to master the many different media used to create art. || APPRECIATING THE VISUAL ARTS
 * LA 12.1.5 Vocabulary: Students will build literary, general academic, and content specific grade **
 * level vocabulary. LA 12.1.5.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. LA 12.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations. LA 12.1.5.c Independently apply appropriate strategy to determine meaning of unknown words in text. **

Discussion. **LA 12.3 Students will learn and apply speaking and listening skills and strategies **


 * to communicate. LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication **

. **LA 12.4 Students will identify, locate, and evaluate information. LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital). ** www.saxarts.com
 * LA 12.4.1.b ****Demonstrate ethical and legal use of information by citing sources using prescribed **
 * formats and tools (e.g., online citation assistance, publication guidelines) LA 12.4.1.f ****Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) ** ||  || Posted on West wall . || Lesson plans from Internet sites.

www.dickblick.com

[|**//www.getty//**.edu/education]

my own art lesson plan from over the years, but tweak with other lessons.

Art books in the art Room and in the Library.

Galleries and art guild trip || Cut and paste shapes from colored construction paper to create the different types of balances, movement and pattern.

Students will use different pressures while shading. Shading with different pencils to create values using the 9 step value system. Still life drawings. Geometric designs.

Lines drawing assignments that use different lines, values, shapes, movements, etc.

Acrylic painting lessons. How to use and clean paint brushes. How much water to use with paint. They will create a color wheel to understand how to work with complementary colors. Students will understand how to paint landscapes and still life painting.

Water color assignments || Art 2 students lessons are substantially harder than Art 1 assignments

Art 2 students assignments are also based on the Principles of design and the elements of art, but at a higher level of creativity than art 1.

Students are assessed by their quality of work and if they have an understanding of the Elements of Art and Principles that the lesson is designed around. ||