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Drawing + Painting. 1 the Skills, Techniques, Elements, and Principles of the Arts Can Be Learned, Studied, Refined, and Practiced

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Drawing + Painting. 1 the Skills, Techniques, Elements, and Principles of the Arts Can Be Learned, Studied, Refined, and Practiced Drawing + Painting. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.The learning task Concepts (Know): • blind contour sketch Learning Task: 9.1 A, B, C, E, G, H, J, K described here is a • Skills, techniques, elements and • contour sketch A still-life will be displayed in class. • cross contour sketch diagnostic assessment for principles of art can be learned, Students will focus on a variety of Objectives: students entering drawing studied, refined and practiced. • still-life views of the still-life. First, students 1.Learn, study, refine and and painting. • value will focus on the dynamic outside practice the elements and • Artists record their ideas in a • tint lines of the objects and create a principles of art. sketchbook or a visual journal to • shade contour line drawing. Students will inspire their work. draw the same still-life, realistically 2.Maintain a working • Artists refine skills and techniques to adding the component of value to sketchbook to document their carry out their intention in their their drawing. When complete, work and ideas. artworks. students will add the yet another element to the same still-life, color. 3.Convey meaning through Competencies (Do): The students will now paint the still- their skill and techniques in • Maintain a sketchbook and a working life. both drawing and painting. portfolio. Essential Question: • Refine skills relative to specific 4.Experiment with blind How does an artist make artist techniques in drawing and painting. contour sketching, contour choices to get a desired effect? line sketching, and cross- • Blind contour sketch contour line drawings. • Contour line drawing How does practice improve skill? 5.Draw and paint from a still- • Cross contour drawing life. • Drawing from still-life • Value Study • Drawing Light & Shadows/Values & Tones • Drawing Portraits • Colored Pencil techniques • Watercolor techniques ○ lift ○ scrubbing ○ blotting ○ dry brush ○ wet on wet ○ graded wash ○ splatter ○ salt • Watercolor landscape • Acrylic techniques • Stippling techniques • Graffiti stylization Materials and Resources Variety of drawing and painting materials (pencils, brushes, watercolor, acrylic, paper, canvas, sketchbooks); images and examples; found objects ie. still life Teacher computer, internet access, projector Drawing ^M Painting Page 1 Drawing + Painting. 2 Artists use tools and resources, as well as their own experiences and skills, to create art. Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.Practice their skill in Concepts (Know): • refine Learning Task: 9.1 A, B, C, E, G, H, J, K painting and create a final • Artists use a variety of tools to create • manipulate The students will research composition that reflects a work of art. various sources of inspiration back to a beginning sketch. • Artists use a variety of resources to in art. The student will select Objectives: create a work of art. a personal experience of their 1.Use a variety of drawing and • Artists pull from their own personal own to serve as inspiration in painting tools to create work experiences to help inspire their art. a work of their own. of art. • Artists refine and strengthen their Students will complete skill when creating a work of art. thumbnail sketches that 2.Investigate various identify their personal resources as inspiration for a Competencies (Do): experience. The students will work of art. • Manipulate drawing tools to achieve create a large scale painting desired effect (line drawing, blind stemming from one of their 3.Identify personal contour drawing, contour drawing, beginning sketches. experiences as a source of cross contour drawing, value texture, inspiration for a work of art. charcoal, colored pencils) • Manipulate painting tools to achieve Essential Question: 4.Refine and strengthen their a desired effect ( paintbrushes, How does observation inform drawing and painting skills watercolors, colored pencils, acrylic an artist's work? through practice. paint) • Identify a variety of resources and What inspires an artist? experiences to create a work of art. Materials and Resources Sketchbooks, (pencils, ink, colored pencils, watercolor, acrylic, etc.) (examples of artwork, the internet, social media) Drawing ^M Painting Page 2 Drawing + Painting. 3 The arts provide a medium to understand and exchange ideas. Thursday, October 15, 2015 8:02 AM Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.When presented with a Concepts (Know): convey meaning Learning Task: 9.1E, F, 9.3 B, 9.4D specific drawing or painting, • A work of art can convey meaning interpretation Students will compare and students will be able to and ideas. vehicle to communicate contrast two or more works speculate analyze what similarities and of art of the same genre or differences exist between • Works of art can convey different artist choices meanings about the same idea. subject and discuss how the Objectives: the works of art. meaning conveyed might be 1.Analyze a work of art to • Viewers can have different similar or different in each of speculate the artist's intent. interpretations about the same work the samples. Students will of art. exchange their speculations 2. Compare and contrast • Art has been a vehicle to with another classmate and different work of arts related justify their speculations to the same idea. communicate ideas throughout history. regarding the meaning in the work of art. Students will 3. Make artistic choices. then report what they heard Competencies (Do): from their partner that was an idea that they had not yet • Speculate the meaning of a work of considered. art based on the clues within a work of art • Write, discuss, and/or create Essential Question: artworks in response to their How does art communicate speculation ideas? • Make artistic choices to support intended meaning for a work of art How do artistic choices • Make artistic choices in regards to: influence the meaning of an artwork? ○ Medium ○ Subject ○ Style ○ Composition ○ Tools Materials and Resources A Bruegel and Where's Waldo poster - Madonna and child and a Cassatt mother and child Drawing ^M Painting Page 3 Drawing + Painting. 4 Humans have expressed experiences and ideas through the arts throughout time and across cultures. Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.When presented with a Concepts (Know): • Human experience Learning Task: 9.2A, B, C, D, E, J, K, L, 9.4D specific drawing or painting • Humans express experiences. Select two works of art from from the same time period the same time period and/or and/or culture, students will • Humans use the arts to express their culture. Identify similarities Objectives: be able to analyze what ideas. and differences within the 1. Compare and contrast similarities and differences • All humans throughout time and selected works of art. similar subject matter from exist between the works of across cultures have created art. (Example - Pop Art Keith different time periods and/or art. Haring, Kenny Scharf, and cultures Andy Warhol - printmaking Competencies (Do): vs. painting, color choices) 2. Analyze how time and place • Compare and contrast similar subject influence a work of art. Essential Question: matter from different time periods Why is art an expression of and/or cultures human experience? • Analyze how time and place influence a work of art. How do artists record human experience in different times and places? Materials and Resources Visuals, technology resources (computer/projector) Drawing ^M Painting Page 4 Drawing + Painting. 5 There are formal and informal processes used to assess the quality of works in the arts. Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.Practice formal, intuitive, Concepts (Know): • articulate Learning Task: 9.3 and 9.4 and contextual criticism People use specific vocabulary that • formal criticism Students will select a work of when critiquing and references the elements and principles of • intuitive criticism art that they find inspiring. Objectives: • contextual criticism comparing works of art. art when articulating their thoughts and The students will speculate 1. Practice formal, intuitive defending their position. • rationale why they find the work to be and contextual criticism. 2.Support their rationale by inspiring. The students will forming judgements while People can engage in formal criticism. share their speculations to 2. Use appropriate vocabulary using appropriate compare their reflection. when critiquing works of art. vocabulary. People can engage in intuitive criticism. Students will make notes in their sketchbook regarding 3. Compare and contrast People can engage in contextual criticism. their selection. various works of art using formal, intuitive, and Competencies (Do): contextual criticism. Use formal, intuitive and contextual Essential Question: criticism to compare and contrast various 4. Form judgments about the works of art to judge quality.
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