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PRIZES:
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an entry form
DEADLINE: Posters must be postmarked by January 14, 2011
WINNERS ANNOUNCED: April 29, 2011
New York Times story about the artist who created the Obama portrait.
http://www.nytimes.com/2010/08/21/us/21brfs-PHOTOGRAPHER_BRF.html?_r=1&partner=rss&emc=rss
Text as Texture
Art 1 Frameworks
F.1.AI.4 Differentiate between implied and actual texture
F.1.AI.5 Demonstrate knowledge of spatial relationships
· foreground, middle ground, background
· one-point, two-point, aerial perspective
· overlap, placement, size, color
· illusion of depth and distance Lesson Plan Starter: Wire Sculptures | Plan ID: 2255 |
![]() | ![]() | for grade level » High (9-12) duration » 5 sessions (about 40 minutes per session) media type » Sculpture subject integration » n/a |
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Art 1 Frameworks
Course Title: Art I
Course/Unit Credit: 1
Course Number:
Teacher Licensure:
Grades: 9-12
Art I
Art I is a two-semester course designed to teach students to apply the elements of art and principles of design to the creative process. Art I students are expected to use a variety of media, techniques, processes, and tools to compose original works of art that demonstrate understanding of the elements of art and principles of design, awareness of aesthetic concerns, and the ability to communicate ideas through artwork. Students will critique and reflect on their artwork and the art of others. Students will exhibit artwork and will assemble portfolios that demonstrate successful completion of Art I student learning expectations. Art I is required by the Standards for Accreditation and does not require Arkansas Department of Education approval.
Foundations | |
| 1. Students shall apply elements of art in artistic compositions. |
| 2. Students shall apply principles of design in artistic compositions. |
| 3. Students shall analyze historical and cultural aspects of art. |
Creative Process | |
| 4. Students shall create original works of art using a variety of media, techniques, processes, and tools. |
Reflections/Responses | |
| 5. Students shall reflect, evaluate, and respond to works of art. |
Content Standard 1: Students shall apply elements of art in artistic compositions.
F.1.AI.1 | Analyze line · types of line o contour o implied o gesture o sketch o outline o structural o calligraphic · quality of line o weight o value o expressive o directional o media influences |
F.1.AI.2 | Differentiate between shape and form · positive and negative · geometric and organic |
F.1.AI.3 | Demonstrate knowledge of color theory · color wheel · color properties o hue, value, intensity · color schemes o complementary o analogous o monochromatic o triad o warm or cool o split complementary |
Content Standard 1: Students shall apply elements of art in artistic compositions.
F.1.AI.4 | Differentiate between implied and actual texture |
F.1.AI.5 | Demonstrate knowledge of spatial relationships · foreground, middle ground, background · one-point, two-point, aerial perspective · overlap, placement, size, color · illusion of depth and distance |
F.1.AI.6 | Demonstrate knowledge of value · neutral (achromatic) · gradation (e.g., light and dark, full range of values) · value contrast (e.g., high key, low key) |
Content Standard 2: Students shall apply principles of design in artistic compositions.
F.2.AI.1 | Demonstrate knowledge of complex patterns as they occur in the environment and in works of art (e.g., motif, random, alternating) |
F.2.AI.2 | Demonstrate knowledge of movement and rhythm (e.g., repetition, variation, flowing ) |
F.2.AI.3 | Demonstrate knowledge of proportion and scale |
F.2.AI.4 | Demonstrate knowledge of different types of balance · asymmetrical (informal) · symmetrical (formal) · radial |
F.2.AI.5 | Demonstrate knowledge of unity and harmony as it relates to the elements of art and principles of design |
F.2.AI.6 | Demonstrate knowledge of contrast as it relates to the elements of art |
F.2.AI.7 | Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance) |
Content Standard 3: Students shall examine historical and cultural aspects of art.
F.3.AI.1 | Analyze selected artworks and observe changes over time in media, styles, and techniques |
F.3.AI.2 | Demonstrate an understanding of the various purposes for creating art in the context of self, family, community, social and global perspectives · aesthetic · careers · functional · historical and cultural · therapeutic and social · interdisciplinary |
F.3.AI.3 | Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places |
Content Standard 4: Students shall create original works of art using a variety of media, techniques, processes, and tools.
CP.4.AI.1 | Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art |
CP.4.AI.2 | Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns |
CP.4.AI.3 | Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings) |
CP.4.AI.4 | Render contour and gesture drawings as preliminary sketches or as finished products |
CP.4.AI.5 | Compile a sketchbook that includes various techniques, observations, and art experiences |
CP.4.AI.6 | Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression |
CP.4.AI.7 | Create work(s) of art from direct observation using wet and dry media · gradation · simulated surface qualities |
CP.4.AI.8 | Create works of art in wet and/or dry media to solve color design problems · simulate observable colors using transparent and opaque applications · apply color theory by mixing colors in wet and/or dry media |
Content Standard 4: Students shall create original works of art using a variety of media, techniques, processes, and tools.
CP.4.AI.9 | Demonstrate a printmaking process (e.g., monoprint, collagraph, relief, drypoint, silk screen) |
CP.4.AI.10 | Collaborate with others to create artwork |
CP.4.AI.11 | Use a transfer method to replicate an image (e.g., grid, light box, window, opaque projector, tracing paper, graphite) |
CP.4.AI.12 | Use additive and/or subtractive methods to produce a relief or sculpture in-the-round (e.g., carving, casting, modeling, assemblage) |
CP.4.AI.13 | Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography) |
Content Standard 5: Students shall reflect, evaluate, and respond to works of art.
RR.5.AI.1 | Critique artworks in terms of history, culture, and aesthetics |
RR.5.AI.2 | Evaluate the content and manner in which subject matter, symbols, and images are used in the student’s own work and works of others |
RR.5.AI.3 | Reflect upon the personal, social, and global impact of art (e.g., self, gender, family, community, historical, cultural, environments, visual cultures) |
RR.5.AI.4 | Communicate ways that the social, physical, natural, and/or economic environments affect visual art and the ways visual art affects these environments (e.g., conservation, recycling, emerging environmental issues) |
RR.5.AI.5 | Respond to a range of subject matter, symbols, and/or ideas used in communications media |
RR.5.AI.6 | Participate in the process of exhibiting student artwork (e.g., plan, select, promote, install, attend) |
RR.5.AI.7 | Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews) |
Glossary for Art I
Achromatic | Lacking color; black, gray, or white; also known as neutral |
Actual texture | Texture of real or authentic objects; the way a surface of a real object feels to the sense of touch |
Additive method | A sculptural technique or process of modeling; adding, combining, or building up materials |
Aesthetic | The quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things |
Aesthetics | The philosophical study of the nature and value of works of art and how people respond to art with their senses, intellect, and emotions; synonym for the philosophy of art |
Alternating | A pattern that occurs when different elements in a work of art repeat themselves in a predictable order |
Analogous | Colors that are next to each other on the color wheel, with one hue in common |
Architectural renderings | Drawings of architectural structures |
Artistic expression | Ways artists communicate ideas and feelings |
Assemblage | A 2-D or 3-D artistic composition made by combining various objects; an additive method |
Asymmetrical | A type of balance in which the parts are unequal in size, shape, form, etc., but still produces a balanced visual weight; another name for informal balance |
Balance | A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial. |
Calligraphic | The technique of creating expressive, decorative lines in a work of art |
Calligraphy | The art of beautiful and/or expressive writing |
Carving | A sculptural technique in which a tool is used to cut away materials to create a desired form |
Casting | A sculptural technique in which a liquid is poured into a mold and hardens into a form |
Center of interest | The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork |
Collage | Artwork made by attaching various materials to a surface; to put together |
Collagraph | A print made from a printing plate of a low relief collage |
Color | An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength |
Color schemes | Plans for organizing colors, which includes monochromatic, analogous, complementary, triad, split complimentary, warm, and cool |
Color theory | The study of spectral colors and their interrelationships |
Communications media | Computers, televisions, comic books, cameras, graphic novels, advertising, packaging, cell phones, etc. |
Complementary | Colors that are directly opposite on the color wheel such as red and green, and when used near each other, create optical vibrations, or when mixed together will tend to subdue intensities and produce a grayed hue |
Contour | The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object. Blind contour refers to drawings using one continuous line made by looking at the object only, not at the drawing surface. |
Differences; juxtaposition of dissimilar elements in a work of art | |
Direct observation | Looking at real life and actual objects to create art |
Direct observational | Art created by looking at real life and actual objects |
Directional | Line that refers to actual or implied movement, or to an angle or a point of view; may provide structure and basic organization for a drawing |
Dominance | A space where elements assume more importance than others in the same composition or design; an area of interest |
Drypoint | A method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; Lines and tones in the printed image often have a velvety appearance. |
Elements of art | The basic visual tools artists use to create a work of art: line, shape, form, texture, color, value, and space |
Emphasis | A principle of design that can be achieved through placement, contrast, size, etc.; the special attention or importance given to one area or element in an artwork |
Environment | Natural or man-made surroundings |
Environmental | Relating to the environment |
Exhibit | To show or display artwork |
Expressive | Qualities that communicate feelings, moods, and ideas to the viewer through a work of art; Expressive lines seem to reflect the artist’s emotions or feelings. |
Fiber arts | Artwork created from any threadlike, fiber material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, sewing) |
Focal point | A specific area or point of convergence that draws the viewer’s attention first |
Form | An element of art that is 3-D, and, therefore, includes the dimensions of height, width, and depth |
Formal | Balance found in a work of art in that, when optically divided in half, each side is arranged exactly as the other; see symmetrical |
Functional | Artwork that has an intended purpose other than aesthetic beauty |
Gesture | An exercise in art education commonly used as a warm-up; A gesture line refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist. A gesture drawing refers to a drawing done quickly to capture movement. |
Gradation | Any way of combining elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures) |
Harmony | A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole |
High key | Composed of mostly lighter values of a color |
| The name of any color wheel color found in its pure state |
Implied | Suggested or perceived, but not actually present; Implied line refers to the way objects or a series of points are arranged to produce the effect of seeing a line in a work when a line is not actually present, such as a series dots that are perceived as a line. Implied texture refers to a texture in a work that is perceived by the viewer but has no physical form, such as a drawing of rough bark; the way a surface appears to feel; a texture which can be seen but not felt |
Informal | A type of balance in which the parts are unequal in size, shape, form, etc., but still produces a balanced visual weight; see asymmetrical |
Intensity | The brightness (purity) or dullness (strength) of a color or hue |
Interdisciplinary | Involving two or more academic disciplines |
Line | An element of art that refers to a mark on any surface; a moving point |
Low key | Composed of mostly darker values of a color |
Modeling | Shaping clay or other pliable material by pinching, pulling, or other manipulation |
Monochromatic | A color scheme that uses only one hue and the tints, tones, and shades of that hue |
Monoprint | A print in which ink or paint is applied to a flat surface and paper laid upon it to make a print which will be one-of-a-kind |
Motif | A design or designed image that is repeated with little or no change |
Movement | A principle of design; the way in which the elements of art are organized so that the viewer’s eye is led through the work of art in a systematic way |
Outline | A drawing made which defines the perimeter of a form |
Patterns | The repetition of anything in a design (e.g., repetition of shapes, lines, or colors) |
Portfolio | A purposeful collection of an artist’s own work |
Principles of design | Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety |
Printmaking | Transferring an image from one prepared surface to another to produce one or more copies |
Proportion | A principle of design that may be described as the relationship between objects with respect to size, number, amount, etc. |
Radial | An organized pattern or design emanating from the center of a circular format; usually has symmetrical properties |
Random | Occurring without an identifiable pattern |
Relief | A sculptural technique in which the design is a raised surface on a flat background |
Repetition | A principle of design concerned with repeated shapes, lines, or motifs to help create movement or rhythm in an artwork |
Rhythm | A principle of design that involves the repetition of elements of art to create the illusion of movement or a visual beat or tempo; Types of rhythm include regular, alternating, progressive, flowing, random. |
Scale | Relative size, or ratio, of an object as compared to others of its kind, to different objects, to its environment, or to the human figure; ratio of an object as related to other parts of the same object |
Sculpture in-the-round | Freestanding sculpture meant to be seen from all sides |
Shape | An element of art that refers to an enclosed space that is 2-D, or flat, and, therefore, limited to the dimensions of length and width |
Silk screen | A stencil printing process where ink is forced through a prepared screen using a squeegee with one color per screen; also called serigraphy |
Sketch | Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation |
Space | An element of art that refers to an area surrounding objects or figures, both positive and negative |
| One hue and the hues on each side of its complement on the color wheel |
Structural | The skeletal, supportive lines in natural and man-made objects (e.g., veins within a leaf, trusses of a roof, girders of a suspension bridge) |
Subtractive method | A method of creating a sculpture or printing plate that involves removing materials to achieve a finished product |
Symmetrical | An equilibrium created by identical parts that are equally distributed on either side of a real or imaginary central axis in mirror-like repetition; see formal |
Texture | An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness) |
Triad | A color scheme based on any three colors, three steps apart on the color wheel |
Unity | A principle of design that can be achieved through the use of elements of art and other principles of design; the coherence of a work that gives the viewer the feeling that all parts of a piece are working together to create a feeling of completeness or wholeness |
Value | An element of art that refers to lightness or darkness |
Value contrast | Deliberately placing light against dark to produce a desired effect |
Visual cultures | The imagery in all kinds of media that encompasses the visual as well as the ideas, beliefs, and other conceptual realms that function in the immediate environment and globally, including all or nearly all of what people experience visually (e.g., fashion, advertising, comic books, video games, signage, politics, music) |
Visual measurements | Techniques for approximating the size relationship of one object to another object or one part of an object to another object |
Weight | The psychological or visual importance of an area, element, or heaviness of an object; Weight as a quality of line refers to the thickness or heaviness of a line |
Art II
student learning expectations
Art II is a two-semester course designed for students
who have successfully completed Art I.
Art II students shall further expand their knowledge of the
elements of art and principles of design through the research, production,
and criticism of visual art.
Students are expected to use a broad variety of media, techniques, processes,
and tools to create original, complex compositions that reflect personal growth,
solve visual art problems, and communicate ideas.
Students will critique artwork and reflect on the impact of art upon society as well as societal influences on art.
Students will exhibit artwork and will assemble portfolios that reflect personal growth and demonstrate successful completion of .
Art I is a prerequisite for this course.
The Standards for Accreditation requires a one-half unit course of
“Survey of Fine Arts”
or one-half unit of an advanced art or advanced music course.
Art II may be used to fulfill this requirement
Click where it says "Open Sumo Paint"
Next to the artist pallet
HARTFORD ART BLOGSPOT
http://hartfordart.blogspot.com/2010/07/lucy-barnes-artword-pencil-on-vidalon.html
Lesson Plan Starter: Mini African Masks | Plan ID: 432 |
![]() | ![]() | by Kimberly Butts (submitted Mar 17, 2003) St. Gilbert School - IL, United States for grade level » High (9-12) media type » Sculpture |
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UNIT: Collage - Text
Lesson: “Text as Texture” Collage
Grade Level: High School
Time: 10- 45 minute class sessions
Content Standard:
Student Objectives:
Related Learning Component:
Motivational/anticipatory set:
Students will critique and reflect on their artwork and the art of others.
and will assemble portfolios that demonstrate successful completion of Art I student learning expectations.
Lesson Plan Starter: Identity Hats | Plan ID: 3854 |
![]() | ![]() | for grade level » High (9-12) duration » 5 sessions (about 50 minutes per session) media type » Collage subject integration » Other |
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Color Unit
Arkansas Frameworks - Art 1
Art Students will:
F.1.AI.3 Demonstrate knowledge of color theory
Create works of art in wet and/or dry media to solve color design problems
· simulate observable colors using transparent and opaque applications
· apply color theory by mixing colors in wet and/or dry media
Art Students will do small (little mini) watercolor paintings to explore the paint pallet and watercolor techniques.
Watercolor Painting – Tips
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Art 1
Date: Feb 28-March 4
SLE:
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology: Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Materials: Google Logo Template, 9x12 drawing paper, pencils, colored pencils, markers, watercolor, sharpies
Vocabulary: Balance, Variety, Emphasis, Center of interest, Harmony, Space, Sketch, Icon, Texture, Principles of Design, Exhibit
Bloom’s:
a Remembering a Understanding a Analyzing a Evaluation a Creating
High Yield Strategies:
Identifying similarities & Differences
Summarizing & Note Taking
Cooperative Learning
a Reinforcing Effort & Providing Recognition
a Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
a Cues, Questions & Advanced Organizers
a Homework & Practice
a Nonlinguistic Representations
Instructional Procedures: Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit - To show or display artwork
Harmony -(art) A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design - Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
<!--[if !supportLists]--><!--[endif]-->· color wheel
<!--[if !supportLists]--><!--[endif]-->· color properties
<!--[if !supportLists]--><!--[endif]-->· hue, value, intensity
<!--[if !supportLists]--><!--[endif]-->· color schemes
<!--[if !supportLists]--><!--[endif]-->· complementary
<!--[if !supportLists]--><!--[endif]-->· analogous
<!--[if !supportLists]--><!--[endif]-->· monochromatic
<!--[if !supportLists]--><!--[endif]-->· triad
<!--[if !supportLists]--><!--[endif]-->· warm or cool
Lesson Plan Starter: Freaky Face Cast Relief | Plan ID: 216 |
![]() | ![]() | for grade level » High (9-12) media type » Sculpture |
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for grade level » High (9-12)
duration » 5 sessions (about 50 minutes per session)
media type » Collage<!--[endif]-->
1. Use problem solving to construct a functional 3-dimensional form out of a variety of art materials. 2. Communicate ideas and themes through their art work using collaged visual images. 3. Show workmanship and control over chosen media by applying processes and specific collage techniques
| | | |
Tag board
Newspaper
tape
glue
magazines
scissors
Procedure (what you need)
This is a great project to get to know the students in your classes the first week of school.
Introduction: Explain to the students that they are going to create a piece of artwork that will introduce them to you and the rest of the students.
They will be creating their own personal "Identity Hat".
Goals:
1. Their hat form should be one that represents their personality. ( it might be a ball hat, a top hat, a cowboy hat, ect.)
2. The images they put on their hat should represent their likes, dislikes, things that are important to them, and aspects of their personality.
3. Since it is their hat, it must fit their head.
4. They must cover the entire form with collaged images they find from a magazine, or they can also use some of their own art work to collage on.
5. The construction must be stable and have all part attached well or glued down well.
Process:
1. Student are given several strips of tag board about 2-3" thick and 18-20" long. They are to use this to create an armature of the hat form, fitting it around their head to make sure it fits. They can staple or tape these together.
2. They will then use newspaper to tape and build up over the armature until they have the form they want. They can use additional pieces of tag board to create bills, rims, ect.
3. Once the form is created make sure everything is taped down flat so their is a fairly lump free surface.
4. Next students will start collecting images to collage onto the surface of the hat. The images should be cut out of their original backgrounds when ever possible so that they have interest in their shape, not just a square.
5. Students will glue down larger images first and then overlap edges with smaller images to completely cover the surface. Folding images over edges of the hat will help it have a cleaner appearance.
6. Once covered entirely and dry, students will apply mod podg or some type of acrylic medium, gloss, glitter, were used on some work.
I had some students choose to do other accessories too, such as belts and sunglasses and vests.
Use of a teacher designed scoring guide that evaluates design and form, functional qualities, and craftsmanship.
Teacher observation of the student's verbal description of their form, and explanation of the choices they made and the construction process.
When projects are completed teacher can choose to have a fashion show during one class period. The student will stand up and either wear their hat or hold it so the class can see it and introduce themselves, talking about why they chose their specific hat form and describe some of the images they chose to represent who they are and what they like.
paper sculpture, sculpture
Arkansas Art Standards
National Curriculum Standards
Shading Three-Dimensional Forms | Plan ID: 2721 |
![]() | ![]() | for grade level » High (9-12) |
Using graphite pencils (HB, 2B, 4B), beginning Art 1 students learned to depict three-dimensional forms using shades of value from black to white. Students were encouraged to think carefully about their composition by creating an asymmetrical still life arrangement. Strong spot lights were used to assist students in depicting dramatic value changes and cast shadows.
Arkansas Art Standards:
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Circular Motiff Lesson
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.6 Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
Lesson Plan Starter: Face Mask | Plan ID: 502 |
![]() | ![]() | for grade level » High (9-12) media type » Sculpture subject integration » Social Studies |
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plastic mold for mask
papier pulp
or newspaper and wallpaper paste
acrylic paint or tempra
glitter(gold, green,and purple)
glue for glitter and add ons
glue sticks
glue gun
colorful cloth material
beads and other mardi gras items
paint brushes and other painting materials
3-dimensional, balance, color, culture, historical period, shape, symbol, theme, unity
3-F (9 - 12) Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
3-G (9 - 12) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
4-K (9 - 12) Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
5-G (9 - 12) Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Click where it says "Open Sumo Paint"
Next to the artist pallet
Import the photo’s that they have taken and create a piece for each class that was attending during their class time.
Mrs Barnes, Art
Art 1
Studio Experience- Movement in a Comic Strip & Movie
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment: I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need: A sketchbook (make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser,drawing paper black fine-line marker
Create It
1. Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2. On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3. On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
• When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
• Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
• Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
• Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Enrichment: Play Video/DVD Elements & Principles: Principles of Design (8min)
Play the Wallace and Gromit movie: The Curse of the Were Rabbit.Watch the Special features on how the movie was made.
Arkansas Art Frameworks
Analyze selected artworks and observe changes over time in media, styles, and techniques
Art Objective:
Art Students will create their portfolio's.
1. Do your name design on scrap paper in color
2. Do the name design on the actual portfolio, making changes you desire.to enhance the design. Take your time. Plan out your design carefully.
RR.5.AI.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
CP.4.AI.11 Use a transfer method to replicate an image (e.g., grid, light box, window, opaque projector, tracing paper, graphite)
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
Art Students will click on the art research tab and research the Art works of the old masters, Chagall and Bosch at the provided museum link.
Create a word document and paste a postage stamp size copy of 10 of your favorite Chagall and Bosch works of art. Be sure to type your name and class period.
Also include the title and museum where the work resides.
Save your document on the my computer desktop under shared documents. Be sure to save it as your name and 1st or 2nd period.
Computer Generated Artwork
Art Students will create a title & ending page using sumo paint. Special emphasis will be placed on the layering of the artwork.
Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression..
3. Explore expressiveness of line.
4. Consider visual aspects of humor.
1. Do a still life artwork using cool colors, use geometric shapes for this piece. Use any tools you would like.
Save your work.
2. Do a still life artwork using warm colors, use organic shapes for this piece. Use the symmetry tool at least once on the piece.
Save your work.
Dreams and Nightmare Project
Materials :
Digital Camera
Smart Board and light table's
18"x24" Drawing Paper
Colored Pencils [could be painted for richer effect]
Procedure (what you need)
Students take photos of each other as if they were sleeping. Print the photos in B&W and each student trace their photo on the paper. Locate the center of the drawing paper and using a light table or smart board trace the photo making a line drawing at the bottom of the page with the head just crossing the center point. We flipped the photo over and draw another image on the other side of the paper with the heads slightly overlapping. To the left in the space above the sleeping images students draw images, symbols, people, and/or objects that bring about sweet dreams; things they liked, loved, and that make them feel happy. To the right, they draw things that they dislike, were afraid of or that make them sad; hence, the nightmare side. They then color them with colored pencils striving for good coverage and a painted like quality.
Discussion Questions:
Short discussion of dreams and nightmares
Brief sharing time:
Introduce Old Masters work such as Chagall and Bosch using the smart board and powerpoint with slide show, or students research on their own in the impac computer lab, making a word document and saving their favorite paintings in a 2 inch repro.
Resources:
Use magazines as visual references for things that students need to look at to draw.
They also use their previous drawings as reference.
Chagall's Paintings
Bosch's Paintings
Follow-up Activities
Exhibit work
Self-critique in terms of elements and principles of design
Peer critique [positive of course]
Students now have a visual image from which to refer as they write an essay about their dreams and nightmares.
Content Keywords
2-dimensional, balance, color, contrast, Drama, line, mood, Psychology, space, style, symbol, theme, unity
Curriculum Standards:
F.1.AI.3 Demonstrate knowledge of color theory • color wheel • color properties hue, value, intensity
• color schemes, complementary, analogous, monochromatic, triad warm or cool, split complementary
F.2.AI.4 Demonstrate knowledge of different types of balance
• asymmetrical (informal)
• symmetrical (formal)
• radial
F.2.AI.5 Demonstrate knowledge of unity and harmony as it relates to the elements of art and principles of design
F.2.AI.6 Demonstrate knowledge of contrast as it relates to the elements of art
F.2.AI.7 Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
F.3.AI.1 Analyze selected artworks and observe changes over time in media, styles, and techniques
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and placesF.3.AI.1 Analyze selected artworks and observe changes over time in media, styles, and techniques
F.3.AI.2 Demonstrate an understanding of the various purposes for creating art in the context of self, family, community, social and global perspectives •aesthetic •careers •functional •historical and cultural •therapeutic and social •interdisciplinary
Art 1 Color Unit
Arkansas Frameworks F.1.AI.3
Art Students will:
F.1.AI.3 Demonstrate knowledge of color theory
· color wheel
· color properties
· hue, value, intensity
· color schemes
· complementary
· analogous
· monochromatic
· triad
· warm or cool
Create works of art in wet and/or dry media to solve color design problems
· simulate observable colors using transparent and opaque applications
· apply color theory by mixing colors in wet and/or dry media
Art Students will do small (little mini) watercolor paintings to explore the paint pallet and watercolor techniques.
Watercolor Painting – Tips
· First and foremost ….Relax and have a good time while painting.
Enjoy learning something from each time you paint and don’t sweat it if the final results don’t meet your expectations – you have the entire year to practice.
· Think you your drawing as only a map that has many different destinations.
· Use water to get the shades and consistency of paint you desire, however, be aware that the more water you use, the more it may run or buckle the paper.
· For hard edges, allow each color to dry before painting adjacent colors.
· For soft edges, allow the colors to touch while they are still wet.
· Wet the paper before painting if you would like smooth washes of color without visible brush strokes.
· If you anticipate wet washes, I suggest that you use masking tape to tape the paper down on a flat surface, such as a drawing board or piece of cardboard.
· If you put down too much paint or too much water, try blotting with a tissue, or soaking up excess paint and water with a clean, dry brush.
· Start with lighter colors and work toward dark. For white, leave the paper unpainted, or paint light washes.
· Watercolor often becomes lighter as it dries, so plan on restating some of the colors after they dry.
· Try using a dark charcoal or color pencil, instead of black paint for the finishing touches or outlines, for different texture. You can get the same smooth gradient effect as with watercolor paint.
· To get the spatter effect, load your brush with color and tap it against your finger, causing the color to spatter on the paper. (Be sure to cover any area that you don’t want spattered.)
· Soften edges by painting the shape and then running a brush with clear water along the edge you want to soften.
Art Objective:
Art Students will create their portfolio's.
1. Do your name design on scrap paper in color
2. Do the name design on the actual portfolio, making changes you desire.to enhance the design. Take your time. Plan out your design carefully.
Art Students will click on the art research tab and research the Art works of the old masters, Chagall and Bosch at the provided museum link.
Create a word document and paste a postage stamp size copy of 10 of your favorite Chagall and Bosch works of art. Be sure to type your name and class period.
Also include the title and museum where the work resides.
Save your document on the my computer desktop under shared documents. Be sure to save it as your name and 1st or 2nd period.
Mrs Barnes, Art
Art 1
Studio Experience- Movement in a Comic Strip & Movie
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment: I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need: A sketchbook (make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser,drawing paper black fine-line marker.
Create It
1. Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2. On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3. On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
• When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
• Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
• Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
• Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Enrichment: Play Video/DVD Elements & Principles: Principles of Design (8min)
Play the Wallace and Gromit movie: The Curse of the Were Rabbit.Watch the Special features on how the movie was made.
Arkansas Art Frameworks
Analyze selected artworks and observe changes over time in media, styles, and techniques
Lucy Barnes, Art 11 Lesson
Circular Motif: Colored Pencil for grade level » High (9-12) | |
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Students will learn how to create vivid drawings on black paper with colored pencils. Students will use a circular motif for their designs. | |
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Materials (what you need)
Black paper ( 9" x 12")
Prismacolor pencils (24 pack)
Circular objects to trace (coffee cans, Pringles cans, quarters, etc.)
Pencil
Sketchbook
Procedure (what you need)
Show examples of drawings using colored pencils on black paper (Google images has many!).
www.artandsoultexas.com has designs that show the circular theme.
Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.)
Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless.
On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice.
On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top.
It is a good idea to give students a scrap of black paper to test out colors.
www.artandsoultexas/com
kalnsart.com
Google images of colored pencil drawings on black paper
Teacher example
black paper, circular motif, colored pencil
National Curriculum Standards
<!--[if !supportLists]--> <!--[endif]-->1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Mrs. Barnes, Art 11
Studio Experience- Movement in a Comic Strip
Studio Objectives (this will take 10 periods)
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment: I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need:
A sketchbook (make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser
Drawing paper
Black fine-line marker
Create It
1. Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2. On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3. On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
· When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
· Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
· Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
· Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Play Video/DVD
Elements & Principles: Principles of Design (8min)
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
Email from Ms. Love, Spanish, SHS
Hey Lucy! Of course I remember you. :-)
http://www.freesound.org/index.php
http://incompetech.com/m/c/royalty-free/
http://bumpermusic.blogspot.com/
http://www.mutopiaproject.org/
http://www.acidplanet.com/downloads/8packs/
Most of these are blocked at my school, naturally, but I've used the 3rd one for workshops.
What a great idea! Have fun :-)
love
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Visual Art, 8th grade
Date: Jan. 31- Feb. 4th
SLE:
VA.6.7.10
Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models)
VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
VA.7.8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques)
VA.5.8.10 Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art
VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of art
VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping)
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology: Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Materials: Google Logo Template, 9x12 drawing paper, pencils, colored pencils, markers, watercolor, sharpies
Vocabulary: Balance, Variety, Emphasis, Center of interest, Harmony, Space, Sketch, Icon, Texture, Principles of Design, Exhibit
Bloom’s:
a Remembering a Understanding a Analyzing a Evaluation a Creating
High Yield Strategies:
Identifying similarities & Differences
Summarizing & Note Taking
Cooperative Learning
a Reinforcing Effort & Providing Recognition
a Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
a Cues, Questions & Advanced Organizers
a Homework & Practice
a Nonlinguistic Representations
Instructional Procedures: Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit - To show or display artwork
Harmony -(art) A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design - Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
VA.5.7.17
Demonstrate responsibility, conservation, and proper
and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional
techniques and media (e.g., jewelry making, scratch art,
paper arts, fiber arts, collage, calligraphy, technology, photography)
VA.5.7.16
Demonstrate an understanding for the various purposes for creating art
(e.g., aesthetic, functional, historical, cultural
VA.5.7.6
Demonstrate techniques used to create spatial relationships
(e.g., atmospheric perspective, linear perspective)
Name Portfolio Design
Plan ID: 4223
for grade level » Middle (6-8)
duration » 5 sessions (about 40 minutes per session)
media type » Drawing
subject integration » n/a
Students will Create an original portfolio design with their name and complementary. Students must show changes in the value of the colors.
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Poster Paper
Scissors
Sharpen Markers
Manila Paper
Color Pencils
Crayons
1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
2-F (5 - 8) Students select and use the qualities of structures and functions of art to improve communication of their ideas
3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
4-F (5 - 8) Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
5-F (5 - 8) Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Visual Art, 5th period
Students will access the Sumo Art Website by typing the address into the Internet Browser
and create a piece of artwork.
"Create Your Trading Card"
type this address into the internet browser
http://www.protopage.com/hartfordart
Make sure you type the address correctly.
Click on the green Sumo Paint tab and then click in the link
and wait a few minutes for the website to load.
Enjoy creating your own trading card on the paint site. Try all the tools!
Login to the sumo hartfordart gallery
go to file:
click save to sumo account
login as:
hartfordart
type the password :
redboots
To save your artwork to the gallery
go to file:
click on save to sumo account again...allow it to save, it will take a few minutes.
Arkansas Art Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper
and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional
techniques and media (e.g., jewelry making, scratch art,
paper arts, fiber arts, collage, calligraphy, technology, photography)
Calligraphy Acrostic |
for grade level » 7 & 8th media type » Painting subject integration » Social Studies |
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VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
Seurat Sunsets | Plan ID: 4181 |
![]() | ![]() | for grade level » Middle (6-8) duration » 5 sessions (about 50 minutes per session) media type » Drawing subject integration » Math |
Objective:
1. Ability to grid out an image in exact proportions & transfer on a larger sheet of paper
2. Practice stippling and "blending" colors
3. Transfer an image onto a larger, gridded out sheet as closely as possible
4. Use dots that are uniform in size and shape
5. Ability to "blend" colors without actually mixing them together
6. Knowledge of artist Georges Seurat and pointillism.
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VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.2
Create a full range of value using wet and dry media (e.g., cross-hatching, hatching, stippling)
VA.6.7.3 Create various surface qualities using any medium Vocabulary Texture-An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness) Value - An element of art that refers to lightness or darkness
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
Color- An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength
Color juxtaposition - A color theory in which two or more colors are placed side by side
Color schemes- Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Color theory - The study of spectral colors and their interrelationships
Wednesday- (Weather Permitting)Outside Landscape Drawing
Art Students will draw landscapes outside using a viewfinder
using a viewfinder.
VA.5.7.6
Demonstrate techniques used to create spatial relationships (e.g., atmospheric perspective, linear perspective)
Direct observation-Looking at real life and actual objects to create art
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
VA.6.7.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems VA.6.7.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
Actual texture Texture of real or authentic objects; the way a surface of a real object feels to the sense of touch
Aesthetic The quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things
Additive method A sculptural technique or process of modeling; adding, combining, or building up materials
Aesthetic theories Various ideologies used to study the nature and value of art
Aesthetics The philosophical study of the nature and value of works of art and how people respond to it with their senses, intellect, and emotions; synonym for the philosophy of art
Alternating A pattern that occurs when different elements in a work of art repeat themselves in a predictable order
Analogous Colors that are next to each other on the color wheel, with one hue in common
Architectural renderings Drawings of architectural structures
Arrange To alter a composition
Art criticism Describing, analyzing, interpreting, and judging a work of art
Artistic expression Ways artists communicate ideas and feelings
Assemblage A 2-D or 3-D artistic composition made by combining various objects; an additive method
Asymmetrical A type of balance in which the parts are unequal in size, shape, etc., but still produce a balanced visual weight or emphasis; another name for informal balance
Balance A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Calligraphy The art of beautiful and/or expressive writing
Carving A sculptural technique in which a tool is used to cut away materials to create a desired form Casting A sculptural technique in which a liquid is poured into a mold and hardens into a form
Casting A sculptural technique in which a liquid is poured into a mold and hardens into a form
Center of interest The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Collaborative methods Processes or methods by which artwork is created by more than one person
Collaborative work Art created by more than one person
Collage Artwork made by attaching various materials to a surface; to put together
Collagraph A print made from a printing plate of a low relief collage
Color An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength
Color juxtaposition A color theory in which two or more colors are placed side by side
Color schemes Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Color theory The study of spectral colors and their interrelationships
Complementary Colors that are directly opposite on the color wheel such as red and green, and when used near each other, create optical vibrations, or when mixed together will tend to subdue intensities and produce a grayed hue
Composition A musical creation
Compositional movement The look and feeling of action guiding the viewer’s eyes throughout a work of art
Contour The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object. Blind contour refers to a drawing using one continuous line made by looking at the object only, not at the drawing surface.
Contrast Differences; juxtaposition of dissimilar elements in a work of art
Direct observation Looking at real life and actual objects to create art
Directional Line that refers to actual or implied movement, or to an angle or a point of view; may provide structure and basic organization for a drawing
Drypoint A method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; lines and tones in the printed image often have a velvety appearance
Elements of art The basic visual tools artists use to create a work of art: line, shape, form, texture, color, value, and space
Emotionalism An aesthetic theory that places emphasis on the viewer’s feelings, moods, or emotions in response to a work of art
Emphasis
A principle of design that can be achieved through placement, contrast, size, etc.; the special attention or importance given to one part or element in an artwork
Environment Natural or man-made surroundings
Environmental Relating to the environment
Exhibit To show or display artwork
Exhibiting Showing or displaying artwork
Expressive Qualities that communicate feelings, moods, and ideas to the viewer through a work of art
Fiber arts Artwork created from any threadlike, fiber material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, sewing)
Fibonacci patterns An arithmetic sequence (1, 1, 2, 3, 5, 8, 13, 21. . .) formed by adding the previous two numbers; These numbers correlate to patterns found in nature (e.g., nautilus shell, pine cone, pineapple)
Focal point A specific area or point of convergence that draws the viewer’s attention first
Form (art) An element of art that is 3-D, and, therefore, includes the dimensions of height, width, and depth
Formalism An aesthetic theory that places an emphasis on the elements of art and principles of design
Functional Artwork that has an intended purpose other than aesthetic beauty
Gesture An exercise in art education commonly used as a warm-up; A gesture line refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist. A gesture drawing refers to a drawing done quickly to capture movement.
Gradation Any way of combining elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures)
Heritage Traditions handed down from one generation to another
Icons Pictorial representations
Imitationalism An aesthetic theory that places emphasis on realistic representation
Implied Suggested or perceived, but not actually present; Implied line refers to the way objects or a series of points are arranged to produce the effect of seeing a line in a work when a line is not actually present, such as a series dots that are perceived as a line. Implied texture refers to a texture in a work that is perceived by the viewer but has no physical form, such as a drawing of rough bark; the way a surface appears to feel; a texture which can be seen but not felt; see visual
Interdisciplinary Involving two or more academic disciplines
Intermediate A color produced by mixing a primary color and a secondary color; see tertiary
Line An element of art that refers to a mark on any surface; a moving point
Line characteristics The way a line looks (e.g., direction, texture, size, degree of curve, length, width)
Low relief A relief sculpture with slightly raised or indented areas from a flat surface
Marbleizing A technique used by floating a pigment on a liquid surface and transferring it to paper or another surface using painting techniques to simulate the appearance of marble
Modeling Shaping clay or other pliable material by pinching, pulling, or other manipulation
Monochromatic A color scheme that uses only one hue and the tints, tones, and shades of that hue
Monoprint A print in which ink or paint is applied to a flat surface and paper laid upon it to make a print which will be one-of-a-kind
Movement A principle of design; the way in which the elements of art are organized so that the viewer’s eye is led through the work of art in a systematic way
Nets Geometric patterns used to create 3-D forms
Non-measured grid A network of uniformly or randomly spaced intersecting lines
Op Art A twentieth-century style of art that uses the interaction of colors, shapes, and patterns with the picture plane to create images with the illusion of movement and/or depth
Pattern The repetition of anything in a design (e.g., repetition of shapes, lines, or colors)
Portfolio A purposeful collection of an artist’s own work
Principles of design Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Printmaking Transferring an image from one prepared surface to another to produce one or more copies
Progressive A rhythm created by a change in pattern or line that develops as it is repeated, such as large to small.
Proportion A principle of design that may be described as the relationship between objects with respect to size, number, etc.
Radial An organized pattern or design emanating from the center of a circular format; usually has symmetrical properties
Random Occurring without an identifiable pattern
Relief A sculptural technique in which the design is a raised surface on a flat background
Rhythm (art) A principle of design that involves the repetition of the elements of art to create the illusion of movement or a visual beat or tempo; Types of rhythm include regular, alternating, progressive, flowing, and random.
Rhythmic In art, related to rhythm; in music, related to rhythms
Sculpture in-the-round Freestanding sculpture meant to be seen from all sides
Shape An element of art that refers to an enclosed space that is 2-D, or flat, and, therefore, limited to the dimensions of length and width
Sketch Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Skips Changes in pitch of a major or minor third
Solo One voice or instrument
Space An element of art that refers to an area surrounding objects or figures, both positive and negative
Split complementary One hue and the hues on each side of its complement on the color wheel
Staff Lines and spaces upon which music is written
Steps Intervals of a second
Style A characteristic of a particular period, person, or group of people that make genres of music unique (e.g., folk, symphony)
Subtractive method A method of creating a sculpture or printing plate that involves removing materials to achieve a finished product
Symbols Signs
Symmetrical An equilibrium created by identical parts that are equally distributed on either side of a real or imaginary central axis in mirror-like repetition
Symphony A large composition for orchestra
Syncopation Rhythmic effect which places emphasis on a weak or off beat
Tactile texture A texture that can be felt by touch
Tertiary See intermediate
Tessellations Artwork in which shapes are carefully placed into overall patterns so that there are no gaps or overlaps; In some cases, the shapes appear to interlock.
Texture An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Theme and variations A style of composition that presents a basic theme, and then develops and alters the theme in successive statements
Trading cards Small works of art to be exchanged and collected
Triad A color scheme based on any three colors spaced at equal distances apart on the color wheel
Unity A principle of design that can be achieved through the use of elements of art and other principles of design; the coherence of a work that gives the viewer the feeling that all parts of a piece are working together to create a feeling of completeness or wholeness
Value An element of art that refers to lightness or darkness
Variety Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Visual See implied
"What's Your Tag" Portfolio Project
Objective:
Students will create their " Tag " or name using a stylized alphabet.
Students will sumo paint tools to create color gradations.
Students will make letters stand out by using a shadow technique.
Students will use tools to show texture
Students will use colors and decide on a color schemes.
The other side of the portfolio will be used for the Elements of Art and Principles of Design
VA.5.7.3
Demonstrate knowledge of color schemes in a work of art (e.g., monochromatic, analogous, complementary)
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
VA.5.7.1
Use various types of lines in a work of art
VA.5.7.2
Demonstrate knowledge of various categories of 2-D shapes and 3-D forms (e.g., curved and angular, sculpture in-the-round, relief)
VA.5.7.3
Demonstrate knowledge of color schemes in a work of art (e.g., monochromatic, analogous, complementary)
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.5
Use implied texture to simulate actual texture from the environment
VA.5.7.6
Demonstrate techniques used to create spatial relationships (e.g., atmospheric perspective, linear perspective)
VA.5.7.7
Demonstrate full range of value in a work of art
VA.5.7.8
Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, Fibonacci patterns, fractals, tessellations)
VA.5.7.9
Demonstrate various types of movement and rhythm within works of art (e.g., compositional movement)
VA.5.7.10
Explain the impact of proportion and scale in works of art (e.g., architectural renderings, blueprints)
VA.5.7.11
Categorize different types of balance in works of art and in the environment
VA.5.7.12
Identify the use of the elements of art to unify a work of art
VA.5.7.13
Identify the elements of art used to create variety in a work of art
VA.5.7.14
Examine the use of contrast to create emphasis in works of art
VA.5.7.15
Relate the importance of art history to the artistic process
VA.5.7.16
Demonstrate an understanding for the various purposes for creating art
(e.g., aesthetic, functional, historical, cultural,
therapeutic, social, enjoyment, careers, environmental)
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.1
Render contour and gesture drawings as preliminary sketches or as finished products
VA.6.7.2
Create a full range of value using wet and dry media (e.g., cross-hatching, hatching, stippling)
VA.6.7.3
Create various surface qualities using any medium
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
VA.6.7.5
Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid)
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
VA.6.7.7
Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood)
VA.6.7.8
Produce a 3-D project using elements of art and principles of design
subtractive methods to produce sculpture in-the-round or relief (e.g., clay, plaster, soap, foam, wood)
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
VA.6.7.10
Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models)
VA.6.7.11
Select subject matter, symbols, and/or ideas to communicate meaning
VA.6.7.12
Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future)
VA.6.7.13
Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
VA.6.7.15
Engage in group interaction to produce a collaborative work of art
Mrs. Barnes, Art 3-D Crayon Engraving |
![]() | ![]() | Hartford Junior High School - for grade level » Middle (6-8) duration » 5 sessions (about 90 minutes per session) media type » Mixed Media subject integration » Science |
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Tessellations computer option
Escher' s tesselations Plan
Middle (6-8)
duration » 3 sessions (about 50 minutes per session)
media type » Mixed Media
subject integration » Art History
Students, after studing the work of M. C. Escher, are expected to make a design that tesselates and ressembles an animal, object or creature. The final goal is to make a synthesis by repeating their design, adding color and details.
Sample Artwork:
Materials (what you need)
Computer, "Paint "programme (default by windows), printer, paper, cardboard, pencil, markers
Procedure (what you need)
Students having studied works of M.C. Escher, use the computer programme " Paint" , working at groups of three. At first they draw a square filled with color and afterwards using the free selection tool they cut out a shape out of the left side and paste it to the right side and accordingly cut another shape out of the top and paste it to the bottom. In that simple way , they create a template that tesselates.The next step is to print their template onto cardboard.
The second session begins by cutting out the template. Each group of students has a design that has an unusual shape and at that point they have to brainstorm in order to figure out what it might ressemble. It might be an animal, a bird, or a fish, or any imaginary creature. Each student sees different things coming out of the group's template. Sometimes students see more than one creature in the same template. Once they are sure, they start to draw the outline with a pencil to paper, using their template. They repeat the same process until they have a complete synthesis of tesselating shapes.
In the last session students add details to their shapes in order to ressemble their creature and fill them with color, either balck and white, or using two or three colors the most.
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Art Collaboration
VA.6.7.15
Engage in group interaction to produce a collaborative work of art
Activity- To follow????
VA.6.7.12
Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future)
Mrs. Barnes, Art 11/9
Calligraphy Intro and Portfolio Project
One word describes "You".
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.5
Use implied texture to simulate actual texture from the environment
VA.5.7.6
Arkansas Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Lucy Barnes, Visual Art 5th period, 7th grade boys
10/29 - 11/5 Portfolio ProjectArkansas Frameworks
VA.5.7.12
Identify the use of the elements of art to unify a work of art
VA.5.7.13
Identify the elements of art used to create variety in a work of art
Learn a variety of lettering styles and use the elements
of art to unify the artwork and show variety.
We will first learn 4 letter style.
Choose the letter style you want to use.
Choose your color scheme.
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Visual Art, 8th grade
Date: Jan. 31- Feb. 4th started and continue until Feb 17
SLE:
VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
VA.7.8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques)
VA.5.8.10 Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art
VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of art
VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping)
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology: Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Materials: Google Logo Template, 9x12 drawing paper, pencils, colored pencils, markers, watercolor, sharpies
Vocabulary: Balance, Variety, Emphasis, Center of interest, Harmony, Space, Sketch, Icon, Texture, Principles of Design, Exhibit
Bloom’s:
a Remembering a Understanding a Analyzing a Evaluation a Creating
High Yield Strategies:
Identifying similarities & Differences
Summarizing & Note Taking
Cooperative Learning
a Reinforcing Effort & Providing Recognition
a Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
a Cues, Questions & Advanced Organizers
a Homework & Practice
a Nonlinguistic Representations
Instructional Procedures: Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit - To show or display artwork
Harmony -(art) A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design - Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
MONDAY 2/7 | TUESDAY 2/8 | WEDNESDAY 2/9 | THURSDAY 2/10 | FRIDAY 2/11 |
SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students will rough out an idea for the drawing contest | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students will continue to rough out an idea for the drawing contest | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students decide the media they would like to use for the finished product | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will begin the final artwork for the Doodle 4 Google contest. Evaluate decisions and check for emphasis. | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of art VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will continue the final artwork for the Doodle 4 Google contest . Evaluate the progress, check for the elements of art and principles of design |
MONDAY 2/7 | TUESDAY 2/8 | WEDNESDAY 2/9 | THURSDAY 2/10 | FRIDAY 2/11 |
SLE: CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences. Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list. Activities: Make a sketchbook using 4 sheets of drawing paper and one colored construction paper for the cover. Punch hole and lace with yarn. Design the cover of the sketchbook Choose one sketchbook project daily from the list of 28 sketchbook projects | SLE: CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences. Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list. Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects | SLE: CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences. Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list. Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects | SLE: CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences. Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list. Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects | SLE: CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences. Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list. Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects |
Visual Art - Feb 21-22
Finish Doodle for google contest
Finish Calligraphy Progect by illustrating the visual
If finished with everything you may do a sketch chosen out of the
Sketch Assignment Sheet
Art 1 - Feb 21-22
Finish the Sketchbook
Art 1 - Feb 21-22
Period 3- Finish the Tree Line Design
Art 11 - Feb 21-22
Finish the Oil Pastel
Dear Mr. Anderson,
Enclosed are my Art Plans for March, 7th, 2011
High School
1st period- Prep
2nd & 3rd period- Art 1
Design a scary mask, it has to be your design, please do not copy a face or a mask you have seen, using pencils and markers.
4th period- Art 11
Design a mask, using pencils and markers.
5th period- Visual Art
Continue doing self portraits today. The mirrors are under the tv. I would set them up during 4th period. Have them sketch themselves. If they finished sketching a self portrait, they may have a free sketch day. Although it is a free sketch day they must turn in a drawing.
Elementary
1:20-2:00 Harp’s class, 2nd grade
Draw one shoe from your closet, add something coming out (crawling, slithering, flying, etc.) of your shoe. Be creative.
2:20-2:55 Hawkin’s class, 5nd grade
If you could be an animal for 1 day what animal would you be? Draw the animal and add a background of the animal’s environment.
Have a great day.
Lucy Barnes
Oil Pastel Impressionism | Plan ID: 3111 |
![]() | ![]() | for grade level » High (9-12) duration » 5 sessions (about 90 minutes per session) media type » Drawing subject integration » Geography |
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1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
4-H (9 - 12) Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Arkansas Curriculum Standards
CP.1.AII.9
Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition)
RR.2.AII.7
Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
RR.2.AII.8
Reflect upon ways in which art concepts can be projected into lifelong learning experiences in various disciplines
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Art 1
Date: Feb 28-March 4
SLE:
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology: Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Materials: Google Logo Template, 9x12 drawing paper, pencils, colored pencils, markers, watercolor, sharpies
Vocabulary: Balance, Variety, Emphasis, Center of interest, Harmony, Space, Sketch, Icon, Texture, Principles of Design, Exhibit
Bloom’s:
a Remembering a Understanding a Analyzing a Evaluation a Creating
High Yield Strategies:
Identifying similarities & Differences
Summarizing & Note Taking
Cooperative Learning
a Reinforcing Effort & Providing Recognition
a Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
a Cues, Questions & Advanced Organizers
a Homework & Practice
a Nonlinguistic Representations
Instructional Procedures: Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit - To show or display artwork
Harmony -(art) A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design - Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
MONDAY 2/7 | TUESDAY 2/8 | WEDNESDAY 2/9 | THURSDAY 2/10 | FRIDAY 2/11 |
SLE: CP.1.AII.9 Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Day 1 Intro project guidelines | SLE: CP.1.AII.9 Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Day 2 Create a teacher guided color wheel with oil pastels | SLE: CP.1.AII.9 Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Days 3-6 Project work time | SLE: CP.1.AII.9 Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Days 3-6 Project work time | SLE: CP.1.AII.9 Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Days 3-6 Project work time |
MONDAY 2/7 | TUESDAY 2/8 | WEDNESDAY 2/9 | THURSDAY 2/10 | FRIDAY 2/11 |
SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students will rough out an idea for the drawing contest | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students will continue to rough out an idea for the drawing contest | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Using the google logo template, art students decide the media they would like to use for the finished product | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will begin the final artwork for the Doodle 4 Google contest. Evaluate decisions and check for emphasis. | SLE: VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of art VA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will continue the final artwork for the Doodle 4 Google contest . Evaluate the progress, check for the elements of art and principles of design |
2/7/2011-2/17/2011
Mrs. Barnes, Art 1
Sketchbooks, What are they good for?
Art Students will compile a sketchbook,
Day 1 - Using drawing paper and colored construction paper, make the sketchbook and design the cover.
Day 2-8 Choose a daily sketch assignment from the list of 28 assignments
You will have a total 8 sketches.
CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Art 1- Sketchbook Assignments
Shade
Draw one shoe from your closet, add something coming out (crawling, slithering, flying, etc.) of your shoe. Be creative
Shade/Scientific Drawing
Find an image of an interesting spider or insect to draw, be very aware of all the body sections and show these sections in your large drawing.
Shade & Background Mechanical Drawing Use your scientific drawing to help you draw a mechanical looking insect or spider. The legs, body, and head should look like mechanical parts attached together with nuts and bolts.
Shade & Background Animated Drawing Use your scientific drawing to help you draw an animated drawing of your insect or spider. The drawing can be cute, cuddly, morphed, hideous, a super hero or villain. No copying please.
Shade & Background
If you could be an animal for 1 day what animal would you be? Draw the animal and add a background of the animal's environment.
Shade & Background
Draw a mask with extra things added to it for example: bulged eyes, a beak nose, giant lips, deformed lips, whild hair, etc.
Shade & Background
Design a scary mask, it has to be your design, please do not copy a face or a mask you have seen.
Shade & Background
If you could take one of your worldly possissions with you when youi die, what would it be? Make a sketch of the possession.
Shade & Background
Draw a picture that tells a childhood story about you (You will need to be in the drawing.)
Shade/Texture/Background
Draw a friend or family member sitting on the floor, draw large enough that some of the body is running off the paper. Make sure you are looking at them while you are drawing.
Shade/Texture/Background
Find an interesting household appliance and drawi it. Make sure you show details. (Examples: egg beater, Iron, blow dryer, etc.)
Shade/Texture/Background
Find an Architectural structure to draw such as a building, old bridge , water fountain, gazebo, etc.
Shade/Texture/Background
Refer to your appliance and Architecture sketch and use these sketchers to combine the appliance with the architectural structure to create a structure with house hold appliance characteristics. (1/2 Architecture1/2 Appliance.)
Shade/Texture/Background
Draw a picture of what you would like to have for Christmas.
Shade/Texture/Background
Divide your paper into 8 sections and create 8 different patterns for fabric drapery.
Shade/Texture/Background
Draw a self-portrait of your face, while making a face that shows attitude, tough, or angry.
Shade/Texture/Background
Create a new pet, combine 2-3 different animals to make a fantasy animal, draw and shade so it looks 3-D.
Shade/Texture/Background
Create a gargoyl perched on a steeple, post or column it must have wings, a tail and look 3-D
Shade/Texture/Background
Draw a mug with a 3-D face coming out of the side, it may be a human, monster or animal face. Be creative.
Shade/Texture/Background
Create a new creature for a horror movie, draw it and shade it so it looks 3 D. Please do not copy.
Shade/Texture/Background
Complete a sketch that has something to do with food. (Be sure to fill most of the space on your paper) Use dramatic shading.
Shade/Texture/Background
Draw the same sketch of food, but this time fill the positive space with patterns.
Shade/Texture/Background
Select a Bible story and represent it in a sketch, example: Daniel in the lions' den, the birth of Christ, Noah's Ark, etc.
Shade/Texture/Background
Create an interesting design with the initals of your name, fill your paper and use decorative lines and shapes.
Shade/Texture/Background
Design a family crest (shield for your last name). Include your last name and some images that represent your family.
Shade/Texture/Background
Write a short poem the first letter should be large and filled with a design, the design does not have to be confined to the inside of the letter.
Copy for Mr. Lee Jan-24-31st Lesson Plan Starter: Shading Three-Dimensional Forms | Plan ID: 2721 |
| | High (9-12) |
Using graphite pencils (HB, 2B, 4B), beginning Art 1 student’s learned to depict three-dimensional forms using shades of value from black to white. Students were encouraged to think carefully about their composition by creating an asymmetrical still life arrangement. Strong spot lights were used to assist students in depicting dramatic value changes and cast shadows.
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Sketchbook 9x12
graphite pencils HB, 2B, 4B
erasers
ruler
Procedure (what you need)
-Demonstrate each 3-D form and how values are added on each (cube, cylinder, pyramid, cone, sphere). Use only one light source for practice. Guided direct instruction.
-Have students set up still life (4 students in each group). Stress asymmetry and variety of heights.
-students create 5 thumbnail sketches to practice composition (no shading)
-Teacher helps student identify best thumbnail sketch and student enlarges drawing onto 9x12 sketchbook paper
-Teacher sets up several spot lights around room and dims overhead lights. Strong cast shadows and dramatic lighting changes are desired.
-Students depict values on the forms with their various pencil grades. This may take 3-4 class periods.
-Stress to students that they do not need a hard outline on their forms. Depiction of planes on a cube, for example, should be evident through a change in value, not by drawing the edges with a dark pencil line.
Assessment
Is the composition asymmetrical?
Does the composition fill the page (going of the top, left, and right)?
Does the drawing have believable three-dimensional space?
Are the geometric forms drawn accurately?
Does the drawing demonstrate a full range of values?
Does the drawing show craftsmanship?
Self critique
Arkansas Art Curriculum Standards
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences
CP.4.AI.7 Create work(s) of art from direct observation using wet and dry media
•gradation
•simulated surface qualities
CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences
RR.5.AI.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Vocabulary
Contour: The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object.
Direct observational: Art created by looking at real life and actual object the drawing surf Texture: An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness).
Assessment- Shading Three-Dimensional Forms
__Does the composition fill the page
(going of the top, left, and right)?
__Does the drawing have three-dimensional space?
__Are the geometric forms drawn accurately?
__Does the drawing demonstrate a full range of values?
__Does the drawing show craftsmanship?
Student name_________________________
Date______________
Assessment- Shading Three-Dimensional Forms
__Does the composition fill the page
(going of the top, left, and right)?
__Does the drawing have three-dimensional space?
__Are the geometric forms drawn accurately?
__Does the drawing demonstrate a full range of values?
__Does the drawing show craftsmanship?
Student name_________________________
Date______________
Finish by illustrating a visual (copies of visuals are now available)
Jan. 24-31
Mrs Barnes, Art
Visual Art
for grade level » 7 & 8th media type » Painting subject integration » Social Studies |
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VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Circular Motif: Colored Pencil on Black Paper | Plan ID: 3883 |
![]() | ![]() | for grade level » High (9-12) duration » 4 sessions (about 60 minutes per session) media type » Drawing subject integration » n/a |
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Materials (what you need)
Black paper ( 9" x 12")
color pencils Circular objects to trace (coffee cans, Pringles cans, quarters, etc.)
Pencil
Sketchbook
Procedure (what you need)
Show examples of drawings using colored pencils on black paper (Google images has many!).
www.artandsoultexas.com has designs that show the circular theme.
Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.)
Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless.
Procedure:
On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice.
On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top.
It is a good idea to give students a scrap of black paper to test out colors.
www.artandsoultexas/com
kalnsart.com
Google images of colored pencil drawings on black paper
Teacher example
black paper, circular motif, colored pencil
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.6 Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
National Curriculum Standards
<!--[if !supportLists]--> <!--[endif]-->1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Mrs. Barnes, Visual Art, 8th grade girls
Name Portfolio Design |
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Students will Create an original portfolio design with their name and complementary. Students must show changes in the value of the colors.
Sample Artwork:
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Poster Paper
Scissors
Sharpen Markers
Manila Paper
Color Pencils
Crayons
Procedure (what you need)
The students will
Practice drawing three-dimensional block letters with teacher guided help.
Create four value scales using the complementary colors.
Transfer sketch on portfolio cover and add the grade level selected design.
Outline all pencil lines with a sharpie marker.
Color the letter with markers and make sure to show changes in value by coloring the side of the letters with a lighter or darker color.
Shade in the background design using a full range of value with the complement color.
Grade their artwork with a rubric.
Pictures will be shared with the class.
Curriculum Standards
Calligraphy Acrostic |
for grade level » 7 & 8th media type » Painting subject integration » Social Studies |
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VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
This week in Mrs. Barnes High School Art Classes
print for Mr. Lee
2nd period & 3rd period- Monday & Tuesday
Art Students will watch a movie on Art Criticism- This movie will engage and focus art students with a quick look at criticism and critics, the critical method and overviews of non-Western and Western art history. Offering brisk and lively introductions to essential concepts.
Look at artwork by WIndslow Homer- talk about the works of art and engage in Art Criticism.
2nd period & 3rd period- Finish this project in the Impac Lab on Wednesday
Create a collage page on sumo paint with photo's you have taken.
SLE CP.4.AI.13
Collaborate with others to create artwork.
4th period Finish working on this Monday-Friday
SLE
Use additive and/or subtractive methods to produce a relief or sculpture in-the-round (e.g., carving, casting, modeling, assemblage)
Objective
Art Students will create an assemblage sculpture in-the-round
Assignment/Activity
Art Students will create an assemblage using gourds and found objects
5th period FInish this Monday & Tuesday
SLE VA.6.7.14 Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Objective
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves. Assignment/Activity
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problemsMrs. Barnes High School Art Classes
print for Mr. Lee
2nd period
SLE
Collaborate with others to create artwork
SLE
CP.4.AI.10
Collaborate with others to create artwork
4th period
SLE
Use additive and/or subtractive methods to produce a relief or sculpture in-the-round (e.g., carving, casting, modeling, assemblage)
Objective
Art Students will create an assemblage sculpture in-the-round
Assignment/Activity
Art Students will create an assemblage using gourds and found objects
5th period
SLE VA.6.7.14 Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Objective
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves. Assignment/Activity
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
This week in Mrs. Barnes High School Art Class, Dec 13-17
print for Mr. Lee
2nd period ,3rd period, 4th period & 5th period- Monday-Wednesday
Art Students will watch the movie: The Agony And The Ecstasy
Charlton Heston and Rex Harrison portray two of the Renaissance's most colorful figures in this historical drama based on Irving Stones's best-seller. (Harrison) commissions Michelangelo (Heston) to paint the ceiling of the Sistine Chapel, the artist initially refuses. Virtually forced to do the job by Julius, Michelangelo later destroys his own work and flees Rome
We will view his artwork of the Sistine Chapel on the document camera from my Michelangelo art book.
The movie is 138 minutes.
Arkansas Art Standards, Art 1
<!--[if !supportLists]-->· <!--[endif]-->aesthetic
<!--[if !supportLists]-->· <!--[endif]-->careers
<!--[if !supportLists]-->· <!--[endif]-->functional
<!--[if !supportLists]-->· <!--[endif]-->historical and cultural
<!--[if !supportLists]-->· <!--[endif]-->therapeutic and social
<!--[if !supportLists]-->· <!--[endif]-->interdisciplinary
F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
RR.5.AI.1 Critique artworks in terms of history, culture, and aesthetics
Art 11
RR.2.AII.1
Critique artworks in terms of history, culture, and aesthetic theories (e.g., imitationalism, contextualism, formalism, emotionalism)
RR.2.AII.2
Evaluate the content and manner in which subject matter, symbols, and images are used in the student’s own work and works of others
RR.2.AII.3
Reflect upon the personal, social, and global impact of art (e.g., self, gender, family, community, historical, cultural, environments, visual cultures)
Visual Art
VA.7.7.1
Evaluate historical connections between the artwork of self and others (e.g., written or verbal response)
Evaluate historical connections between the artwork of self and others (e.g., written or verbal response)
VA.7.7.2
Examine the styles and historical periods of art throughout time
VA.5.7.15 Relate the importance of art history to the artistic process
2nd period ,3rd period, 4th period & 5th period- Thursday & Friday
Demonstrate knowledge of various categories of 2-D shapes and 3-D forms (e.g., curved and angular, sculpture in-the-round, relief)
VA.5.7.3
Demonstrate knowledge of color schemes in a work of art (e.g., monochromatic, analogous, complementary)
Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, Fibonacci patterns, fractals, tessellations)
VA.5.7.16 Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural,
F.1.AI.3 Demonstrate knowledge of color theory
<!--[if !supportLists]--><!--[endif]-->· color wheel
<!--[if !supportLists]--><!--[endif]-->· color properties
<!--[if !supportLists]--><!--[endif]-->· hue, value, intensity
<!--[if !supportLists]--><!--[endif]-->· color schemes
<!--[if !supportLists]--><!--[endif]-->· complementary
<!--[if !supportLists]--><!--[endif]-->· analogous
<!--[if !supportLists]--><!--[endif]-->· monochromatic
<!--[if !supportLists]--><!--[endif]-->· triad
<!--[if !supportLists]--><!--[endif]-->· warm or cool
<!--[if !supportLists]--><!--[endif]-->· split complementary
DREAMS / NIGHTMARES | Plan ID: 1761 |
![]() | ![]() | for grade level » High (9-12) media type » Drawing subject integration » Language Arts |
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Mrs. Barnes, Art 11
Sketchbooks, What are they good for?
Art Students will compile a sketchbook,
Day 1 - Using drawing paper and colored construction paper, make the sketchbook and design the cover.
Day 2-8 Choose a daily sketch assignment from the list of 28 assignments
You will have a total 16 sketches.
CP.4.AIl.5 Compile a sketchbook that includes various techniques, observations, and art experiences.