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Lesson List:
Click on the title of a lesson to see it's overview. |
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Line/Media Picture |
Pos/Neg
/Cutouts |
Name
Perspective |
Squared-Up Van Gogh |
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Overlapping Objects/Colors |
Watercolor Landscape |
Surrealistic Painted Poem |
Clay
African Masks |
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Plate Prints |
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| Title:Line/Media
Picture: My Room |
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study):
C. Media and Techniques
4. Discuss
the composition of a work of art (refer to elements of art and principles
of design, media, and techniques, Goal III)
8.
Identifies themes in art (ideas, events, or relationships important to
individuals and/or society, such as family, work, everyday life, historical
events, etc.)
14. Evaluates
own art work
22.a. LINE
Students
will experience a variety of media and techniques for art production.
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Artistic/Occupational Influence: It is important to have a good grasp of the
possible applications for various media and line qualities. |
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Strategies (to meet needs of different learning styles): n/a |
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Activities (Step by Step):
1.
BACKGROUND KNOWLEDGE/ SKILL DEVELOPMENT:
On the
chalkboard discuss:
Media:
The utensils used to create an artwork (pencils, chalk, paint, clay, etc.)
Line
Qualities: Different types of lines which may be used to achieve a
different look or emotional impact. Examples include:
·
 thick
·
 thin
·
 straight
·
wavy
·
zig-zag
·
  broken/dotted
Hatching:
The use of a series of parallel lines to show value and shading.
Value:
The lightness and darkness of a color or object
Texture:
The roughness or smoothness of an object.
Cross
Hatching: XXXXXX crossed hatching
Basket
Weave: 
Herring
Bone
2.
PROJECT:
1.
Explain to class what MEDIA and LINE QUALITY are, demonstrating line
qualities on the chalkboard.
2. Give
each student markers, pencils, pens, oil pastels, chalk pastels, crayons,
and colored pencils, and a piece of paper (12 x 18).
3. Assign
the class the subject matter they will have to show, their room, and explain
tactics for drawing this subject.
4. Make
it clear to the students that they will be responsible for showing at least
5 different media in this drawing and 3 different line qualities.
5.
Encourage the students to use only lines--no coloring.
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Evaluation: Project will be evaluated for the usage of 5 different line
qualities, 5 different media, good details, good composition, and EFFORT! |
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Follow-Up: Give quiz over the terms and their usage after the project is
over. |
| Title:
Positive/Negative Cutouts |
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study): 22.b. SHAPE:
geometric and biomorphic
22.c.
COLOR/COLOR SCHEMES: complementary
22.f. SPACE
(pos. and neg.)
25.b.
Balance/Symmetry
26.f.
Demonstrates ability to produce Collage/Montage
27.a.
Demonstrates ability to use standard techniques effectively for Paper |
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Artistic/Occupational Influence: Abstract |
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Strategies (to meet needs of different learning styles):
n/a |
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Activities (Step by Step):
SHAPE:
An area enclosed by a line.
BIOMORPHIC SHAPES: Shapes which are found in nature:
leaves, hands, amoeba, etc.
GEOMETRIC SHAPES: Man-made shapes: squares, triangles,
letters, numbers, etc.
SPACE: All of the area within a picture.
POSITIVE SPACE: The space in a design which is occupied by
the objects.
NEGATIVE SPACE: The space in a design which surrounds the
objects.
MIRROR IMAGE: An image as it would appear if viewed in a
mirror, with right and left reversed.
COMPLEMENTARY COLOR SCHEME: A color
scheme consisting of two colors opposite each other on the color wheel, e.g.
green and red, blue and orange, yellow and violet.
SYMMETRICAL BALANCE:
When all the elements on one side of a picture are equal to all the elements
on the other side of a picture.
ASYMMETRICAL BALANCE: When the elements in a design are
balanced, but not equally (for example 1 large element may be balanced by 3
smaller ones).
1. Provide each student with a 6 x 9” piece of construction
paper.
2. The students should draw a design consisting of at least
5 geometric shapes on this piece of paper.
3. This design should be cut out using scissors.
4. The shapes cut out should be arranged on a 9 x 12” piece
of construction paper which is a complementary color to the smaller piece
with the positive shapes on one side and the negative shapes on the other so
that they mirror each other.
5. These should be glued down.
6. The process will then be repeated to create a
biomorphic design. |
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Evaluation: Grades will be given for the correct usage of either geometric
or biomorphic shapes, complementary colors, mirror-image/symmetrical
balance, and overall craftsmanship. |
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Follow-Up: quiz given over the vocabulary. |
| Title: Squared
Up Van Gogh |
Illustration: |
| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study):
Math Goal: Students will
learn to use a ruler effectively to measure to the nearest 1/4".
III. Art
Production and Expression
C. Media and Techniques
3. Identifies
subject matter of art work:
Portrait
Goal III. Art Production and
Expression
22.a. LINE
22.e. FORM
26.a.
Demonstrates ability to produce Drawings
27.f.
Demonstrates ability to use standard techniques effectively for Pencil/pen and
ink
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Artistic/Occupational Influence: Graphic arts--learning a basic way of
enlarging/re-creating an artwork for use in a larger work such as a poster. |
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Strategies (to meet needs of different learning styles):
The first part of this lesson involves using a ruler
effectively and not all students will be able to follow along. Expect
it to take more than one class period to get the whole class to draw the
grid lines effectively before they will be able to begin the drawing.
Some students will need one on one guided help, actually holding rulers
properly, lining up the edge of the ruler with the edge of the paper, etc.
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Activities (Step by Step): The students will receive a 9 x 12" piece of
white paper, a ruler, a pencil, and a copy of a pencil portrait by Vincent
Van Gogh (roughly 3" x 4") that is already quartered.
Students should divide up
their paper into quarters horizontally and vertically.
After the paper is divided,
the students should begin drawing the Van Gogh portrait paying particular
attention to how the lines are arranged in each individual rectangle.
By dividing up the drawing into small parts, it will be easier to make a
more accurate rendition at a different scale.
When the contours and lines
are finished, students should erase the grid lines they drew initially.
Students should then shade
the portrait as in the Van Gogh drawing.
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Evaluation: Students will be evaluated on the lines/proportions and shading
in their drawing--are they showing the correct portions of the drawing in
the correct sectors of the divided paper? Emphasis should be placed
more on learning the technique than creating a beautiful work of art. |
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Follow-Up: In 6th grade, they will make a more complex architectural
drawing using the same technique. |
| Title: Name
Perspective |
Illustration:
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study): |
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Artistic/Occupational Influence: |
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Strategies (to meet needs of different learning styles): |
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Activities (Step by Step): |
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Evaluation: |
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Follow-Up: |
| Title:Overlapping
Objects (color mixture) |
Illustration:
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study): |
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Artistic/Occupational Influence: |
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Strategies (to meet needs of different learning styles): |
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Activities (Step by Step): |
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Evaluation: |
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Follow-Up: |
| Title: African
Clay Mask |
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study):
5. Explores the content or message of a work (include works depicting
everyday events, special events, observations)
9.
Identifies the function of art works (the different uses for which works of art
have been created, as worship, entertainment, utility, etc.)
25.e. Pattern
8.
Identifies themes in art (ideas, events, or relationships important to
individuals and/or society, such as family, work, everyday life, historical
events, etc.)
11.
Discusses works of art in terms of artist’s meaning and purpose, mood or
emotion, point of view
15.
Identifies works of art from different countries
16.
Recognizes works of art as historical artifacts and visual records of
civilization
17.
Understands how societies express values and beliefs in art work
26.c.
Demonstrates ability to produce Sculptures
27.j.
Demonstrates ability to use standard techniques effectively for
Three-dimensional objects.
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Artistic/Occupational Influence: African/Oceanic Masks |
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Materials: Clay, glazes, and
various decorative elements. |
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Strategies (to meet needs of different learning styles):n/a |
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Activities (Step by Step): Students will begin by being shown a video made
by me which shows lots of examples of African and Oceanic masks.
Students will be given a
moderate amount of clay which they will wedge and form over a wadded-up
piece of newspaper using a hump mold technique.
Clay will be added to this
initial shape to create noses, lips, eyes, eyebrows, and other adornments in
the style of African or Oceanic mask making traditions.
When the basic mask is
finished, areas should be carved out or altered to create interesting
textures and patterns.
Holes will then be drilled
around the edges of the mask to tie on yarn and other decoration at a later
time.
The mask will be signed and
bisque fired.
Students will then glaze
their masks.
The masks will be fired
again.
Students will finally
attach yarn and other decorations to finish their piece.
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Evaluation: Masks will be evaluated as to the addition of appendages, use of
pattern, adornment, and overall construction and craftsmanship. |
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Follow-Up: n/a |
| Title:Drawing
Cats, Insects, and Sea Creatures |
Illustration: |
| Grade Level:
2-7 |
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Goals/Objectives (from Graded Course of Study): 25.d.
Proportion/Distortion
26.a.
Demonstrates ability to produce Drawings
27.b.
Demonstrates ability to use standard techniques effectively for Crayon
27.f.
Demonstrates ability to use standard techniques effectively for Pencil/pen and
ink
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Artistic/Occupational Influence: Illustration |
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Strategies (to meet needs of different learning styles):
Each student will be evaluated
based upon their age and individual artistic abilities. |
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Activities (Step by Step): Students will have available to them pages from
Draw 50 Cats, Draw 50 Creepy Crawlies, and Draw 50 Sharks,
Whales, and other Sea Creatures These pages illustrate how to draw
creatures in a step-by-step manner. Using these pages, a 12 x 18"
piece of paper and a pencil, students should draw at least three animals
from the sheets and arrange them in a way to create a complete composition.
Other subject matter must be added to create a foreground, middleground, and
background. These other objects are only limited by the students'
creativity. If they wish, they may mix and match animals from one book
with animals from another, say a cat next to a picnic basket, with ants and
other bugs around. It would obviously be harder to mix and match sea
creatures with cats or insects, unless some level of surrealism is inserted.
When the pencil drawing is completed, it should be colored with either
colored pencils or crayons (crayons are recommended for lower grades).
If students seem to be finishing too quickly, make sure that they are
creating a COMPLETE scene, with adequate supporting objects. This
project should be fun and a little silliness is O.K., but students must
understand that I will expect them to be using the models illustrated on the
pages from the books for their drawings. They should not just make
things up. |
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Evaluation: This will count as a project grade for grades 2-4, a quiz
grade for grades 5-7. Students will be evaluated on:
--accurate drawing of at least
three animals from the sheets provided.
--a detailed foreground,
middleground, and background which creates a sense of three dimensional
space around the animals.
--craftsmanship and effort
in both drawing and coloring.
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Follow-Up: n/a |
| Title:
Styrofoam Plate Print |
Illustration: |
| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study):C. Media and Techniques 6.
Identifies a variety of art forms (paintings, murals, ceramics, sculpture, etc.) 26.d.
Demonstrates ability to produce Prints 27.h.
Demonstrates ability to use standard techniques effectively for Printmaking |
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Artistic/Occupational Influence: Working artist: creating prints
creates a lower cost product line and potentially more sales. |
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Strategies (to meet needs of different learning styles): |
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Activities (Step by Step): We will talk about printmaking in general,
the different types of prints, and show examples from German Expressionists.
Students will each be given a styrofoam plate, piece of 8 1/2 x 11" paper,
and a pencil. They will first trace the shape of the plate onto their
paper to find their working area. They then draw a design or symbol
inside this circle with their pencil. They will then trace over these
lines with charcoal and rub this paper onto the styrofoam plate, thus
transferring their image. Using a pencil, they will then dig into the
plate anywhere they see the charcoal lines to create recessed areas.
They will learn how to ink a brayer and apply ink to their plate, being
careful not to get ink into the carved areas. The plate will then be
printed onto another piece of paper and the print will be signed
appropriately with name, edition number, and title. |
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Evaluation: Check the crisp and cleanliness of each print, See if the
students signed them correctly and the edition is uniform. |
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Follow-Up: |
| Title:
At the Movies |
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| Grade Level: 5 |
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Goals/Objectives (from Graded Course of Study): 8.
Identifies themes in art (ideas, events, or relationships important to
individuals and/or society, such as family, work, everyday life, historical
events, etc.) 22.f. SPACE
(pos. and neg.) 26.b.
Demonstrates ability to produce Paintings 27.e.
Demonstrates ability to use standard techniques effectively for Paint |
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Artistic/Occupational Influence: Illustration: Movie Poster |
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Activities (Step by Step):
1. On a piece of
notebook paper, have the students write the title of their favorite movie
that they saw in a theater. Under this write the following prompts:
Who was with me? What were we wearing? What were we doing?
Did we buy anything? What was my favorite scene? What happened
in that scene? What did the main characters do? Where were they
(what was in the background)? What did we do when we saw that scene?
Have the students write responses which develop all of these thoughts.
Should take one period.
2. On a piece of 12 x
18" paper, have the students draw their favorite scene from this movie and
paint it with watercolor paint. Emphasize using the whole paper, but
keep the action in the middle of the paper, as other elements will be added
to the top and bottom. This will take several periods.
3. On a 4" x 18"
strip of black construction paper, students should draw the silhouettes of
themselves, their friends/family, and other theater-goers sitting in theater
seats. They should illustrate the actions described earlier.
These shapes should then be cut out and glued to the bottom of the painting
in a row to simulate theater seating.
4. On a 3 x 12" strip
of white paper, the students should write the name of the movie in bubble or
block letters and color it brightly with markers. This should be glued
to the painting near the top. |
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Evaluation: --Was the
movie scene illustrated effectively with good drawing techniques and a sense
of foreground, middle-ground, and background elements?
--Was the movie scene
painted effectively?
--Were the silhouettes
convincing?
--Is the title of the movie
neat and effectively placed? |
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