12.  Develops and applies art vocabulary in discussions

22.c. COLOR/COLOR SCHEMES: warm colors, cool colors, color wheel, primary colors, secondary colors, tertiary colors, monochromatic, analogous colors, complementary colors, tints, tones, and shades: intensity

Notes Given:

Color Wheel: A tool used by artists to show the relationships between colors.

PRIMARY COLOR:  Red, Yellow, Blue--All colors are made by the mixture of these colors. 

SECONDARY COLORS:  Green, Orange, Violet--The colors made by the mixture of two primary colors.

TERTIARY COLORS:  Red-Violet, Red-Orange, Yellow-Orange, Yellow-Green, Blue-Violet, Blue-Green.--The colors made by the mixture of a primary and a secondary color.

Complementary Color Scheme:  two colors opposite each other on the color wheel. Shows excitement

Analogous Color Scheme:  Three primary and secondary colors next to each other around the color wheel.         Shows harmony.

Monochromatic Color Scheme:  One color with the addition of black and white.

Neutral:  does not affect a color scheme, white/black

Tint: a color with white added.

Shade:  a color with black added.

PROJECT:

1.  Lecture on all background information. 

2.  Have the students, on a 12 x 18” sheet of paper, draw four 4” squares, four 3” squares, and eight 2” squares. 

3.  These squares should be painted as follows:

                4”--Primary colors

                3”--Secondary colors

                2”--Tertiary colors

 4.  The students should be provided with one 4” square, one 3” square, and one 2” square cut from poster board. 

 5.  The students should choose a shape of their choice (it could be anything) and draw the same shape on the differently sized squares.

 6.  These shapes should be cut out and traced as stencils on the corresponding painted swatches.

 7.  These shapes should then be cut out and arranged on a piece of black construction paper in the manner of the color wheel.

Written quiz given over the project and definitions.

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.

Students will begin by watching a video which I made giving many examples of masks made by the cultures of Africa and the Oceanic Islands.

Students will then watch a video I created which will show them step-by-step how to create one of these paper masks.

Students will then come up with an overall design for the mask they wish to create and have that approved before starting the project.

Students will need to work in teams, at least in the beginning, making a posterboard helmet and the frame of their mask using posterboard, glue, and masking tape.

After the frame is done, it is covered with strips of paper.

When the whole mask is finished, it will be painted and patterns will be painted upon it.

After the paint dries, yarn, raffia, and other objects may be added to the mask to adorn it.

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

--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.

1.  Do a quick review of 1 point perspective.  This should consist of an 8 1/2 x 11" sheet of paper where the students are instructed to create 5 or more geometric shapes using a ruler.  A single vanishing point should be placed in the middle of the paper and the shapes should be transformed into forms using this vanishing point.  A few of these shapes should be done on the chalkboard, then let the students proceed on their own, while the teacher inspects their understanding of the concept and works with those who need help.  This should take one class period.

2.  On a piece of 8 1/2 x 11" paper, the student should draw a heart or circle in the middle and write their name on it.  They should then be instructed to draw lines radiating out from this center and on these lines write the names of what they care about.  These could be things they like to see, hear, touch, taste, or smell, as well as exciting things they've done, places they've gone to, people they love, pets, etc.  They can use this time to brainstorm and come up with as many ideas as possible.  This should take about 10-15 minutes.

3.  They should fold a 12 x 18" piece of paper into 6 rectangles.  In these rectangles, they should pick between 4 and 6 of the items from their brainstorming web and sketch them out.  The students should think about how drawing can illustrate the item or action they wrote about.  They should be encouraged to draw these 4-6 scenes in each of the rectangles, with each one of them telling part of the story about who they are and what they like.  This might take a 1 1/2 periods.

4.  On a new piece of 12 x 18" paper, they should draw their name in large letters roughly 5" high in the middle of the paper with a pencil.  They should then create a vanishing point at the bottom of the paper in the middle and transform their name into forms using this vanishing point and their knowledge of one point perspective. Around this large name, they should arrange and draw a montage of the scenes they sketched out on their previous paper.  Items can and should overlap where appropriate.  In the negative space, the students can create patterns or arrange the shapes of other items which they enjoy.  When the pencil lines are finalized, watercolor paints can be added (carefully).

• completion of all four portions
• Portion 1:  Effective use of 1 pt. perspective
• Portion 2:  Evidence of discovery
• Portion 3:  Evidence of developing ideas
• Portion 4:  Effective use of 1 pt. Perspective
•                Good drawing of illustrations
•                Good painting
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