Art 3 and 4, Proficient and Advanced lesson plans
weeks1-3
2012-2013
8+ blocks, throughout the semester Artist Journal or Altered book or Sketchbook:
Proficient students will create an altered book. Advanced students who have already done one
may choose to do either. These will be worked on throughout the semester and as homework.
Altered books communicate meaning and are done in many media.
Criteria for success: I will communicate meaning in an altered book exploring many media.
Learning targets: I can communicate personal meaning in creative ways in many media in an
altered book.
Teacher input: Introduce, show examples, demonstrate, review.
Supplies: many!
Essential Standards P or A.V.1 Use the language of visual arts to communicate effectively.
Clarifying Objectives:
P.V.1.3 Recognize contemporary styles, themes, and genres in art.
A.V.1.3 Create art that responds to contemporary themes in art.
Essential Standards P or A.V.3 Create art using a variety of tools, media, and processes,
safely and appropriately.
Clarifying Objectives:
P.V.3.1 Compare properties of tools in the creation of art.
P.V.3.2 Analyze the relationship between media, processes, and results.
P.V.3.3 Select appropriate processes and techniques to create art.
A.V.3.1 Produce art by using a variety of tools and media appropriately, safely, and effectively.
A.V.3.2 Produce art by using a variety of processes appropriately, safely, and effectively.
Essential Standards P or A.CX.1 Understand the global, historical, societal, and cultural
contexts of the visual arts.
Clarifying Objectives:
P.CX.1.1 Understand the role of visual arts in United States history as a means of interpreting
past eras within an historical context.
P.CX.1.2 Understand how personal perspective is influenced by temporal context
P.CX.1.3 Exemplify contemporary art and artists.
P.CX.1.4 Understand how personal aesthetic responses to art are influenced by culture.
A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts.
Concepts and/or vocabulary: Altered book, media
Assessment: Peer and teacher assessment rubric. See above for Essential standards and
clarifying objectives.
3 blocks
Exceptional objects: The student will use smooth flowing contour line and
develop eye/hand coordination with drawings of objects and tools. The student will learn about
pop art, and Jim Dine. The student will create a bold image using tools, emphasize 1 tool, and
begin analogous color mixing.
Criteria for success: I will develop eye hand coordination with contour line drawing and fill
these drawings with pastel in the style of Jim Dine. I will identify pop art by artist Jim Dine. I
will mix analogous colors and emphasize 1 tool.
Learning targets: 1. I can improve eye hand coordination by drawing objects with contour line.
2. I can do an artwork in pastel in the style of pop artist Jim Dine.
Teacher input: Introduce, show examples, demonstrate, review.
Supplies: example, 18”x24” paper, tools, pastels, prints by Jim Dine
Essential Standard P or A.V.1. Use the language of visual arts to communicate effectively.
Clarifying Objectives:
P.V.1.3 Recognize contemporary styles, themes, and genres in art.
A.V.1.3 Create art that responds to contemporary themes in art.
Essential Standard P or A.CX.1 Understand the global, historical, societal, and cultural
contexts of the visual arts.
Clarifying Objectives:
P.CX.1.1 Understand the role of visual arts in United States history as a means of interpreting
past eras within an historical context.
P.CX.1.2 Understand how personal perspective is influenced by temporal context
P.CX.1.3 Exemplify contemporary art and artists.
P.CX.1.4 Understand how personal aesthetic responses to art are influenced by culture.
A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts
Concepts and/or vocabulary: unity, contour line, implied line, expressive line, Jim Dine, pop
art, emphasis, movement
Assessment: Journal entry, self assessment and teacher assessment rubric. See above for
Essential standards and clarifying objectives.
6 blocks
Calligraffiti: Name with Illuminated letter and background and border design
in a modern style. **These may be worked on throughout the 9 weeks after a few days to get
started.
The student will learn about Medieval calligraphy and its relationship to modern graffiti artists
such as Banksi and Risk. They will create an Illuminated letter, border design, and
background. The student will use the elements of art.
Learning targets: 1. I can use contour line and simple colored pencil shading and blending in a
Medieval &/or graffiti style artwork. 2. I can draw my name in a creative style that
communicates information about me.
Criteria for success: I will learn to use the elements of art and colored pencil layering
techniques to create a unique Medieval/Modern design with my name.
Teacher input: Introduce, show examples, slide show, demonstrate, review.
Supplies: examples of graffiti and Medieval manuscripts, 12”x18” colored paper, rulers, pens,
colored pencils
Essential Standard P or A.V.1 Use the language of visual arts to communicate effectively.
Clarifying Objectives:
P.V.1.3 Recognize contemporary styles, themes, and genres in art.
A.V.1.3 Create art that responds to contemporary themes in art.
Clarifying Objectives:
Essential Standard P or A.CX.1 Understand the global, historical, societal, and cultural
contexts of the visual arts.
Clarifying Objectives:
P.CX.1.1 Understand the role of visual arts in United States history as a means of interpreting
past eras within an historical context.
P.CX.1.2 Understand how personal perspective is influenced by temporal context
P.CX.1.4 Understand how personal aesthetic responses to art are influenced by culture.
A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts.
Concepts and/or vocabulary: pattern, Medieval, manuscript, illuminated letter, unity, line,
shape, color, texture,
Reading: pg. 188-189-pattern
Assessment: Journal entry, self assessment and teacher assessment rubric. See above for
Essential standards and clarifying objectives.
4 blocks
Figure drawing: 6 gesture, in marker, 1-2 contour line drawings, in pencil, 2-3
shaded in conte’ or charcoal using student models (these may be done at a later time). One of
these will be chosen to be done in a media and style of the student’s choice.
Learning targets: 1.I can learn correct body proportions and techniques for drawing from a
model. 2. I can draw form by using shading and highlighting. 3. I can select media and
techniques to create an expressive figure drawing.
Criteria for success: I will learn to use proportion and shading to improve figure drawing skills.
Teacher input: Introduce, show examples, demonstrate, review.
Supplies: pencil, markers, conte crayon or charcoal, various papers
Essential Standard P or A.V.3 Create art using a variety of tools, media, and processes,
safely and appropriately.
Clarifying Objectives:
P.V.3.2 Analyze the relationship between media, processes, and results.
**P.V.3.3 Select appropriate processes and techniques to create art.
A.V.3.1 Produce art by using a variety of tools and media appropriately, safely, and effectively.
**A.V.3.2 Produce art by using a variety of processes appropriately, safely, and effectively.
Essential Standard P or A.CX.1 Understand the global, historical, societal, and cultural
contexts of the visual arts.
Clarifying Objectives:
A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts.
Concepts and/or vocabulary: figure drawing: gesture, contour line, Greek, proportion, shade,
highlight, value
Assessment: Journal entry, self assessment and teacher assessment rubric. See above for
Essential standards and clarifying objectives.